HLC Self Study

SELF STUDY 2010 accrediTation February 2011

Table of Contents Self Study and Commitee Leadership

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Chapter 1 Introduction and Overview

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Chapter 2 History of Accreditation

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Chapter 3 10 Criterion One: focuses on the mission of Redlands Community College.The mission and the supporting core value statements form the foundation for all of the educational opportunities and service provided to the College’s constituents. The content in Criterion One is the cornerstone of the message presented in the other criteria.

Chapter 4 32 Criterion Two: focuses on Redlands Community College’s allocation of resources and its processes for evaluation and planning that demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

Chapter 5 57 Criterion Three: focuses on Redlands’ evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Chapter 6 84 Criterion Four: focuses on the College as an organization which promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in a way that is consistent with its mission.

Chapter 7 105 Criterion Five: focuses on the College as an institution that identifies its constituencies and serves them in ways both value.

Chapter 8 Federal Compliance

114

Appendices

123

i

Higher Learning Commission

Self Study and Commitee Leadership Criterion One: Mission and Integrity Facilitator: Karen Boucher, Vice President for Finance and Campus Services Committee Co-Chairs: Dr. Dave Dalbow, Professor for Life Sciences; Martha Piper, Professor for Nursing Criterion two: Preparing for the Future Facilitator: Joel Drury, Vice President for Student Services and Institutional Advancement Committee Co-Chairs: Dennis Harris, Registrar and Director for Student Records; Tricia Hobson, Director for Enrollment Management Criterion Three: Student Learning and Effective Teaching Facilitator: Bill Baker, Vice President for Academic Affairs Committee Co-Chairs: Barbara Cox, Division Director for CAMS & DF (Criminal Justice, AAA Center, Mathematics, and Science) and (Developmental Studies, Forensic Computer Science, HPER, and Lifetime Fitness Trainer); Deborah Buttrum, Division Director for Allied Health and Nursing Criterion Four: Acquisition, Discovery and Application of Knowledge Facilitator: Amanda Evert, Division Director for Agriculture and Equine Committee Co-Chairs: Matthew Hamilton, Director for Technology; Jacki Herrel, Academic Advisor for the Title IV Student Support Services TRIO Grant Criterion Five: Engagement and Service Facilitator: Jack Bryant, Vice President for Workforce and Economic Development Committee Co-Chairs: Jim Mauldin, Honors Program Director, Phi Theta Kappa Co-Sponsor, and Adjunct Professor; Terri Barger, Professor for Career Education and Coordinator for Career Services and Student Activities Writing/Editing/Publishing Committee Facilitator: Dr. Penny Coggins, Vice President for Grants Development and Applied Research Committee Co-Chairs: HLC Consultant, Tammy Maples, Administrative Assistant for the Vice President for Grants Development and Applied Research, and HLC Liaison Resource Room and Host Committee Facilitator: Dr. Juanita Krittenbrink, Division Director for LS & MS (Liberal Studies) and (Management Sciences) Committee Co-Chairs: Christine Dettlaff, Director for Learning Resources Center; Troy Milligan, Director for Institutional Research; Stephanie Hughey, Administrative Assistant for the Division Directors for LS & MS and CAMS & DF (Liberal Studies) and (Management Sciences) and (Criminal Justice, AAA Center, Mathematics, and Science) and (Development Studies, Forensic Computer Science, HPER, and Lifetime Fitness Trainer) ii

Steering Committee Facilitator: Dr. Larry Devane, President Committee Co-Chairs/Self –Study Coordinators: Dr. Laura Gruntmeir, Division Director for PACES (Psychology, Agriculture, Early Childhood, Equine, Education, and Sociology); Dr. Penny Coggins, Vice President for Grants Development and Applied Research Committee: Facilitators for each Criterion, Writing Committee and Resource Room/Host Committee, HLC Consultant, Kenzi Hull, Administrative Assistant for the President

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chapter

one:

introduction and overview

1

Chapter One: Introduction and Overview Redlands Community College (Redlands) is proud of its seventy two year history. Teaching and learning has remained the focus of Redlands since its doors were first opened in 1938. Today, Redlands remains an openentry, two-year public community college with the authority to grant Associate Degrees and Certificates.

History of the College The College was founded in 1938 under the auspices of El Reno Public Schools, District I-34 and was originally housed in the basement of El Reno High School. The second home of the College was the former El Reno Post Office which was converted into classrooms, laboratories and offices for the growing institution. In 1971, the public school district Junior College ceased to exist and the people of the district voted to establish a separate Junior College District under the governance of the El Reno Junior College Board of Regents. In 1974, legislation was passed establishing the College as a full member of the Oklahoma State System of Higher Education. That same year, the College undertook the first phase of construction on its present site north of Interstate 40 at 1300 South Country Club Road. On September 1, 1991, the name of the College was officially changed to Redlands Community College.

In fall 2010, 2,452 students enrolled at Redlands. In that semester 168 students lived in College housing and 670 were concurrent high school students. The chart below reflects demographic elements of the student population in fall 2010.

Student Demographics (A) Fall 2010 Headcount FTE Women Men Full-Time Part-Time Average Age

Number

Percent

2,561 1,526 1,621 940 926 1,635 23.5

100% 63.30% 36.70% 36.20% 63.80%

Student Demographics (B) Fall 2010 Number Percent American Indian or Alaska Native 338 13.20% Asian 51 2.00% Black or African American 110 4.30% Hispanic 97 3.80% Native Hawaiian/Pacific Islander 7 0.30% White 1,807 70.60% More than one race 69 2.70% Race not declared 82 3.20% Source: Institutional Research Office 2

Over the years, Redlands Community College has grown to include numerous buildings at three sites. The main site on Country Club Road includes 55 acres. The 150 acre Darlington Agriculture Education and Applied Research Center and the 310 acre Redlands Royse Ranch house the College’s Agriculture and Equine Division and are located within eight miles from the College’s main site. These three sites comprise the physical facilities of Redlands Community College.

• Ray Porter Academic Complex • James E. Bass Student Center • Conference Center • A. R. Harrison Learning Resources Center • Larry F. Devane Multimedia Lifelong Learning Center • Culture Center • Physical Education Center and Natatorium • Select Physical Therapy/Wellness Center • Baseball Complex • Bill S. Cole Nursing/Allied Health Building • Gemini Center • Cougar Crossing Apartments • Art/Science Classroom Building • Equine Center • Redlands Community College Royse Ranch • Darlington Agriculture Education and Applied Research Center • Darlington Hall • Darlington Student Housing • H-Building at Darlington • DeLaval Building Five Oklahoma counties comprise the Redlands’ service area: Blaine, Kingfisher, Caddo, Grady and Canadian, the home of Redlands. Located in El Reno, Oklahoma, Redlands is 25 miles west of Oklahoma City. Redlands sits on the cusp of small rural communities to the west and metropolitan communities to the east of its campus.

Canadian County alone is a study in contrast. Northeastern Canadian County is one of the fastest growing and affluent counties in the state, home to professionals in higher education, science and medicine who commute to Oklahoma City for high paying jobs in medicine and research and government positions in the state capitol.

Northeastern Canadian County is an anomaly in Redlands’ service area. The remainder of the five-county area is rurally isolated. Some communities have fewer than 500 residents; unemployment and underemployment are the norm. Area high schools are underfunded; educational attainment levels are low, and public schools serve a majority of students who qualify for free and reduced meals. Redlands’ responsibility is to provide the best postsecondary education possible for all who enter the College’s open door.

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As an institution, Redlands has experienced its own feast or famine history. Redlands is the lowest funded institution of higher education in the State of Oklahoma. The College has no local tax base and no local bonding capacity. State appropriation dollars reflect less than 30% of the College’s annual budget. In 1991, when Dr. Larry Devane became President of Redlands, the college adopted the planning motto – the 3 C’s: Cooperation, Collaboration and Contracts. This design is integral to Redland’s planning strategies, expanding the College’s ability to maximize state resources and ensure innovative growth and excellence. By applying the “3 C’s” Redlands maintains its capacity to keep pace with advancing pedagogy, technologies and service to students and constituencies. The College has weathered bleak economic downturns while continuing to meet or exceed the responsibilities of a growing institution by applying the 3 C’s.

Redlands is one of few community colleges that can boast five USA Today-All American scholars and one Goldwater Scholar in the past decade. The College serves the needs of more than 5,000 urban and rural credit students each year, offering a variety of programs and semester plans. As a community college, Redlands provides learning opportunities for degree and certificate seeking students as well as lifelong learners who seek credit and/or non-credit opportunities.

High school students in more than 30 surrounding communities earn Redlands’ college credit through concurrent and off-campus classes. Internships, co-op education and clinical nursing experiences offer practical, hands-on learning throughout area industry and clinics. The College is an active member of the Downtown College Consortium in Oklahoma City, cooperating with other higher education institutions to ensure seamless pathways to degree and certificates approved by the Oklahoma State Regents for Higher Education.

Redlands is a leader in Undergraduate Research, a unique opportunity for freshman and sophomore students to engage in short-term research projects. Students engage with faculty members, producers and industry partners to learn about the basics of research. Research is teaching and learning at Redlands and is another unique opportunity for students to learn basic research, observation and writing skills that prepare them for transfer to four-year institutions and careers in STEM (Science, Technology, Engineering and Mathematics). Redlands’ students participate at Oklahoma Research Day, Research Day at the Capitol and are often accepted to present their preliminary research projects at national conferences or workshops. A few Redlands’ students have been accepted as co-authors in professional journals – a distinction previously reserved for graduate students and professionals. In 2006, Katlyn Weathers became the first Redlands student to co-author a publication in the Journal of Animal Science and to be accepted with Mr. Sam Nusz to present preliminary findings of the research project in which she participated as an intern.

Redlands’ Agriculture Education and Applied Research program was named a Center of Excellence by the Oklahoma State Regents for Higher Education in 2005. One of only five colleges in Oklahoma to receive the distinction, Redlands is the only agriculture Center of Excellence in the state. Redlands’ Judging Team and Equestrian Team add to the excellence of the agriculture program. In the past two years, both teams have brought home national championship titles. In 2009, Redlands was privileged to be named as the site for NACTA, hosting over 700 students at the College.

Redlands’ athletic teams are a vital part of life at the College. Teams compete on the national level. Redlands’ athletes, faculty, staff and members of the community enjoy the benefits of Select Physical Therapy, a sports medicine clinic housed on campus.

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In 2009, the College’s CESSEE Report identified Redlands as a “small college.” This small college accomplishes large successes. The College takes its responsibilities seriously, stretching dollars and personnel to provide innovative and quality programming for students and other constituencies. A “small” college in a small town with a large mission, Redlands accepts the challenges set before it over seventy years ago. Although, the College was founded to serve local students, Redlands has grown to reach far beyond the local environment, including today students from across the state, students who seek out the College from across the nation and through partnerships reaching the global society. As the following study reveals, Redlands is committed to adapt to the changing educational needs of current and future students and constituents. A “small” college in a small town with a large mission, Redlands accepts the challenges set before it over seventy years ago.

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chapter

two: history of accreditation

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Chapter Two: History of Accreditation Redlands Community College was established in 1938 as El Reno Junior College. First established to serve a limited area surrounding El Reno, Oklahoma, the College operated as El Reno Junior College for fifty-three years. Over the years the popularity of the College grew as did the profile of its constituency. In 1991, the College’s name was changed to Redlands Community College to more accurately depict the area it serves.

Redlands Community College (Redlands) continues to fill a critical need for students in the western portion of Oklahoma.

Throughout its years of operation, Redlands has maintained accreditation through processes appropriate for each year of its existence. El Reno Junior College was first accredited by the State Department of Education, the University of Oklahoma and the Oklahoma Agricultural and Mechanical College (now Oklahoma State University) in 1938. These entities continued as the accrediting agencies for the College until 1965. During the 1964-1965 academic year, the Oklahoma State Regents for Higher Education assumed responsibility for Redlands’ accreditation. This system of state accreditation continued through 1978.

Recognizing the importance of accreditation beyond the state level, the College began the process to gain accreditation through the North Central Association of Colleges and Secondary Schools in 1972. In 1973, the College received Correspondents’ status followed in 1973 by Candidate status and in 1978; the College received full accreditation for a period of five years. Upon the College’s receipt of full accreditation, the Oklahoma State Regents for Higher Education accepted the accreditation as meeting the standards for accreditation by the State. From 1978 to present, accreditation of the College by the State of Oklahoma has been based upon the recommendation of the North Central Association (now known as The Higher Learning Commission of the North Central Association of Colleges and Schools). The College received ten-year accreditation following onsite visits in 1991 and in 2001. Reports of accreditation visits are available in the Resource Room.

The 2001 accreditation visit resulted in a ten-year accreditation and required one progress report on general education and strategic planning. In addition, the College was required to complete a monitoring report on assessment for student academic achievement. The Assessment Monitoring Report was submitted to the Higher Learning Commission on May 30, 2003, and the Progress Report was submitted on April 30, 2004.

The reports are available in the Resource Room. Following is a summary of each report and actions following the reports to date.

Monitoring Report: Assessment of Student Academic Achievement Team Recommendation and Rationale: “The monitoring report is because the institution has not fully engaged in level-two and level-three assessment activities. The Team expects that the institution will be able to describe a student academic achievement plan and process that is fully engaged in level two activities and demonstrates level three activities.” (Evaluation Team report, February 26-28, 2001) The Redlands’ Assessment Committee, established and recognized by the College’s Board of Regents in 1995, formed an Ad-Hoc Subcommittee in 1998 to define cross-curriculum focus for Redlands’ mid-level assessment processes. The subcommittee recommended adoption of the College’s Goals for Student Success in 1999. At the time of the NCA visit in 2001, the Team reviewed Redlands common course syllabi template and training schedules for faculty members regarding mid-level assessment of student progress. Following the Team visit, the faculty and staff charged the Assessment Committee to focus on a plan to address Team concerns, prepare 7

the Monitoring Report, and strengthen the College’s plan to assess student progress.

At the time of the NCA visit, a pilot of an Electronic Portfolio was in progress. However, not all faculty members were participating in the pilot and had selected other assessment alternatives. Ultimately, the Electronic Portfolio system was not embraced by the College based upon dissatisfaction with results of the pilot and the expense of the project. The Assessment Committee began to search for another venue to assist with student assessment.

In May 2001, Assessment Committee members and other faculty members attended the National Institute for Organizational and Staff Development (NISOD) at the University of Texas in Austin. At NISOD a beta test opportunity was presented for the Community College Survey of Student Engagement (CCSSE). With support from Redlands’ faculty and administration, the College entered the beta test for CCSSE. Results of the College’s participation were very successful and CCSSE is an integral part of the Redlands’ assessment process today.

The course syllabi template established in 1999 was expanded and revised in 2001-2002 to be compatible with an on-line syllabus format using WebCT delivery platform. The revision was recommended by the Assessment Committee to ensure all Redlands’ students are aware of and striving to achieve the Redlands’ Goals and Competencies for Student Success in all instructional delivery methodologies. The course syllabi template over time has evolved into what is not referred to as “Goals and Competencies for Student Success.” All lead faculty and coordinators participated in training sessions to update each program description for inclusion in future Redlands’ Course Catalogs.

The RCC Assessment Committee built on these activities by developing the Redlands Goals and Competencies for Student Success. The rubric illustrated the three goals that the committee felt was vital to general education development for Redlands’ students. The group presented the chart across campus and with some fine tuning, it was embraced and incorporated into all general education coursework and placed in all of these course syllabi. In 2008, a fourth competency was added dealing with technology. The Goals and Competencies for Student Success are discussed in detail in Criterion Three, Chapter Five of this document. Over the years, the assessment committee has chosen one competency to be the focus of assessment on campus. Writing was the first to be selected. In 2009, critical thinking was selected as the focus and in the 2010 academic year, technology was chosen as the focus of assessment.

Progress Report: General Education and Strategic Planning Team Recommendation and Rationale: “The progress report is necessary to finalize the general education philosophy statement of the institution and accurately describe its strategic planning process.” (Evaluation Team report, February 26-28, 2001) General Education Philosophy Following the NCA Team visit, the Redlands’ faculty developed the following general education philosophy.

“The general education philosophy of Redlands Community College is to prepare students for the continuation of lifelong learning through the development of competent communication, efficient problem solving, and successful life skills.

Redlands Community College is committed to providing knowledge to a diverse student population, reflecting varied ages and life situations. Redlands 8

Community College recognizes individual learning styles by providing traditional and alternative educational opportunities to ensure student success for the 21st century.”

The following actions promote and support the College’s general education philosophy.

1. The statement is included in the Redlands’ course schedules, the catalog and the student handbook and is published on the College’s web site.

2. The statement is included in the College’s Strategic Management Plan and in the Enrollment Management Plan.

3. The general education plan is posted throughout the College, often with the College’s Mission Statement.

Strategic Plan In fall 2003, Redlands hired Manes & Associates, a consulting firm that facilitates strategic planning, to review institutional documents and develop a new strategic plan for Redlands. The consultants utilized existing documents and interviewed all College administrators, lead faculty and program coordinators throughout the design process. The College’s Administrative Support Council worked closely with individual faculty members and staff members in developing institutional goals, objectives, and long-term planning processes.

In February 2004, at the annual Board of Regents’ Retreat, a draft of the plan was presented to the Board. The Board expressed support and in summer 2004, the new Strategic Plan was implemented. In 2009, pleased with the planning process and the results of the Strategic Plan, a formal request was made to the Board of Regents to continue the planning process, reviewing and expanding the Strategic Plan for three additional years, establishing a three-year “rolling plan” process. This procedure will ensure that the Strategic Plan is reviewed annually and remains relevant and appropriate to the changing needs and resources of Redlands Community College. The Board approved the request. The Strategic Plan is available in the Resource Room for review.

Redlands Community College recognizes the benefit of the accreditation visit and the consultation it provides the College. The following sections of the 2011 Self Study will inform the Team of the progress, plans and successes of Redlands. The College has a successful accreditation history and a history of full cooperation with the Higher Learning Commission of the North Central Accreditation of Colleges and Schools. The faculty, staff and administrators at Redlands respectfully request a successful result of a full, ten-year accreditation.

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chapter

three:

Criterion One: Mission and integrity 10

CRITERION ONE: Mission and Integrity Criterion One focuses on the mission of Redlands Community College.The mission and the supporting core value statements form the foundation for all of the educational opportunities and service provided to the College’s constituents.The content in Criterion One is the cornerstone of the message presented in the other criteria.

Mission Redlands Community College provides a learner-centered environment committed to academic excellence strengthened through service and civic engagement.

Value Statements • Provide a rich academic environment in which learners engage in designing and completing individual educational goals.

• Provide opportunities for continuous academic growth through challenging and vigorous curriculum enhanced by the application of research and technology.

• Provide learning opportunities in collaboration with public and private partners.

Core Component 1A: The Redlands Community College mission documents are clear and articulate publicly the College’s commitments.

Redlands Community College (Redlands) is a comprehensive, open-access, Associate Degree- granting institution. As a member of the Oklahoma State Regents for Higher Education system, Redlands is legislatively charged with the responsibility to provide academic programs that prepare students for career entry, career enhancement, and/or transfer to a four-year institution.

The Redlands’ Mission Statement clearly states the learner-centered commitment of the College and our focus on academic excellence.The statement underscores the commitment to strengthen academic excellence beyond the classroom, clearly stating our commitment to integrate service and civic engagement into the curriculum and academic experiences we provide for our constituencies.

The Value Statements are clearly supportive of the Mission Statement and articulate publicly our focus on providing academic experiences to help learners meet their academic goals. The statements commit us to continuous growth and rigor within the curriculum, providing new experiences in undergraduate research and technology applications that enhance individual and collective learning at Redlands. Finally, in the Value Statements we publicly announce that we will employ collaboration and cooperation with public and private partners, opening ourselves, our students and our constituencies to new possibilities and new ideas. Through collaboration we learn, we teach, and we open new opportunities to our students.

We are proud to articulate publicly our mission and values. We widely disseminate our Mission and Value Statements to the public, to our students, to our widely diverse constituencies and to each other.We disseminate the statements in typical ways including print and electronic media. Our Mission Statement is printed on all College stationery, class schedules, catalogs, and news releases. The Mission Statement appears on all email 11

signature lines for faculty, administrators and staff. It is clearly displayed on the College’s web site and on departmental web sites. All recruiting materials and public announcements display the statement. The Mission Statement and Value Statements are clearly displayed throughout the College for all visitors and students to see as they “walk the halls” of Redlands.

We not only display print and media statements of our commitments, we demonstrate the commitments within these statements through our planning, our public presentations of our academic programs, our physical plant and our new program development discussions and announcements. In the vernacular of today, we “walk the walk” and “talk the talk.” Whether we are announcing a new program, opening a new facility, or hosting a community event, we describe how each occurrence fits within the learner-centered environment, academic excellence, service, civic engagement, vigorous curriculum enhancement, collaboration and/or partnerships that are integral to our mission and values.

Examples of our effort to declare and articulate publicly our Mission and Value Statements are evident in recent and continuing activities throughout our College. Recently our Phi Theta Kappa group announced collaboration with Heifer International, Inc., to work toward eradicating world hunger. The group started by soliciting donations to provide agricultural training and animals to underdeveloped countries so that small villages can diminish or eliminate hunger. The impetus started by Phi Theta Kappa swept through the College and was presented to Dr. Glen Johnson, Chancellor of the Oklahoma State Regents for Higher Education, as a campuswide initiative to address local, regional and world hunger. This project was approved by the Chancellor as our College’s Making Place Matter project. As one administrator said in the meeting with Chancellor Johnson, “Our students led us to the project.” This is but one example of student engagement in learning through service and civic engagement. Other demonstrations of openly articulating our mission and values include integrating undergraduate research opportunities for freshman and sophomore college students; applying technology to academic work between our students and students in other countries through teleconferencing and social networking; collaboration with regional universities to provide wider opportunities through Bridges to the Baccalaureate and Oklahoma IDeA Network of Biomedical Research Excellence (OK-INBRE) science initiatives; and adding new degree programs to help learners meet their individual academic goals.

Core Component 1B: In its mission documents, Redlands Community College recognizes the diversity of its learners, other constituencies and the greater society it serves.

At Redlands we know our constituencies. Our mission documents are inclusive of our constituencies, intentionally not limiting access to any group or individual. Our mission to provide a learner-centered environment does not limit that environment to specific groups or individuals, but assures a learning environment to all learners. Our commitment to open access is underscored in our Value Statements as we ensure a rich academic environment where learners find the opportunity to “engage in designing and completing individual educational goals.”

In the 2010 Community College Survey of Student Engagement (CCSSE) report Redlands Community College was classified as “small and rural.” To many of our students, El Reno, the home of Redlands, with its population of 16,000 is the “big city.” However, Redlands is located less than 25 miles west of Oklahoma City, the capitol of the state and one of two major metropolitan cities in Oklahoma. Redlands is on the cusp of the Oklahoma City metropolitan area, increasing the diversity of our constituencies. Canadian County where Redlands is located is one of the fastest growing counties in Oklahoma and the county boasts a higher per capita income than most 12

counties in the state. The county is a dichotomy. In Canadian County we find severe poverty in juxtaposition to affluence. While we find members of our constituencies who are professionals with steady incomes and elaborate homes in our county, we can just as easily find an equal number of families with inadequate housing and food. One only needs to take a leisurely 30 minute drive through the county to visit the most affluent and the neediest in our state. Economic diversity is a reality for Redlands.

The Redlands student enrollment reflects the ethnic diversity of our service area. In 2009-2010 3,163 students were enrolled at Redlands. Ethnic minority students represented 26.7% (846) of the student body. American Indian students represented 33.5% (281) of minority students, the largest minority group enrolled. African American students comprised 17% (144) of minority students and Hispanic students represented 14.4% (122) of minorities enrolled at Redlands in 20092010. 68.7% (581) of minority students enrolled at Redlands in 2009-2010 qualified for federal programs on the basis of low-income and/or first generation status. The American Indian population at Redlands is growing with an increase from 8% of the total student population in 2008-2009 to nearly 10% in fall of the 2009-2010. The Multiple Ethnicity population at Redlands is 17% (144) of the total student population in 2009-2010.

Concurrent classes are offered by Redlands... at no cost to Oklahoma students.

Our commitment to learner diversity reaches beyond our campus. Redlands was one of the first colleges to offer concurrent classes to Oklahoma high school students. Concurrent classes are offered by Redlands in 36 rural Oklahoma high schools. These classes are funded through the Oklahoma State Regents for Higher Education and are offered at no cost to Oklahoma students. Students who qualify for concurrent classes based upon academic standing may earn as many as twelve college credit hours in General Education courses through this program, the equivalent of one semester in college prior to high school graduation. Redlands is among the top colleges in the state in the number of concurrent classes offered throughout Oklahoma.

Redlands’ open-access policy reaches beyond our campus and our college credit classes in many ways increasing services to diverse populations. Outreach programs provided through Redlands reach groups and individuals with critical services whether or not these individuals are or will become students at Redlands. The Upward Bound and Veterans Upward Bound TRIO programs provide services to diverse qualified individuals planning their academic and personal futures. Project GOALS, a Temporary Assistance for Needy Families (TANF) project sponsored by the Oklahoma Department of Human Services and the Oklahoma State Regents for Higher Education assists TANF recipients to prepare for and find employment. The College is home to a program for Aging Services of Canadian County (ASCC) that provides meals, nutritional services, transportation, and housekeeping services to low-income senior citizens of Canadian County. Meals for this program are prepared in the College’s kitchen and distributed to needy recipients by volunteers within the service area of the program.

Redlands subscribes to all EEOC guidelines which are clearly stated in all College documents. We are in compliance with the Civil Rights Act of 1964, Education Amendments of 1972, the Rehabilitation Act of 1972, the American Disabilities Act of 1975 and the Civil Rights Act of 1991. We take seriously compliance with all federal and state mandates regarding diversity, but our commitment to open access and service reaches further.

The Redlands’ commitment to open access and institutional integrity reaches beyond our degree-seeking 13

students and legal mandates. We take seriously the long standing mission of a community college. Indeed in a climate where many two-year institutions have removed “community” from their names, Redlands has elected to remain in mission and in name a community college. Our collaboration with public and private partners enriches our capacity to provide “other constituencies and the greater society” we serve opportunities for learning. Our commitment to strengthen academic and non-academic curricula through technology and research provide opportunities to enrich the teaching and learning opportunities of the broader constituencies we serve. Our Mission Statement and our Value Statements reflect our commitment to inclusiveness, not limiting our scope, but ensuring the Redlands open door to learning.

Core Component 1C: Understanding of and support for the mission pervades Redlands Community College.

The Mission Statement and Value Statements of Redlands Community College were approved by the College’s Board of Regents on April 9, 2009. The process that resulted in the new statements was designed to provide campus-wide involvement through the committee structure established to prepare the self-study for accreditation. The final Mission Statement and Value Statements presented to the Board of Regents comprise the intent and themes of drafts prepared by committees. Broad dissemination of the new statements across campus, in public documents, and through electronic media has been in place for nearly a year. Faculty, staff and administrators have learned of and had opportunities to discuss the new statements in two in-service sessions and in numerous committee meetings. Student organizations have integrated the statements into their discussions.

Redlands reduced operational costs and expenditures enough to preserve current salaries and personnel.

Although it is difficult to state unequivocally that each employee and all students understand and support the statements or could recite them from memory, the mission in action is pervasive! The understanding and support of the mission permeate the College. The mission is in action. It is fluid and dynamic. It is fluid enough to have the capacity to be wrapped around nearly every part of the College – in the classroom, in College and public events, in course syllabi, in service to the community and to our constituencies. It is dynamic enough to announce what we are doing at Redlands now while providing the format and energy with which to meet future challenges.

Examples of how our Mission Statement has unified the College are many, but none is more illustrative than the response to the recent severe budget crises. Redlands had already experienced severe losses in revenues from state allocations.We had taken salary reductions and we had said good-bye to several members of the immediate Redlands community – lost positions. Once again, revenues fell short from state coffers. Dr. Devane, President of Redlands, asked each department to review their operational budgets to suggest fiscal changes that would reduce spending significantly enough to avoid more losses. Administrators and managers, often with help from their departmental faculty and staff, dug in and dug deep. Campus wide we understood clearly that more personnel cuts would hamper service to constituencies including degree-seeking students. Individually and collectively Redlands reduced operational costs and expenditures enough to preserve current salaries and personnel. Some dreams for new programs and expansion were put on hold. Classes will meet, teaching and 14

learning will take place and our doors will remain open. And in the midst of these severe financial times, our campus is united in finding ways to help the neediest populations in our constituencies through the Phi Theta Kappa initiative that has become the Making Place Matter project – alleviating hunger.

Clearly, the students, faculty, staff, administrators and the College’s Board of Regents understand the stated mission. They each play a role in ensuring the mission continues even in this very difficult financial climate. To ensure that “Redlands Community College provides a learner-centered environment committed to academic excellence strengthened through service and civic engagement” we must attend to the business of the College.

We will continue our commitment to evaluating our College’s effectiveness in determining how well we meet the current needs of our constituents and areas we need to improve. Achieving accreditation is a critical step in this process and Redlands has dedicated funds and personnel to the accreditation process, ensuring participation in annual Higher Learning Commission meetings for the last several years, and the resources to bring self-study consultants to campus to assist us. We have committed valuable personnel time and fiscal resources to the selfstudy process and preparation for the visit by the accreditation team. Focusing on the business of the College, Redlands will continue to identify and compete aggressively for external resources to replace the loss of state allocations through collaboration, cooperation and contracts – the “Three C’s” that are critical to our capacity to fulfill our mission and ensure our capacity to participate fully for and with our constituencies now and in the future. We are adamant that current financial crises in education throughout the nation not deter us from learner-centered academic excellence. Our mission drives us. It pervades our planning and our College.

Core Component 1D: The Redlands Community College governance and administrative structure promote effective leadership and support collaborative processes that enable it to fulfill its mission.

Governance Redlands Community College functions statutorily under the guidance and direction of its parent state agency, The Oklahoma State Regents for Higher Education (OSRHE). The OSRHE, directed by the Chancellor of Higher Education, is governed by a nine-member State Higher Education Board of Regents appointed by the Governor of Oklahoma and approved by the Oklahoma State Senate.

Redlands Community College is governed by a seven-member Board of Regents appointed by the Governor of Oklahoma and approved by the Oklahoma State Senate. Each Board member is appointed to a seven-year term.

The Board of Regents for Redlands Community College is governed by the OSRHE Board of Regents.

Members serve overlapping terms and re-appointment is an option. Redlands Community College Policies 100 - 105 and Procedures 100 - 105 define the roles, responsibilities and duties of the members of the Board of Regents. (The current Redlands Community College Policies and Procedures Manual is available in the Resource Room and online in the Virtual Resource Room (VRR). The organizational chart below illustrates the governing hierarchy.

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Oklahoma State Regents for Higher Education

Redlands Community College Board of Regents

Redlands Community College President

At the first regularly scheduled Board meeting following each year’s appointment, the new Board member is sworn in and a slate of officers is nominated and elected to serve in office for the next one-year term. Offices include the Chair, Vice Chair and Secretary. Those not holding a specific office are Members.

• Chair: This position is currently held by Mr. Bill Pope of Loyal, Oklahoma. Regent Pope’s term of office expires April 22, 2011. Regent Pope will be serving as the Chair during the HLC visit.

• Vice-Chair: This position is currently held by Mr. Roger Pryor of Mustang, Oklahoma. Regent Pryor’s term of office expires April 22, 2011.

• Secretary: Ms. Linda Langmacher is from Carnegie, Oklahoma. Regent Langmacher’s term of office expires April 22, 2012.

• Members: Four people serve as Members on the Redlands Board of Regents.These include, in order of appointment: • Mr. Terry Dean is from Yukon, Oklahoma. Regent Dean’s term of office expires April 22, 2013.

• Mr. Travis Ketter is from El Reno, Oklahoma. Regent Ketter’s term of office expires April 22, 2014.

• Mr. Charles Beard is from Calumet, Oklahoma. Regent Beard’s term of office expires April 22, 2015.

• Ms. Linda McColl is from Mustang, Oklahoma. Regent McColl’s term of office will expire April 22, 2016.

The Board of Regents meets in regular session seven times each fiscal year: in February, March, April, June, September, October, and December. Traditionally, in February of each year, a Regents’ Retreat is held prior to the regularly-scheduled Board meeting to review the prior year and update the Regents on anticipated priorities for the coming year. All meetings are conducted according to the Open Meeting Laws of the State 16

of Oklahoma. Unless otherwise announced publicly, the Regents meet on the Redlands campus in El Reno, Oklahoma.

Redlands Board of Regents members are, by Oklahoma law, required to fulfill a specific number of approved Regent Education hours. Dr. Larry Devane, President of Redlands Community College, has devised a rigorous Regent In-Service program for new Regents to introduce them to and educate them about the mission and function of Redlands. This In-Service program has been approved to count as a portion of the required Regent Education hours. Annually, the OSRHE also offers a two-day Regent Education program, which allows Regents from across the state to participate in as many or as few sessions as they wish to complete their hours and stay abreast of higher education issues in Oklahoma. To date, all of the Redlands Regents have participated in some aspect of this OSRHE In-Service program in addition to completing the Redlands Regents In-Service program.

College Administration Through its Policies and Procedures, defined in Policy 104 and Procedure 104, the Redlands Board of Regents has delegated authority for the management of Redlands Community College to the College President, Dr. Larry Devane. Under leadership of the President, Redlands organizational structure, its policies and procedures, and its mission are reviewed, revised, and adopted or repealed. As required in Policy 104.2, policy items are presented to the Board of Regents for vote before becoming part of the Redlands operation. As stated in Policy 104.3, procedural items are presented to the Board of Regents as information items before becoming part of the Redlands operation. Copies of the Redlands Community College Policies and Procedures Manual are available in the Resource Room and online in the Virtual Resource Room (VRR).

Throughout the ten years since the last accreditation visit, Redlands’ organizational structure has taken several turns and changes. Many changes have been responses to the changing economic situations in Oklahoma. Some were the result of retirements and resignations. All changes were accomplished to ensure the integrity of the College and its mission. Traditionally, the organization chart is reviewed each year to determine how it serves the mission given any budget constraints.

Shortly following the 2001 accreditation visit, the economic climate in Oklahoma began to deteriorate rapidly and the downturn was predicted to be long term. During the next couple of years, several things occurred which have had a lasting impact on the budget dollars available to support higher education in Oklahoma.

• The legislature passed new legislation to reduce taxes. The impact of this action is long-lasting as it takes a super majority to approve a tax increase in Oklahoma.

• Legislators began to be term-limited, leading to an inexperienced group of legislators, with little or no budget-building experience.

• Beginning in the spring of 2002-2003, the Oklahoma State Office of Finance began announcing monthly budget reductions.

Any one of these situations would have had a negative impact on higher education, but the combined impact was devastating, sudden and critical. Redlands once again was forced to reorganize fiscal and personnel resources to meet the challenge to continue to provide instructional and supportive services, maintain educational programming and meet its mission while slashing budgets. Through non-renewal of contracts and not filling positions opened through resignations and retirements, Redlands lost twenty full-time and part-time noninstructional positions. Instructional programs and departments were realigned under fewer administrative 17

leaders.

Fortunately in 2004-2005, the economy and funding began to stabilize and Redlands began trying to recover and re-energize. At the same time three things occurred that changed significantly the fiscal climate at Redlands.

• Redlands received a Title III Strengthening Institutions grant funded through the U.S. Department of Education. The grant focused on enhancing Redlands Agriculture Education and Applied Research Center at the College’s Darlington instructional site and brought new dollars into the College at a rate of $350,000 per year for five years: $1.5 million for program enhancement.

• Redlands was one of five Oklahoma colleges successful in a state wide competition for the Oklahoma State Regents grant competition under the state’s Brain Gain initiative. In January 2005, we received the first allotment for the Redlands Center of Excellence in Agriculture project. The Center of Excellence grant brought new dollars to Redlands at a total of $2.3million dollars over the 5-year time period. In May 2010, the OSRHE announced that the Center of Excellence programs were to be annualized beginning July 1, 2010, by increasing the College’s budget to support the programs, resulting in a budget increase of $488,850 annually.

• In the same timeframe, the Oklahoma State legislature funded a state wide capital initiative for colleges and universities in Oklahoma. This initiative was over five years in the making, having been unfunded due to a fiscal crisis in the state. Projects that were “on hold” for five to ten years could finally come to life. Ground-breaking ceremonies were celebrated at nearly every college and university in Oklahoma and Redlands was no exception. Renovation, rehabilitation and new construction had been delayed for a decade. The situation had become critical; the relief was something to celebrate.

Thanks to the unusual infusion of resources for program development, program improvement and investment in capital projects, Redlands has been able to emerge from the funding crisis. Our administrative structure, our programs and our student successes gained strength. Redlands was revitalized.

The transformation of Redlands organizational structure and the renewed Mission and Values Statements go hand-in-hand, providing the structure to meet our mission.The demands and expectations of our constituencies have changed significantly over the past decade and Redlands’ reorganization plans and current administrative structure are designed to meet those demands and expectations. Federal and state accountability requirements have increased; competition for students is fierce; and competition for fiscal resources continuous. We cannot rest on our successes. We must plan and compete on a regular basis and at a higher level than in the past. Our mission can no longer be confined to rural Oklahoma, to transfer students and to traditional degree programs.

We must meet the challenges of a global, diverse, and technologically savvy constituency with rapidly changing needs and expectations. Our organizational structure must support our mission and provide the capacity to meet the challenges before us – diversity, accountability, competition, national and international programming of the highest quality and integrity. Our organizational structure is designed to meet these challenges.

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The organizational chart below illustrates the current administrative organization at Redlands Community College.

President Administrative Assistant

Vice President for Academic Affairs

Vice President for Finance and Campus Services

Vice President for Student Services and Institutional Advancement

Vice President for Workforce and Economic Development

Vice President for Grants Development and Applied Research

Director for Technology

Director for Athletics

Leadership Qualifications President: Dr. Larry F. Devane is the President of Redlands Community College. He joined Redlands as President in 1990, coming to Oklahoma from Kansas where he was President of Highland Community College. Dr. Devane was recently presented a 20-year plaque recognizing his tenure at Redlands.

Dr. Devane has created a vision for Redlands that includes state-of-the-art technology instructional and training access, varied course and program delivery modes, student focused facilities and a high standard for competitive athletics at Redlands.

Dr. Devane was recently selected by the National Governors Association (NGA) to participate in an NGA Experts Roundtable on Community College-Industry partnerships. NGA is the collective voice of nation’s governors and one of Washington, D.C.’s most respected public policy organizations.

Dr. Devane has served as a community college consultant at the recommendation of the American Association of Community Colleges in the USA, Europe, and West Africa. He also continues to serve on the AACC National Homeland Security Task Force and the International Education Committee.

Phi Theta Kappa, the international two-year college academic honor society, has recognized Devane for his multi-years of service to Phi Theta Kappa Oklahoma/Arkansas region as a Distinguished Presidential Ambassador. Further, Phi Theta Kappa has awarded Devane the Shirley B. Gordon Award of Distinction.

Devane has served as President of the Oklahoma Colleges and Universities President’s Association for both the Two-Year President’s Council and All-President’s Council as well as leadership roles in Academic, Legislative and Economic Councils.

Devane is the current President of the Council of North Central Two-Year Colleges, CNCTYC, encompassing nineteen states of the Higher Learning Commission.

Devane’s civic leadership roles are varied, including such activities as Board of Directors for El Reno Chamber of Commerce Foundation for Progress of which he was named El Reno Citizen of the Year, 19

Chairman for the El Reno Industrial Development Corporation, El Reno Federal Corrections Institute Community Advisory Council, member of Restoration of Fort Reno, President of the Canadian County Greater Oklahoma City Metro United Way, Coordinator of Leadership Canadian County, and has served as Finance Chair and is the current Chairman of the Canadian Valley Integris Hospital.

In 2001, Devane was honored by the Redlands Board of Regents with the naming of a campus building, the “Larry F. Devane Multi-Media Lifelong Learning Center.”

He attended Coffeyville Community College, earned his bachelor and master degrees from Emporia State University and his Ph.D. degree in adult and occupational education from Kansas State University in 1975.

• Vice President for Academic Affairs: William Baker is Vice President of Academic Affairs of Redlands Community College. Prior to joining Redlands, he was Director of Educational Technology at the University of Arkansas- Fort Smith and Chief Operating Officer at Media Transition, Inc. Baker retired from the United States Coast Guard in 1996, serving 25 years in search and rescue and law enforcement. Baker earned a Bachelor of Science in Management from Park University in Parkville, Missouri, and a Masters of Arts in Management from Webster University, St. Louis, Missouri.

• Vice President for Finance and Campus Services: Karen Boucher has a total of 40 years in education in Oklahoma, working in higher education for 20 years. She has eight years as a college faculty member and 12 years as a senior administrator.

Prior to working in higher education, Boucher worked 28 years in public education and career technology education, as both a classroom instructor and as an administrator. Boucher has education administration experience in technology, public information, finance, and operations and industry experience in banking and accounting. She earned both a Bachelor of Science in Education degree and a Master of Education degree from Southwestern Oklahoma State University and has completed post-graduate hours at the University of Oklahoma, Oklahoma State University, the University of Central Oklahoma, Northwestern Oklahoma State University, and East Central University. Boucher is a Certified Purchasing Officer for the State of Oklahoma and a Certified Teacher and Public School Administrator for the Oklahoma State Department of Education. During the summer of 2010, Boucher completed the three-year College Business Management Institute training program for college business officers sponsored by the Southern Association of College and University Business Officers (SACUBO).

• Vice President for Student Services and Institutional Advancement: Joel Drury attained an Associates of Art degree from The College of the Desert, Palm Desert, California, and a Bachelors of Art from the University of Utah. Drury retired following 21 years in the U.S. Marine Corps where he served as Commanding officer for six different organizations. He is a graduate of the Command and Staff College. Since retiring from the Marine Corps, Drury has 14 years’ experience in higher education, serving as Career Services Officer at OSU-OKC; Director, Downtown College Consortium; Transfer Coordinator/Advisor University of Central Oklahoma and currently is the Vice President for Student Services and Institutional Advancement at Redlands Community College.

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• Vice President for Grants Development and Applied Research: Dr. Penny Coggins has worked in community college higher education for 26 years developing and implementing programs for under represented and disadvantaged student populations. Her expertise includes over 20 years of experience in designing, writing and managing federally funded projects including Title III, Title V, Title IV (TRIO), Community Based Job Training Grant and Native American-serving Nontribal Institutions programs. Dr. Coggins holds a Ph.D. in Adult and Continuing Education from Kansas State University and is certified in Developmental Education from the Kellogg Institute at Appalachian State University. Dr. Coggins was the principal author of the Redlands Title III and Center of Excellence proposals; has authored several other successful grants for the College; and has published articles through the Council for Undergraduate Research describing the benefit of teaching research at the freshman and sophomore levels in community colleges. She is a facilitator for the Summer Grant Writing Institute of Oklahoma sponsored by the Oklahoma State Regents for Higher Education where she annually teaches novice grant writers from Oklahoma colleges and universities.

• Vice President for Workforce and Economic Development: Jack Bryant has worked in higher education for the past 23 years as an instructor, program developer and operator, and senior level administration. Bryant has 10 years’ experience as a classroom instructor and 17 years’ experience in the areas of program leadership and development, with 10 of those years as a senior level administrator. He holds a Masters of Education Degree from the University of Central Oklahoma in communication, a Bachelors of Arts from Northeastern State University and an Associate of Arts from Connors State College. Bryant has completed all course work and is in the dissertation process for a doctoral degree from Oklahoma State University.

• Director for Technology: Matthew Hamilton is the Director of Technology at Redlands Community College. Over the past eight plus years, Matthew has held multiple positions within the technology infrastructure of Redlands including Network Manager, Assistant Director of Instructional Technology and Instructional Design Coordinator. Since 2008 he has acted as Redlands’ Chief Information Officer representing Redlands at all state and federal conferences and on all boards relating to technology.

Matthew completed his Bachelor of Business Administration - Management at Southwestern Oklahoma State University and will soon complete his Master of Business Administration at Cameron University.

• Director for Athletics: Matt Newgent enters his second year as the Director of Athletics at Redlands Community College.

He was elevated to the position after five successful years as Head Baseball Coach at Redlands. During Newgent’s tenure as baseball coach, his teams have had an overall record of 203-131, highlighted by a 44-15 campaign in 2007. Newgent’s teams have won three Oklahoma Collegiate Athletic Conference titles over that period as well as two Region II titles while finishing runner-up two additional times during that span. Since taking over as Director of Athletics, Newgent has implemented new business practices and a new direction with the inception of a department mission while maintaining the winning programs Redlands has embraced over the past three decades. Newgent received his Bachelor of Arts in History from the University of Indianapolis in 1999 and then obtained his Master of Business Administration from there in 2001.

Official transcripts and job descriptions for all Redlands’ personnel are available in the Human Resources 21

Office individual personnel files.

Administrative Structure • Academic Affairs: The Office of the Vice President for Academic Affairs supervises and manages three instructional divisions: student assessment, student records, and the resources for instructional learning. As a part of the administrative duties, this office recommends faculty increases, decreases, or realignments as justified by enrollment; recommends academic program and curriculum revisions, additions, or deletions based on needs of the students; supervises academic assessment strategies through the Assessment Committee; coordinates the developmental education program, including tutoring and placement advisement; supervises the College’s Strategic Plan to ensure that the College’s mission and value statements are met through the goals and objectives of the Plan and recommends any necessary changes; and, supervises the preparation of the College Catalog to ensure that the content accurately states information from admission requirements to enrollment requirements to course descriptions to degree programs to graduation requirements. Because technology has become such an integral part of society, this office has worked with division directors and the Learning Resources Center to ensure that instructional faculty has access to the latest research in best instructional practices and instructional technology. The office has also worked to provide students with technology-enabled access to a wide variety of library and learning resources.

The office has also worked to support the functions of the Student Records office to move toward a more technology-based records retention system in order to provide the highest quality service to students as they need access to their records.

Vice President for Academic Affairs Administrative Assistant Division Director for Liberal Studies and Management Sciences

Division Director for CAMS & DF

Division Director for Nursing and Allied Health

Division Director for PACES

Registrar and Director of Student Records

Director for the Learning Resources Center

The Academic Affairs Office manages WEAVEonline, a web-based assessment management system that helps manage accreditation, assessment, planning and quality improvement processes for colleges and universities. Redlands employs WEAVEonline to promote collaboration within and across all academic and administrative units and to build institutional commitment to continuous improvement.

• Finance and Campus Service: The Office of Finance and Campus Services supervises and manages all the administrative functions and departments which support the College, including human resources, institutional research, the business office, the physical plant, security, the switchboard, the mailroom, and auxiliary services including events, food service, the print shop, student housing, and the bookstore. The Vice President is the Chief Financial Officer and in this role manages the College’s various budgets, oversees all financial transactions, accounting records, fixed assets, and federal and state audits and ensures all compliance requirements are met. Providing a learner-centered environment means this office is responsible for providing for the well-being 22

and ensuring the safety and security of all students, employees, and visitors which includes, but is not limited to, supervision of maintenance, repairs, housekeeping, safety, and security. This office oversees the College’s fleet of vehicles and their maintenance and repair. The duties of this office also includes supervision and coordination of financial transaction services between the bookstore and the students and between student housing and students; supervision of hospitality services including events planning and organization and food service programs and menus for students, employees, and community constituents; and supervision of the print shop, mail services, and the College switchboard.

Vice President for Finance and Campus Services Bookstore Operations

Administrative Assistant

Student Housing Operations

Director for Institutional Research

Coordinator for Human Resources

Controller for Business Office

Coordinator for Events and Hospitality

Director for Printing and Mailing Services

Coordinator for Physical Plant

Chief of Security

• Student Services and Institutional Advancement: The Office of Student Services and Institutional Advancement is responsible for the functions and departments of Enrollment Management, Financial Aid, Public Information, the Gallery, Student Activities, Career Services, Residence Life, Development, and Alumni Relations.

Vice President for Student Services and Institutional Advancement Administrative Assistant

Coordinator for Development and Alumni Services

Coordinator for Public Information

Curator for the Gallery

Coordinator for Resident Life

Instructor/ Coordinator for Career Services and Student Activities

Director for Financial Aid

Director for Enrollment Management

In the role of Student Services, this office manages the Enrollment Management Plan and recommends revisions, additions and deletions to the plan’s activities depending upon enrollment; manages the Public Information Marketing plan for Enrollment Management and recommends revisions, additions and deletions to the Plan’s activities depending upon enrollment; authorizes student club charters and approves all student activities; oversees the activities of the Admissions, Advisement, Enrollment, Financial Aid, Retention, and Career Services offices to ensure compliance 23

with all state and federal rules and regulations; and handles all student discipline issues. In the role of Institutional Advancement, the Vice President is the Chief Public Information Officer handling all official public communication requests in compliance with state and federal laws and College policies and procedures. In the Institutional Advancement role, the office supervises the issuance of all College communications and publications, print and electronic, and maintains the integrity and sanctity of the College’s logo and its image brand; supervises the selection of the type and schedule of gallery exhibits; serves as the Executive Director of the College Foundation; and manages the Development and Alumni Relations Plan of Work and recommends revisions, additions and deletions to the Plan’s activities.

• Workforce and Economic Development: The Office of Workforce and Economic Development is responsible for all contracted and continuing education services, workforce programs, economic development initiatives and programs, and grants which provide community services as all or part of their grant mission. Because Redlands is strongly committed to the “community” in Community College, we put special emphasis on this aspect of our mission by dedicating one administrative office to community educational and outreach services. This office manages all articulation agreements between Oklahoma’s Career Technology Centers and the College so students who enroll in specific programs at these partner Tech Centers are assured of receiving college credit for the approved courses in which they enroll. This office assists the Enrollment Management office by assisting concurrent students with the enrollment process. The office manages grant programs which provide community outreach services such as manufacturing business advice and training; and nutrition, housekeeping, and travel assistance to the elderly; and educational services such as workplace skills and pre-college preparatory assistance to TANF clients; student support services for first-time, lowincome students to aid them in staying in college; and special assistance services to veterans to aid them in obtaining a college education. The office has actively sought training partners and is providing training services for displaced workers. The office also provides enrichment opportunities such as short-term classes in fitness training, water aerobics, financial planning, organic gardening, etc.; has developed a special group travel program; and manages the College’s “Kid’s College” program.

Vice President for Workforce and Economic Development Oklahoma Department of Commerce Outreach Services

Manufacturing Extension Agent

Director for Contracted and Continuing Education

Coordinator for Cooperative and Off-Campus Programs

Coordinator for Alternative Education

Administrative Assistant

Project Director for Aging Services of Canadian County Grant

Project Director for GOALS Grant

Project Director for Veterans Upward Bound Grant

Project Director for Title IV Student Support Services (AIMS) Grant

• Grants Development and Applied Research: The Office of Grants Development and Applied Research is responsible for writing or assisting with the writing of all grants for which the College applies, for managing or assisting and advising in the management of grants awarded to ensure grant compliance, and for directing and supporting applied research through grant and other opportunities.

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This office currently has direct administrative responsibilities for six grants -- three state grants and three federal grants. Dr. Coggins serves as co-chair of the College’s self-study for accreditation. Her office has been responsible for writing continuing applications for the TRIO Student Support Services and TRIO Upward Bound grants and was responsible for the College receiving the new TRIO Veterans Upward Bound grant. The office has written or provided writing assistance and management advice to the College’s Foundation for grants that are required to be awarded and managed through the Foundation and the office is responsible for writing several proposals to State and Federal Legislators for funding. Since the office was established approximately five years ago, it has been directly responsible for approximately $7 million dollars of external funding for Redlands.

Vice President for Grants Development and Applied Research Grants Development and Management

Administrative Assistant

Center of Excellence Agriculture Program Coordination

Applied Research Coordination

Division Director for PACES

Coordinator for Agriculture Marketing and Communication

Director for Upward Bound (TRIO) Grant

• Director of Technology: The Office of the Director of Technology is responsible for all technology installation, maintenance and support functions, including network, online education, distance education, cable television, landlines and cell phones, fiber and cable, PC and laptop hardware and software, copiers, printers, fax machines, and HelpDesk services to students, employees, and contractual clients. The Director serves as the Chief Information Officer and as such is responsible for ensuring that all state and federal technology standards and compliance rules and regulations and College policies and procedures are met. The office oversees the physical and virtual security of data stored on or transmitted via technology; provides training and assistance to faculty who teach with technology; and supports campus technology services such as the ID system, employee and student email, administrative software, student database software for federal programs, and check printing software, to name a few. The office manages the Technology and Data Services purchasing plan and recommends revisions, additions or deletions to the Plan; manages the Business Continuity Technology Plan to ensure that all data is fully recoverable in the event of a disaster and recommends revisions, additions and deletions to the Plan to keep abreast of technology requirements necessary to ensure full recovery; and manages the PCI and Data Security Plan to ensure that all applicable data is legally and securely stored according to federal and state statutes and recommends revisions, additions and deletions to the Plan to meet new legal requirements as needed.

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Director for Technology Administrative Assistant Technology

Coordinator for Network Operations

Coordinator for HelpDesk Operations

Manager for Distance Education

Manager for Training (unfilled)

• Athletics: The Office of Athletics is responsible for five intercollegiate athletic programs, intramural athletics, a fitness program, the athletic trainer, and a business partner who rents space and provides physical therapy services to the community and to the athletes.

Director for Athletics and Head Men’s Baseball Coach Administrative Assistant

Select Therapy Manager & Physical Therapist

Head Men’s Basketball Coach

Head Women’s Basketball Coach

Head Women’s Golf Coach

Head Women’s Volleyball Coach

Coordinator for Fitness for Life Program

Coordinator for Intramural Programs

Head Athletic Trainer

The Athletic Director is responsible for ensuring that all student athletes and all coaching staff are in compliance with the rules of the NJCAA. The AD assists with the completion of the Title IX Equity in Athletics Report. The AD office manages the budgets for all intercollegiate athletics programs, the intramural athletics program, and the fitness program. The office coordinates services and assists with scheduling for the physical therapy partner. This office is responsible for scheduling all services for the home games, including officials, security, custodial and concessions. The office is responsible for scheduling all transportation services for away games and recruiting visits. Intercollegiate programs include women’s golf, women’s volleyball, women’s basketball, men’s basketball, and men’s baseball.

The AD also serves as the Head Men’s Baseball Coach.

Core Component 1E: Redlands Community College upholds and protects its integrity.

Redlands Community College, originally El Reno Junior College, opened in 1938. El Reno Junior College was first accredited by the Oklahoma State Department of Education, the University of Oklahoma, and the Oklahoma Agricultural and Mechanical College (now Oklahoma State University). These entities continued as accrediting agencies for the College until 1964-65 when the Oklahoma State Regents for Higher Education (OSRHE) assumed responsibility for accreditation. OSRHE accreditation based on annual visits and recommendation by the OSRHE visiting teams was practiced through 1978 when the College received its first North Central Association of Colleges and Secondary School accreditation. From 1978 to the present, accreditation has been continuous and based upon North Central Association criteria for accreditation. The College’s name was 26

changed to Redlands Community College following legislative approval in 1991. The last accreditation visit for Redlands occurred in 2001 when the College received a full ten-year accreditation from the North Central Association.

The core of our College’s mission has remained sound for 72 years. At its core throughout changing mission statements, administrations and fiscal ups and downs, is the College’s commitment to providing the highest quality educational opportunities to our constituencies. While the scope and breadth of these opportunities have changed over the years as society and economies have changed, the core remains. Continuous evaluation of what we do provides the impetus for change, strengthening our focus on mission and responsibility. At every turn the College operates with integrity, attempting to ensure that our constituencies are well served.

Strategies and actions by which we uphold our integrity take many forms including, but not limited to, strong fiscal management whether in feast or famine economic situations and strong articulation agreements and integrity in our cooperative, collaborative and contract situations that support our mission.

Fiscal Integrity Redlands, like so many educational institutions, must remain fiscally alert operating with integrity in strong and difficult economic climates. The economic climate often changes rapidly. At the same time, we cannot allow difficult economic environments to stagnate the College. Although loss of fiscal resources often slows down forward movement, we cannot allow it to stop us in our track and cause us to wring our hands and wait for better times and more state allocations. Stopping and waiting does not position us to move forward when (or if) state allocations increase. Our reality is – no local tax base and no local bonding authority! This will not change for Redlands. To advance beyond our dependence upon state allocations, Redlands has operated under the Three C’s – cooperation, collaboration, and contracts – for nearly two decades. (TEXT BOX) We seek and find external sources to support new program development, program expansion and capital projects. This is how we keep pace with our more affluent colleague institutions. This is how we prepare for the future and remain ready for better times. We aggressively pursue external funding in the form of grants and contracts. We develop and take advantage of opportunities to collaborate and cooperate with other institutions and agencies, and we pursue public and private partnerships that fit within our mission and the needs of our constituencies.

The Redlands’ administrative team monitors all budgets closely to ensure compliance and to maximize the investment of funds in programs that draw students and other resources to our campus. The financial health of the College is monitored closely and audited frequently. The College’s Board of Regents is informed at least quarterly about fiscal resources and how they are used.Where appropriate, all required approvals are requested from the Redlands’ Board of Regents. Regular meetings of the administrative team ensure administrators are informed of where the College stands financially. Our financial integrity is demonstrated by clean audit reports for over 10 years including full compliance reports regarding state and federal programs. Not one federal- or state-funded grant project has been investigated for compliance issues. We meet or exceed the objectives of grants and contracts to which we commit.

Redlands Community College practices fiscal responsibility. The College understands and complies with all federal, state, local, and college rules and regulations governing a public higher education institution. Once each quarter, the Board reviews a financial report of the College. Annually, the Board reviews the formal reports of the audits of internal controls, financial statements, and single audit of federal programs (A-133).

Redlands Community College’s fiscal records are kept in compliance with both GAAP and GASB standards.

Every employee of the College is aware of and complies with Public Law 93380 (Buckley Amendment, better known as FERPA). Redlands complies with the provisions of the Americans with Disabilities Act of 1990, the Civil Rights Act of 1964, Title IX of the Education Amendments, the Cleary Act, and the Higher Education Opportunity Act of 2008 (HEOA).

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Academic Integrity Strong articulation agreements exist with four-year institutions and articulation meetings with these institutions annually bring articulation agreements up to date ensuring maximum transfer potential to our degree-seeking students. Our curricula are reviewed continuously by faculty members, division directors and administrators.

The College’s Curriculum Committee, made up of faculty members and the Vice President for Academic Affairs, keeps a close eye on new and emerging classes and programs to maintain exemplary academic integrity as we grow and change to meet student needs (as illustrated in the Curriculum Committee minutes available in the Resource Room and on the VRR web site). Articulation extends to several out-of-state colleges and universities as evidenced by the number of Redlands graduates who receive scholarships to continue their studies at four-year institutions.

Redlands Community College understands the importance of ensuring user authenticity. Student identity is originally verified by Redlands Student Services Department during enrollment, and re-verified when a student identification card is created. Students are provided a unique username and password which is used for the duration of their enrollment to access all student records, online courses, and email correspondence.

Students are counseled on the importance of safeguarding their passwords, and ensuring the security of their account at all times. While Redlands primarily uses a two factor authentication approach, faculty are given the ability to enhance the security of individual exams by requiring on-site proctoring and/or individual exam passwords. Redlands has investigated implementing alternative multi-factor authentication approaches, such as the use of biometrics or a smartcard enabled student identification card requirements. Unfortunately, there are significant cost disadvantages due to the infancy of such technologies and the inability of such technologies to be integrated into existing systems. Redlands continues to stay abreast of new and changing technologies, and at such time as a cost effective solution is introduced as an industry standard, it could be implemented.

Academic integrity at Redlands begins with our clear understanding of and commitment to open access and the responsibilities adherent to this policy. While committed to open access, we make every effort to eliminate the “revolving door,” providing numerous opportunities for students to succeed.We implement a strong assessment and placement policy and offer a full range of developmental education classes that help our students prepare for college-level classes based upon evaluation of assessment instruments, course sequencing, course competencies and student success data. Our advisement policies, located in the Resource Room and on the VRR web site, include a strong element of explaining to students the benefits of these classes for the students’ future success in college classes. The Redlands Assessment Committee monitors measurement of student outcomes, keeping a constant eye on teaching and learning class competencies for success in subsequent courses and in course sequencing. Our mission is teaching and we take that mission seriously.We maintain a cap on class size, ensuring the opportunity for one-on-one collaboration between students and faculty members. Our students are not numbers and each class is taught by a qualified instructor. As we introduced undergraduate research into the academics of Redlands, we applied the motto, “Research IS Teaching – Research IS Learning,” emphasizing that we remain a teaching institution. Undergraduate research at Redlands involves teaching students about the basics of research, including participation in hands-on basic and applied research activities within the course curriculum and within the program competencies. Undergraduate research is not a separate function of the College. It is intertwined within the curriculum and is a voluntary addition that many faculty members include in their teaching strategies. Division directors and faculty members integrate integrity into our distance learning strategies, ensuring the same quality and rigor for distance delivery as traditional delivery of classes.

The core of the mission of Redlands is to provide educational and enrichment opportunities to each of the several populations served through a quality general education curriculum, transfer degree programs accepted at any of the regional or research colleges and universities within the state and at several out-of-state colleges and universities as evidenced by the number of Redlands graduates who receive scholarships to study at the fouryear college or university of their choice. Redlands provides a rich curriculum of continuing and contracted 28

education opportunities designed to meet the needs of the area adults. Our open access policy is enhanced by a strong advisement and testing program to better guide students into the courses and programs in which they will be most successful in reaching their educational and personal goals.

Professional Integrity Redlands Community College operates both legally and ethically. The Board of Regents holds their meetings in accordance with the open meeting laws of the State of Oklahoma. Each member of the Board of Regents and the two ranking administrative officers of the College are required to file personal fiscal reports with the Ethics Commission for the State of Oklahoma.

Redlands Community College’s administration participates actively on the OSRHE’s policy councils: the Council of Presidents, the Council of Instruction, the Council of Business Officers, the Council of Student Affairs, the Council of Information Technology and the Communicator’s Council. Each administrator has a copy of the OSRHE’s Policy Manual and the finance office has a copy of the Office of State Finance Policy Manual. The Athletic Director attends the governing meetings for intercollegiate athletic programs. Redlands is a member of the NJCAA and complies with its rules and regulations. The Athletic Director has a copy of and utilizes the NJCAA policy handbook.

Redlands Community College’s Policies and Procedures Manual is available online and as a downloadable PDF available to each employee and to the public through the Redlands web site. The P&P Manual provides policies and procedures relating to the Board of Regents, institutional organization, fiscal operations and management, personnel, campus organizations and activities, and student affairs. This Manual is a guide to the operation and management of the College for the employees and students. The Manual is reviewed and updated as needed.

Redlands’s legal counsel and the Office of the Oklahoma State Attorney General provide assistance as needed in developing policy.

Institutional Integrity Redlands student clubs and organizations are formally approved by the student affairs or academic administrations, respectively. Each club or organization is required to have a charter, by-laws, and elect officers. Specific club and organization information is available in the Resource Room and on the VRR web site. When a club or organization becomes inactive, it must go through the process again to become active, participate in College activities and receive a student activity budget award. The Coordinator of Student Activities is responsible for organizing and implementing student activities. Student activity funds are deposited with the College and expenses are monitored by the student activity sponsor, the student services vice president and the finance vice president.

Redlands has a strong auxiliary services presence. Auxiliary services at Redlands are under the oversight of the Vice President for Finance and Campus Services and include events, food services, printing, and upkeep and fiscal responsibility for the student apartments, and coordination of the third-party bookstore contract.

Auxiliary services such as student activities, athletics, community education, and the fitness center receive budget and funds expenditure compliance assistance through the services of the business office.

Redlands prides itself on its facilities and hosts many community events from the community chorus to dance recitals to family reunions, weddings, and funerals, to academic bowls, training and professional development conferences, regional college student conferences for Phi Theta Kappa and regional and national agriculture contests and sales. Redlands hosts two one-week Kid’s College events each summer, Project Graduation events for surrounding communities, high school proms, lifeguard training, ball camps and two week-long Science Academies for junior high students each summer. We have an open access computer lab called The Information 29

Commons which provides community access to computers, the Internet, printing and copying services. The Learning Resources Center provides a rich online database of research material available to both student and community patrons.

Redlands complies with EEOC rules and regulations in its hiring practices. All positions are advertised on the College web site and some are sent to outside resources to reach a broader applicant pool. All positions are advertised for a minimum of one week or more, depending on the type of position, to provide time for potential applicants to submit the required application materials. Materials are screened to determine if they meet the application criteria, then interviews are held. Interview committees consist of a minimum of three qualified employees. All applicants, whether interviewed or not, are notified of the position status upon the acceptance of the position offer.

Because Redlands is a public agency, it complies with the open meeting laws and access to public information requests. All Board of Regents meetings are open to the public. All information, except that which is protected by laws such as student records under FERPA and certain personnel information, are available for review by the public upon a formal, written request. Copies of permissible public records are available for a nominal fee upon written request. Redlands complies with all information privacy rules and regulations to protect against identity theft. Policy is in place for PCI, Identify Theft, HIPPA, NIMS, and FERPA compliance.

Redlands is very security conscious for its students and constituents. We have security staff employed twentyfour hours a day, 365 days a year. In addition, off-duty county sheriff’s deputies work overnight shifts at student housing seven days per week, year round. Security is provided for athletic events and large-crowd events such as graduation. Any employee, student, or visitor who wishes can be escorted to their vehicle by a security staff member.

Critical policies for safety and security are published on the web, in the Policy and Procedures Manual, and in the Student Handbook as appropriate. Printed copies are available as a downloadable PDF or in printed form by request. Disaster Preparedness, Emergency Preparedness, Business Continuity, Crisis Communication, Campus Crime and Fire Reports, Grievance Policies and Procedures for employees and for students, Sexual Assault procedures, and crisis hotline numbers are all available. Emergency numbers and hotline numbers are posted on every restroom mirror in every building and in every student apartment restroom. Wallet-size cards (of the emergency and hotline numbers) are available in the commons areas in every building. The College’s security number is printed on every exit door of every building. We widely communicate that to call 911 from a campus phone, the caller must dial 911. We have a mass notification text message system and heavily promote its availability to encourage employees and students to sign up for it.

Criterion One: Strengths and Opportunities Strengths: • Strength in clarity and articulation of Mission and Value Statements to all College constituencies; • Strength in the variety and excellence of campus services and projects; • Strength in our Mission and how we “live the mission” as evidenced through our variety and scope of educational opportunities and the breadth and depth of services to the service area constituencies; • Strength in the amount of information disseminated both externally and internally; • Strength in our integrity of operations; and • Strength in our 3 C’s, contracting, cooperation and collaboration, allows us to develop resources rather than depending on state allocations to fund growth opportunities.

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Opportunities: • Opportunities for annual review and evaluation of departmental Mission and Value Statements to ensure alignment with College Mission and Value Statements; • Opportunities for disseminating and publicizing campus-wide knowledge of the variety and excellence of campus services.

• Opportunities to become more well-known throughout the service area by increasing the number and kinds of information disseminated to all the constituents; • Opportunities to enhance communications services such as updating and improving our marketing web site and establishing an internal web site to better communicate with our employees; • Opportunities for more resource development to support and expand beyond state allocations, particularly in times of economic downturn.

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chapter

four:

Criterion two: preparing for the future 32

CRITERION TWO: Preparing for the Future Criterion Two focuses on Redlands Community College’s allocation of resources and its processes for evaluation and planning that demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

Throughout our many years of operation, Redlands Community College has grown and evolved significantly in many ways. A major part of this evolution has been the physical relocation of the college from its early beginnings in 1938 to the multi-building, multi-site operation it enjoys today, with locations not only at the main campus, but also at the Darlington Agriculture Education and Applied Research Center, the Jones Equine Center, and the Redlands Royse Ranch. As the college has grown, in both physical size and in enrollment, its mission has also evolved, in part due to the ever changing demands and opportunities offered by new technologies as well as in response to our constituents’ needs. Even though the specific wording of our mission statement may have gone through several evolutions and revisions over the years, our focus has been on our commitment to providing the highest quality educational opportunities to our students and to our community. While being always mindful of the allocation and sources of funding and other resources in order to support and fulfill our mission, our planning process continues to be mission oriented, to offer continual improvement in the quality of education provided, and to be able to respond to the many challenges and opportunities in the future.

At Redlands evaluation and planning are a constant while allocation of resources takes many twists and turns depending upon the level of funding and other resources available in any given year. Redlands is one of only two community colleges in the Oklahoma higher education system that is autonomous, not connected to a flagship research-based university. We understand clearly who we are and who we serve. Five Oklahoma counties comprise the official Redlands service area: Blaine, Kingfisher, Caddo, Grady and Canadian. El Reno, Oklahoma, in Canadian County is the home of Redlands Community College and the county seat for Canadian County. However, this specified service area does not adequately reflect the geographical impact of Redlands. Our college serves a far wider span of constituents. Our service area is a study of sharp contrasts. The area we serve includes an extremely rural, isolated and agriculturally based population to our west and a more metropolitan business and industry based population to our east. Our constituencies are not limited to the state of Oklahoma, but reach into other states and an even into an international arena as we connect our students, faculty members and our programs with other nations including Denmark, France, Sweden, Greece and Africa. An example of this international connection can be shown in the facilities at the Darlington site: our dairy equipment is from the Delaval Corporation in Sweden using software developed in Spain to track the research and production of our dairy operations; while our Artificial Insemination and Embryonic Transfer Laboratory equipment is from the IMV Technologies Corporation headquartered in

Redlands is one of only two community colleges in the Oklahoma higher education system that is autonomous...

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France.

Redlands has carved out a unique niche in the higher education continuum of Oklahoma, and that uniqueness is attracting national and international interest and opportunities. To serve our constituencies, fulfill our mission, improve the quality of education and prepare for the challenges and opportunities of the future, we provide opportunities not often expected from a college of our size, funding, and location. Highlights of our service and capacity that demonstrate our uniqueness include: advanced technology applications for teaching, learning and management such as our expanded use of social networking and technologies including Facebook, YouTube, Second Life and the New Media Consortium; extensive distance education opportunities; undergraduate research; and supportive partnerships with business and industries in Oklahoma, the nation and the global society. These and other examples are highlighted, emphasized and demonstrated in more detail in the information that follows.

Core Component 2A: Redlands Community College realistically prepares for a future shaped by multiple societal and economic trends.

In order to prepare for the future we must be adaptable, often bold in our decision making, and unafraid of both calculated risk and the need to change. To ensure that we are not following a fad or changing for the mere sake of change, we must remain informed and in touch with multiple societal and economic trends that may affect our constituents and our students. Redlands’ major planning documents include the College’s Policy and Procedures Manual, the Strategic Plan, the Enrollment Management Plan, and this the Self Study for Accreditation. These major plans are linked together through WeaveOnline, managed by the Office of the Vice President for Academic Affairs, who reports progress and compatibility of the planning documents with the activities of the College to the Redlands Board of Regents on a regular basis. The planning documents are available in the Resource Room (RR) and the Virtual Resource Room (VRR) for review by the visiting Higher Learning Commission (HLC) Team.

A number of committees guide the work of the College following the major planning documents, effecting changes that maintain currency and efficacy within the overall planning structure of Redlands. The Faculty Association and Administrative Support Council are actively involved in the planning process and in overseeing and carrying out these plans. Membership in the Faculty Association is open to all faculty members including representation from adjunct faculty members. The President, Vice Presidents and Division Directors comprise the Administrative Support Council (ASC). Minutes of committee meetings are available in the RR and VRR. Redlands’ planning documents and committee minutes reflect not only the College’s current plans and capacity, but clearly indicate the changes that have taken place over time as we respond to multiple societal and economic trends and the needs of our students. In the past few years, we have moved to a more streamlined online application and enrollment process and instituted secure online means as a more efficient use of our varied resources.

During the 2009-2010 academic year over 90% of our applications for admissions were received online. Our 34

...over 90% of our applications for admissions were received online.

marketing and recruiting efforts have shifted in response to the changing fiscal environment, and the interests of potential students. Using social networking sites like Facebook, Issuu, YouTube and online recruiting, popular with our students and prospective students, we have reduced our direct mail and print advertising costs significantly, a critical step in the current fiscal climate. Student, constituent and prospective student response to online and social networking strategies is increasing rapidly. During the week of May 17, 2010 the main Redlands Facebook page had 155 “hits,” the following week it had173, and by June 15, the number climbed to 193. We are receiving increased numbers of responses for enrollment information and receiving these responses more rapidly than with previous direct mail and print advertisements. These reports are available in the Virtual Resource Room and in the Resource Room.

At Redlands we employ both formal and informal types of environmental scanning in our planning processes.

These scans provide us information needed to measure the accuracy of our planning and to effect change if so indicated. The profile of our constituency, our relationship to that constituency and our niche on the continuum of higher education are important to our planning process. Environmental scanning provides us a broad picture as well as snapshots to inform our planning. One example of a formal scan is the Community Scan conducted by CLARUS, Inc., in spring, 2009. The purpose of the Community Scan was two-fold. First, we wanted to determine how adults and non-returning students perceive the College. Second, we wanted to determine how to better provide services, marketing activities and materials to enhance enrollment. The Community Scan included contacting 400 households by telephone. Households were selected from our service area, stratified by zip codes. The scan was conducted from March 30 to April 14, 2009 and each call lasted between 15 and 20 minutes. A few examples of our strengths that were reported were “small, good, convenient, community, junior college, very good.” A few examples of challenges were identified as follows: the survey tended to show an overall misperception of the transferability of courses from Redlands to a four-year school, the report also identified a general lack of knowledge about the various programs offered by the college. Also, location/proximity was cited as both a reason for choosing and for not choosing to attend Redlands. The full results of the CLARUS study can be found in the Resource Room.

Redlands also participates in the Community College Survey of Student Engagement (CCSSE). The Office of Institutional Research coordinates the CCSSE and distributes results campus wide. One of the questions asked on the CCSSEE is “would you recommend this college to a friend or family member?” For the past several years Redlands has consistently scored in the 90% range on this question, indicating an overall level of student satisfaction with their experience at Redlands. One of the areas that Redlands has rated low in the past is that we have had limited assistance with job placement. In response to this, the Career Services Office has instituted a job announcement board and also now has online résumé and interview workshops, résumé posting, and job searching available for our students. The Coordinator of Career Services monitors these areas to determine student use and student suggestions for improvement.

In fall 2009, the Vice President for Student Services and the President initiated a series of focus groups to engage students by soliciting their comments on student housing, campus life, and academics. We learned from students taking classes at the Darlington Agriculture Education and Applied Research Center that students would like to have more general education courses at the center which is located eight miles from the Redlands’ main campus. Their reasoning was that this would cut travel time to and from the center and the main campus and provide more efficient class scheduling opportunities. This focus group resulted in the college scheduling more general education courses at the Darlington center on a semester rotation. In another focus group we learned that students outside of our five-county service area were not aware of the College’s location or programs but once prospective students were on campus they were impressed with our campus 35

extensive marketing/postcard mailing and invitations to events held at the College with the goal facilities and degree programs. As a result of the feedback from this particular focus group we increased of bringing more prospective students to our campus. These examples can be found in the RR campus tour marketing efforts and developed an “improved” and more extensive marketing/postcard mailand VRR. ing and invitations to events held at the College with the goal of bringing more prospective students to our campus. These examples may be found in the RR and VRR. In our Nursing Depatrment, employers of our nursing graduates are surveyed at approximately six months and again at one year after employing graduates to gain employer feedback and help Inprovide our Nursing Depatrment, of our nursing graduates are surveyed at approximately six months input for future employers program improvement. and again at one year after employing graduates to gain employer feedback and help provide input for future program improvement.

Environmental scans and surveys are utilized in developing our plans for the future, basing those plans on the mission of Redlands and institutional integrity in the midst of emerging factors such as technology, demographic andin globalization.

Through ourplans students Environmental scans and surveys areshifts utilized developing our plans for theobservation future, basingof those on theon campus and in our learning classes, monitor demographic shifts in our student mission of Redlands anddistance institutional integrity in the we midst of emerging factors such as technology, demopopulation thatglobalization. impact our planning our planning. seeking information industries graphic shifts and Through observation of ourBy students on campus and in from our distance learn-that employ graduates we measure and currency of our andseeking contracted ing classes,our we monitor demographic shiftsthe in effectiveness our student population that impact ouracademic planning. By educational programs patterns.weOur continuous collaboration and cooperation information from industriesand thatemployment employ our graduates measure the effectiveness and currency of our with four-year institutions maintains an effective and current articulation reputation, ensuring academic and contracted educational programs and employment patterns. Our continuous collaboration and that our students graduate and transfer with skillsand thatcurrent prepare them forreputation, success. ensuring More cooperation with four-year institutions maintains anthe effective articulation detailed evidence of our evaluation assessment that our students graduate and ongoing transfer with the skills and that prepare them processes for success. that Moreprovide detailedreliable evidence evidence of institutional effectiveness that clearly inform strategies for continuous improvement of our ongoing evaluation and assessment processes that provide reliable evidence of institutional effectivearethat given in the section specifically dealing with core component 2c.section specifically dealing ness clearly inform strategies for continuous improvement are given in the

with core component 2C. The graph below, taken from the 2009 CCSSE report shows an overall preference of our students for transfer to a four year institution.

The graph below, taken from the 2009 CCSSE report shows an overall preference of our students for transfer to a four-year institution.

(FROM 2009 CCSSE REPORT)

(FROM 2009 CCSSE REPORT) Redlands’ administrators and faculty members monitor institutional data and are cognizant of student administrators demographics. provide us the opportunity know our student profile Redlands’ and These faculty strategies members monitor institutional data and areto cognizant of student demographics. These strategies provide us the opportunity to know our student profile and changes to that profile over time. The change in student housing needs is a striking example of Redlands’ realistically preparing for 36

4

the future based on societal and economic trends, and close monitoring of student demographics. Utilizing institutional data we recognized that the average age of Redlands was slowly but continuously lowering. Although our average age of students was 24.5 in 2008-2009, the average age of the total student body masked an emerging trend. In calculating the average of students at Redlands we include all students. The average age includes part-time and adult students. When we stratified the data, to focus on full-time, on-campus students, it became clear that this group’s average age was lowering significantly. The average age of full-time, on-campus students was 20.5. Focus groups were established to engage full-time, on-campus in discussions regarding their quality of life while attending Redlands. Focus groups and institutional information about this group confirmed that this particular group of Redlands’ students was increasing and that the majority of these students were renting housing in El Reno and surrounding communities – often substandard housing.

Additionally, we learned that certain academic programs at Redlands, such as our Agriculture and Livestock Judging programs, were attracting increased numbers of out of state students who require appropriate housing. As part of our planning for the future, a detailed market survey by IPSER & Associates ( located in hard copy in the RR), illustrated the need for more affordable student housing in our area. Student comments, institutional data and the IPSER & Associates market survey guided the decision to invest in student housing at Redlands. Redlands had not previously provided student housing. In November 2006, Redlands broke ground for the College’s first student housing complex – later to be named Cougar Crossing. In August 2007, Cougar Crossing opened for occupancy. Cougar Crossing is a 160-bed apartment-style student housing complex that includes an exercise facility, meeting areas, wireless Internet, laundry facilities and a coffee bar. The facility also includes a courtyard and patio for outdoor activities – a full size basketball court, fire pit and picnic tables. Cougar Crossing operated at approximately 70% occupancy during its first year of operation, 78% in its second year and reached a 97 % occupancy rate during its third year. According to the number of executed contracts for housing in fall 2010, the facility is full and there are 25 students on the waiting list. A source for quality, affordable student housing for Redlands’ students, Cougar Crossing is also a revenue source for the college as only 65% occupancy is required to meet the debt service.

Our environmental scanning often goes beyond our local community or region. Continuous formal and informal scanning of the global society and emerging trends brings us new information that has critical importance to our constituency. In 2005, the Governor of Oklahoma announced the state plan to become the “Research Capital of the Plains,” investing large amounts of state and federal resources into establishing research jobs and facilities in Oklahoma. Faculty members, staff, and administrators participated in professional organizations and in committees such as the Council on Instruction and the Council of Student Affairs at the Oklahoma State Regents for Higher Education. Realizing that there was nothing specific planned for community colleges in the “Research Capitol of the Plains” plan, we began to determine Redlands’ response to this emerging focus on research in Oklahoma. We reached a consensus that our students would need more specific research skills to be prepared to participate in research as they prepared to transfer to four-year institutions. Further data gathered by individual faculty members and administrators revealed that professional organizations, particularly the Council for Undergraduate Research, did not include community colleges, but considered undergraduates to be juniors and seniors in college. We have embraced the idea that research is teaching.

It did not take a formal environmental scan to determine a need for advanced instructional technology applications. Indeed, our students themselves have led us to understand that their world was expanding far beyond the borders of Oklahoma and the Redlands service area. We have learned that our students are more connected via the new technologies than ever before. Faculty members familiar with the students’ use of new and emerging technology and specifically with social networking identified new and exciting ways to incorporate these emerging technologies and social networking opportunities into the teaching and learning methods at Redlands. Faculty members lead the way in identifying cost effective ways to communicate 37

with students, collaborate with other institutions and introduce our students to the global society. Many of these advances were implemented with no cost, making use of networks and software readily available to the public and at Redlands. With minimal investment, largely upgrading Redlands’ computers, many of our faculty members now utilize these strategies to facilitate discussion groups between Redlands’ students and students in other countries.

A specific example of this type of teaching and learning as we prepare our students for the future can be seen in our participation in the “Making Place Matter” project, which has focused on regional and global hunger. We held a “Poverty Workshop” in the fall of 2009 to make our students aware of the struggles faced by those who live near or below the poverty line. This campus-wide event drew outstanding participation from across the spectrum and included faculty, staff and students who, through interactive, guided role play learned methods used to address many of the challenges faced by much of the population such as the provision of basic needs of transportation, shelter, employment, medical care and even food. This effort was spearheaded by many of our student organizations such as Phi Theta Kappa, Students in Free Enterprise, the Aggie Club, and the Student Nursing Association.

Perhaps one of the best examples of an innovative means in which we have addressed the societal and economic trends of Core Component 2A is through the use of a program known as “Second Life” and the emerging technology offered by the New Media Consortium. This has allowed Redlands’ students to participate in real-time, virtual teaching and learning experiences. A prime example to illustrate this is our collaboration with Auburn University in the New Media Consortium and in the virtual world of Second Life. Auburn has a designated Department of Poultry Science; Redlands has an innovative animal science program but no poultry or laboratories in which to conduct real undergraduate research. Using the virtual world allowed by Second Life, and in partnership with the New Media Consortium, Redlands utilizes the virtual facility known as “Eagle Island” to augment classroom lectures and presentations and allows our students to enter the virtual world where they can explore the “Microlab,” based on actual research done at an active lab at Auburn University. Students assume a “virtual persona,” even don virtual lab coats, and learn about food safety, recalls, and alert information. E. Coli and Salmonella bacterium are explored through virtual “Eduboards” and a “virtual microscope.” Students learn of the federal mandates and regulations involved in an actual processing facility. Hazard analysis and critical control points in the processing facility are identified in this virtual world. Students enter the “Virtual Chicken Amphitheater” to learn about the science behind the process that happens when a chicken develops and lays an egg. Sites in this virtual world have been developed such as “Our Beach,” where students can gather and discuss their academic pursuits in a casual and informal way.

Virtual meeting facilities such as “Mr. E’s lodge” are available where Redlands’ faculty and students interact with those from Auburn University. When our students become engaged in such new, emerging technologies, they are indeed preparing for the future. It allows them to sit back, learn in a fun, collaborative way and access facilities and information that would not otherwise be available to them. A detailed abstract on the Eagle Island project and our use of Second Life, an advanced social networking program, may be found in the RR and VRR. An educational and informative YouTube video on the Eagle Island Project and the collaboration between Auburn University and Redlands Community College may also be seen at http://www. youtube.com/watch?v=DRI-0BU8gb0.

Preparing for the future based on societal and economic trends also means preparing students to live and function in an ever flatter and globally important world. One way we do this is through embracing and teaching about diversity. As at most other institutions, Redlands celebrates Black History Month. We endeavor to recognize this in ways that are informative, educational, and fun for the campus and the community. We 38

also offer a Leadership Development course which highlights the teaching and illustrations of diversity such as those examples of Dr. Martin Luther King, Jr., a civil rights pioneer, or John Steinbeck, one of the greatest American novelists writing of the plight of the homeless, or Susan B. Anthony, a leader in the U.S. Women’s Suffrage Movement, or Maya Angelou, a noted female educator and civil rights activist.

During Black History Month in February, 2010 we hosted Mr. Bruce Fisher as a guest lecturer from the Oklahoma History Center. Mr. Fisher is a graduate of Langston University, in Oklahoma, and completed his Masters Degree in History from Texas Southern University in Houston. The title of Mr. Fisher’s presentation was “From Civil Wrongs to Civil Rights.” His presentation traced the history of the African American experiences in Oklahoma from the pre-territorial removal period to the present. It highlighted the contributions of many notable people that have contributed to the cultural and intellectual growth and development of our state and nation that many people may have never heard of. One of the most interesting parts of his presentation was the story of his own mother, Ada Lois Sipuel Fisher, who was the first black female student admitted to the University of Oklahoma law School. In 1946, she applied at the University of Oklahoma and was denied because of her race. Two years later, in 1948, the United States Supreme Court ruled in Sipuel v.

Board of Regents of University of Oklahoma that the state of Oklahoma must provide instruction for blacks equal to that of whites. A young black attorney named Thurgood Marshall acted as the head NAACP lawyer for this case. The case was also a precursor for Brown v. Board of Education. This case study provided an excellent example of how far we have come as a society and perhaps shows how far we still have to go as we learn to embrace our cultural diversity for the treasure that it really is.

Prior to this event, in the spring of 2009, Redlands Community College hosted a symposium on the matter of race. The keynote speaker was Dr. Phyllis Bernard of the Oklahoma City University School of Law. The title of the presentation was “Symposium: How do we teach about race? Do we need to change how we teach about race?” Approximately 200 students and faculty attended and the goal was to open our students’ eyes to the many differences among our population. Dr. Bernard addressed the audience discussing different cultural aspects, diversity as a whole, and equality among race, and gender with a focus on awareness of everyone’s rights and responsibilities. Following the discussion students broke into groups discussing the relevance of the topic. Each group had a coordinator which led the discussion on past views, present views and future views of race and diversity. The outcomes of this symposium were the increased awareness and respect for the differences among us and a better understanding of them.

In addition to such events, we seek other innovative ways to engage students in discussions and learning activities that emphasize an understanding of diversity. For example, a recent success story in demonstrating our collective and individual roles in a multicultural society was the week long hosting in fall 2008, of the Human Race Machine, which uses a technology similar to that used by major law enforcement agencies to assist in locating missing persons. The Human Race Machine allows a person to have their features photographed and then altered by the computer program to project changes in their appearance over time up to 25 years in the future. Individuals can also have their image altered to reflect what they would look like if they were one of six different races: Caucasian, Black, Asian, Hispanic, Indian, or Middle Eastern. The College and our constituencies enjoyed such success with the use of this asset that it has been scheduled for use again in 2011 in order to reach a new set of students with this important message about diversity. It was a huge marketing and public relations success for the College as well; it drew the attention of the three major local television stations, which aired the story of the Human Race machine and its use at the College and “The Daily Oklahoman,” the state’s largest newspaper, which ran a feature story on the week-long event. Some of our faculty also used the opportunities offered by the Human Race Machine to have their students write short 39

essays on what they learned from the experience. These student essays are available for review in the RR. Video reports from local media that showcase the Human Race Machine and the outcomes of this educational experience are also available online in the VRR at www.newsok.com (Search: “Human Race Machine”).

The Self-Study process has revealed that although the College does employ both formal and informal environmental scanning, surveys, focus groups, and observation and planning strategies to help prepare for the future, the need exists to integrate more specific planning strategies that address a future shaped by multiple societal and economic demands as well as the findings we receive as a result of our scanning and surveys. We may have had a tendency to tie our planning process more specifically to the tightening budgetary restrictions we have faced in recent times while we might strive to economize our activities, even more than we do now, such as our marketing and promotional areas through more cost-effective measures such as the increased use of social networking. It is more clear to us now that we need to continue to explore new and emerging technologies as we prepare ourselves as well as our students for the future.

We have also initiated discussions about intentional and specific recruitment and retention strategies for diverse populations, particularly increasing the ethnic and cultural diversity of our students, faculty members and staff. While our institutional diversity does reflect the current diversity of the area we serve, that diversity appears to be changing rapidly and we must prepare to reflect and adapt to those changes as well.

Additionally, we have identified a need to be more active within our community beyond welcoming them to our campus. Particularly in these difficult economic times, our community – local, regional, national and international – is struggling and we need to identify and plan ways we can be a part of community solutions

Core Component 2B: Redlands Community College’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. in both traditional educational ways as well as in areas of workforce and economic development.

State allocations for Redlands are typically less than 40% of our annual budget. Redlands has no local tax base, and no local bonding capacity. Although we are subject to the policies of the Oklahoma State Regents for Higher Education, we stand almost alone, responsible for generating over 60% of our operating budget.

Each semester at our campus-wide in-service, our president briefs the faculty, staff and administrators of Redlands on the percentages from all sources that will make up the year’s budget.

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Redlands Funding Distribution Breakout for FY2009-2010

3%

Section 13 Off-Set $467,266

Allocation 36% State $6,040,291 Tuition & Fees 23% Student $3,813,622

1%

Educational Enterprises $133,971

& Contracts 14% Grants $2,451,094

4%

Student Activity $739,975

Enterprises 19% Auxillary $3,136,041

The presentation reminds us that we cannot rest our planning or our future on state allocations or student tuition and fees. To fulfill our mission and serve our constituencies, Redlands must generate growing percentages of our own fiscal resources. Our planning process includes the fiscal resources to support each campus activity, each new program, and each new hire. On a regular basis, we must decide our sources of funding and how we must operate to ensure institutional improvement and capacity building. To ensure that Redlands continues in offering quality educational opportunities and moves forward to keep pace with an expanding global society we employ the “Three C’s” designed and initiated by our president when he assumed leadership of the college. The Three C’s, “Contracts, Cooperation and Collaboration,” are the strategies that allow us to do so much with so little. As we identify a new project, we must also identify the funding source(s) that will support the project. Often, funds are typically not readily available through state allocations or through revenues generated by tuition and fees to fully fund new initiatives so we must employ the Three C’s. The smallest and the largest projects are initiated by one or more of the Three C’s. Examples of our emphasis on the Three C’s and how they support our resource base are available in the RR and VRR. Resource allocation at Redlands involves each member of the College faculty, staff and administration clearly understanding the rules and regulations that attend each section of the budget. The challenge before us is to maximize the potential of each dollar to meet the College mission, providing our constituencies with the highest quality educational, service and civic engagement programs. We meet this challenge head-on each year through extensive planning and evaluation of everything we do and everything we plan to do. We realize that we must manage the present responsibly while we prepare for the future effectively.

Although funding sources have been particularly strained in recent years and it has been necessary for the College to reduce spending and to implement furloughs and reduce personnel in certain areas, it continues to provide quality instructional delivery. Internal and external audits have shown where the spending has occurred and where the debt service has been greatest. In today’s uncertain economy, and in our planning for the future of not only the institution but of the constituents which we serve, the College leadership, with the 41

approval of the Board of Regents, chose not to increase tuition and fees for FY-2010. The College was also not able to provide for cost of living increases for FY-2010 to its employees and some areas of the College, particularly administrative and support staff areas saw a reduction in their operating budget for FY-2010, with cut-backs in areas such as equipment and travel. Several colleges in the state including Redlands did find it necessary to request an increase in tuition for FY-2011 and those requests were approved in June 2010.

The nation is experiencing difficult and unusual economic stress and Oklahoma is no exception. At a time when our constituencies look to Redlands for new education and training needs to prepare them for new jobs and careers, funds for providing these opportunities seem to have temporarily been reduced. Redlands is prepared to meet the challenges of severe economic downfalls. We have experienced them for decades with intermittent reprieves. Tight budgets for our institution match the economic conditions of our constituencies. We serve a constituency that has weathered the decline of the petroleum industry, the agriculture industry and other economic structures in our state. Just when we thought we had managed these economic storms once again the economy stumbled.

The paradox in which we operate is that we must maintain quality services that help our constituencies prepare for the future while struggling with the present. We cannot stand still and wait for better times, we must maintain forward movement. For Redlands this is not a new situation. We have been here before and we know what it takes to meet the challenge. Our planning processes are intentionally designed to be flexible enough to respond to unanticipated needs for program reallocation, downsizing and growth. The advantage to being a “small and rural” institution as defined by CCSSE is that institutional bureaucracy does not stand in the way of change and response to arising situations. Our strong and experienced leadership team combined with easy access to the president and campus administrators almost immediately provides for responses that are swift and effective. Long-range planning includes projected timelines, but also includes strategies to move forward with programming while funds are limited. A very supportive Redlands’ Board of Regents, appointed by the Governor to reflect the constituency we serve and cognizant of the local and regional economic and demographic profile underscores flexibility in responding to change. Our president, administrators, faculty members and staff members are actively involved with members of the Chancellor for Higher Education’s staff to identify creative resource development opportunities. Our proximity to the State Capitol, only 25 miles from campus, provides the opportunity to seek additional resources for our College including set-aside and earmark support of our projects when possible. Examples of this are available in the RR and VRR. When we first received news that our state allocations would be reduced significantly, the administration looked first toward immediately reducing costs. Approximately 15 non-faculty positions were eliminated and all salaries in the Education and General Budget, generated from state allocations, were furloughed for eight days per year. While this was a painful decision, no fringe benefits were decreased and Redlands full-time employees continued to receive full benefits including health, dental and retirement contributions although health insurance costs increased by 8% in the same time period. To decrease expenses, Redlands was able to refinance 42

To decrease expenses, Redlands was able to refinance the existing debt on the Cougar Crossing project...

the existing debt on the Cougar Crossing project with a net gain of $182,000 per year and by also decreasing the length of the debt by 10 years. The summary of this refinancing and subsequent savings is available in the RR and VRR. The next state budget cut resulted in a campus-wide reduction in departmental budgets to the extent that no salaries or benefits were reduced through the end of the 2009-2010 fiscal year.

While managing declining resources, we must aggressively seek additional resources. The Three C’s, Contracts, Collaboration and Cooperation, comprise our approach to augmenting state allocations and tuition and fee resources. State allocations represented only 36% of the Redlands’ budget in 2009-2010. Clearly, resource development in support of our educational programs and our plans for maintaining and strengthening them at Redlands must include a wide variety of strategies. We develop resources and offer programming by implementing the Three C’s strategy. We pursue contracts and grants to initiate new programs, enhance our physical and fiscal capacity and to ensure our students and other constituents have current and quality educational opportunities. Contracts and grants provide small underfunded institutions like Redlands the opportunity to maintain forward momentum during difficult times and spring ahead when fiscal resources are strong.

We enjoy a successful relationship with the Oklahoma Department of Career Technology Center system of and Oklahoma high schools, through which we provide distance learning throughout the state including some 35 current sites as of this writing. However, this number fluctuates slightly each semester for concurrent class delivery. Examples of our use of the Three C’s include: Contracts with the Workforce Investment Board. The Oklahoma Manufacturing Alliance provides Redlands’ students employment opportunities following graduation, incumbent workers professional development opportunities, and Redlands a “place at the table” for organizational planning. Redlands provides office space and administrative support for the Manufacturing Alliance representative in the Gemini Center Building.

We collaborate with educational institutions and state and federal agencies on projects that benefit Redlands and the agencies, such as our collaboration with the USDA-ARS facility located in El Reno to conduct undergraduate research, teaching opportunities, and internship opportunities for our students. Our faculty members work closely with USDA scientists to enhance our science and agriculture curricula. National Institutes of Health-Bridges to the Baccalaureate through East Central University (ECU) in collaboration with Redlands Community College, Rose State College, and Oklahoma City Community College has a collaborative grant from the National Institutes of Health to provide students with science undergraduate research opportunities. The goal is to encourage students to pursue careers in science (health, physical and behavioral), bridge to a four-year university, and possibly pursue post-graduate degrees. Each student in the program has opportunities to attend research seminars, tour research facilities, and participate in hands-on workshops. Students also have the opportunity to work at their campus during the school year and then go to ECU or another approved research facility they choose for a summer research internship. The summer research internship is for approximately eight weeks and pays $3,800. Students must maintain a minimum 3.0 GPA and be an under-represented minority in the sciences. This includes those associated with a Native American tribe, Hispanic, Africa-American, and Pacific Islands descent. Students have the opportunity to present their summer internship research work at the national meeting, Annual Biomedical Research Conference for Minority Students (ABRCMS). This is held in a different location every year but has included Los Angeles, Phoenix, Austin, Raleigh, Orlando. All student expenses are paid.

We cooperate with other agencies and institutions on mutually beneficial projects. We cooperate with the 43

Aging Services project, ensuring office space and the use of our cafeteria kitchen to prepare meals and sometimes share our kitchen staff with their grant-funded personnel. Cooperative efforts with the DeLaval corporation were integral to the completion of the Grade A goat dairy facility; a facility that provides products for sale as well as hands on laboratory opportunities for our agriculture classes. The cooperative efforts include engineering, design, installation and computer programming for the new milking facility including a 12-station milking parlor that is automated and connected to a computerized data collection system. This cooperative agreement brought to Redlands over $300,000 of in-kind services and $30,000 worth of equipment although no money passed between the two partners. We cooperate and collaborate with approximately 35 remote sites in Oklahoma to provide concurrent educational opportunities to qualified high school juniors and seniors. We cooperate and collaborate with the department of Youth and Family Services to provide office space on our campus and to allow us a better opportunity to serve disadvantaged or at-risk youth. We cooperate and collaborate with the Department of Human Services to allow us to provide training and job placement assistance for students receiving temporary assistance to needy families (TANF). We contract, collaborate and cooperate for goods, services, and expertise frequently to ensure that our small under funded college keeps pace with our more affluent colleague institutions and continues to provide quality educational programming. These examples represent only a very few snapshots of how Three C’s work for Redlands, our students and our broader constituency.

Redlands has an Alliance Partnership with Canadian Valley Technology Center and Caddo Kiowa Technology Center. Through these partnerships it expands student access to Oklahoma’s educational opportunities with resource-sharing partnerships between institutions of the State System and CareerTech technology centers. These Alliances are student-centered partnerships organized to encourage and facilitate progress toward college graduations and designed to ensure students obtain technical and academic skills that will allow them to succeed. These Alliances are formed with Oklahoma public college or universities that offer the Associate in Applied Science (AAS) as Cooperative Agreement Programs (CAP) with an Oklahoma public technology center. Students enrolled in CAP’s are treated as members of the higher education community.

The Redlands’ human resource base is at a level sufficient to accomplish its mission. Staffing is at times stretched, and as in the case of many small institutions, our people often wear many hats. While this is sometimes frustrating, it bodes well for collaboration and cooperation, providing a framework for sharing ideas and concerns while reaching collaborative solutions. An example is the organization of committees to evaluate the Criteria and Core Components for the purpose of developing and writing this self-study report. Committees were formed with an across the board representation of the College; members of each committee include full time and adjunct faculty, and administrative and support staff. Under the leadership and guidance of the Steering Committee, each of the Criterion Committees has sought to gather input from across the campus with each member’s input valued and examined. The Committees have worked well together in order to develop what we believe to be a comprehensive and organizationally sound self-study.

Effective use of the College’s human resources is also demonstrated through diverse representation of membership on such groups as the Curriculum Committee, Schedule Building Committee, Assessment Committee, and the Global Education Committee. Although funds are limited, Redlands does its best to continue funding reasonable and effective professional development opportunities for faculty, staff and administrators. Redlands holds a week-long In-Service program prior to the beginning of each semester to report on academic and service/support initiatives as well as to allow lead administrative and faculty members to meet with their respective groups to adequately prepare for the delivery of services and instruction to support the College’s mission. Redlands’ institutional memberships include both state and national professional 44

organizations including, but not limited to the Council of Instruction, The Council of Student Affairs, and the Council of Undergraduate Research, the Council of Resource Development. Redlands is a member of the American Association of Community Colleges (AACC) and the Oklahoma Association of Community Colleges (OACC) and Redlands faculty, staff and/or administrators are often presenters at these association conferences. Each year, some members of Redlands’ professional community serve on AACC and OACC boards and committees.

In examining our resource base to ensure it supports our educational programs and our plans for maintaining and strengthening them, our students remain our focus. We are well aware that many of our students often come from rural communities with minimal resources. Their financial situations often appear to be a “block” to their attainment of a college degree. Our students are struggling even more in today’s economy. We know that we must do everything possible to help students and prospective students attend college. Open access is not enough if students can’t afford the price of the opportunities within our open doors. As such, we aggressively seek ways in which we can help students augment their education at Redlands.

Redlands enjoys a variety of tuition waiver opportunities: Presidential Scholarships, participation in programs such as Student Support Services, GEAR UP, Upward Bound, Oklahoma’s Promise, and High School Concurrent Enrollment for qualified juniors and seniors still in high school are all excellent examples of ways in which we are able to help students attend Redlands. Additionally, the Redlands Foundation awards a significant number of both endowed and annual scholarships each year. In the past several years, this alone has accounted for some $50,000 to $60,000 annually for the benefit of our students. It has been and remains the policy of the Foundation that no scholarship funds will go unused. This is sometimes accomplished through faculty advisement and support of students in certain academic areas to make them aware of the numerous financial services and opportunities available while attending Redlands and beyond. The Redlands Foundation is continually working to develop new scholarship opportunities with an additional three endowed and two annual scholarships created in FY-2009 alone. The Foundation has placed all of its endowed funds in the Oklahoma City Community Foundation for the purposes of protecting the principal as well as maximizing earnings to support the educational mission of the College and to provide for an effective means to not only maintain, but strengthen them. The Foundation also maintains and supports several additional accounts that are “working” towards endowment as a part of our efforts in preparing for the future. Copies of the Annual Scholarship Reports are available in the RR. Effective enrollment management plans and retention practices, coupled with faculty support, help ensure that both prospective as well as current students are made aware of these resources to help them reach their educational goals. By assisting students financially, the institution seeks to increase the number of graduates who either transfer to a four-year institution or enter the work force upon completion of an Associate’s degree. The Enrollment Management Plan is reviewed and updated annually through a collaborative, teamoriented process. This team is comprised of the leadership and individuals representing all areas of student services from recruiters, admissions, career services, TRiO programs, the Cooperative Agreements Coordinator, the retention office, and financial aid. This document is our plan of work for the Enrollment Management Office and outlines our activities for the year. As previously mentioned, the Enrollment Management Plan is available in the RR for review by the visiting HLC team.

Besides traditional financial aid resources such as PELL, OTAG, and student loans, the college has allocated the following amounts for the past three academic years: 45

2006-2007: $572,120.00 2007-2008: $713,615.00 2008-2009: $784, 894.00 These figures include such resources as tuition waivers, Foundation Scholarships, Athletic Scholarships, and non-resident waivers granted by the institution in an effort to provide as much financial assistance as possible to support the quality of education and support for students. A significant part of this growth has been in the form of scholarships. As can be seen in the above trend, Redlands continues to seek financial opportunities for our students in support of our educational programs and in accordance with our plans to maintain and strengthen them in the future.

We are acutely aware that Redlands is dependent upon external funding successes. This will continue to be a reality for Redlands until and unless state allocations, local tax base and/or local bonding capacity situations change dramatically. We do not see these changes occurring in the near future. We are also acutely aware that individuals do not or will not understand that funds that do come to Redlands, particularly funds designated solely for capital improvements, carry with them limitations and specificity of purpose – we can’t fund personnel, raises or scholarships with these funds. Community college leaders across the nation must live with these criticisms and questions. Redlands is no exception. We can’t change that. However, throughout the self-study process we have identified some ways that will help bring in more funds for more purposes.

Among the most important and workable solutions are those that are within our mission. Recruiting more students, including more out-of-state students, retaining more students, increasing graduation rates of our students and identifying long-term resources that will help us do all of these things will substantially impact General Education and operating resources at Redlands. We must plan an “all out” effort to increase the number and success of our students. Colleges and universities are awarded funds based upon FTE, retention and graduation rates. The impact will not be immediate, but will strengthen the institution considerably.

Additionally, we must pay attention to building the resources of the Redlands Foundation through fund raising, friend raising and endowments. These are large tasks and will take focused initiatives, but the long-term benefit to Redlands and the constituency we serve will be invaluable.

Redlands Funding Distribution Breakout for FY2004-2005

Redlands Funding Distribution Breakout for FY2005-2006

18%

Grants & Contracts

25%

8%

Student Activity Fees

6%

22%

Student Tuition & Fees

21%

3%

Section 13 Off-Set

3%

30%

State Allocation

26%

19%

Auxillary Enterprises

19%

$2,406,854 $1,003,930

$2,893,670 $440,808

$3,928,973 $2,496,070

Redlands Funding Distribution Breakout for FY2006-2007 18%

Grants & Contracts

4%

Student Activity Fees

17%

Student Tuition & Fees

State Allocation $5,594,984

32%

Auxillary Enterprises

Section 13 Off-Set State Allocation

$4,296,903

Auxillary Enterprises

$3,031,350

$3,136,041

24%

$2,949,945

32%

Student Tuition & Fees

$3,512,961 $467,266

4%

$653,468

Section 13 Off-Set $467,266

Student Activity Fees

$968,650

Redlands Funding Distribution Breakout for FY2007-2008 Auxillary Enterprises 18%

$4,735,018

2%

Grants & Contracts

$4,054,916

19% 32%

$3,136,041

3%

46

Student Activity Fees

$732,362

Grants & Contracts

$4,186,181

Student Tuition & Fees

$3,239,677

State Allocation

$5,670,110

Section 13 Off-Set

$467,266

Redlands Funding Distribution Breakout for FY2008-2009 6% 10% 1% 23%

Auxiliary Enterprises Section 13 Off-Set State Allocation Student Tuition & Fees Educational Enterprises Grants & Contracts Student Activity Fees

38% 3% 19%

Student Activity Fees

$862,246

Grants & Contracts

$1,523,782

Educational Enterprises

$241,166

Student Tuition & Fees

$3,567,915

State Allocation

$5,798,543

Section 13 Off-Set

$467,266

Auxillary Enterprises

$2,894,875

Core Component 2C: Redlands Community College’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement.

Redlands Community College’s ongoing evaluation and assessment processes provide the guidance needed towards becoming an institution which values and continuously informs strategies for continuous improvement. In these uncertain economic times, “efficiency in the delivery of services” in relation to the availability of limited resources appears to perhaps hold more value than it did during better (richer) financial times in the past. This example of increased efficiency may be illustrated as discussed earlier in this report through such means as more effective usage of scarce physical resources, personnel, and funds for marketing and recruitment efforts, utilizing social networking and similar venues rather than the older model of heavy reliance on traditional print, billboards, radio, and television media. Increased efficiency also means an increase in online and concurrent class delivery through the use of the best technology we can afford and have access to, and even through collaborative efforts utilizing new technologies such as the New Media Consortium, also previously discussed in this report. The College conducts ongoing evaluations through both internal and external means and sources to ensure that the College’s budgetary practices are consistent with its resource availability and are appropriately tied to its mission. Some of these evaluations are discussed as follows: The Community College Survey of Student Engagement (CCSSE) from 2009 provides several examples of reliable evidence that the college’ ongoing evaluation and assessment processes are at work with the aim of providing continual improvement. A goal of the CCSSE is to provide institutions with results that can be used to help make data-driven decisions and target institutional improvements. The full report can be obtained in the RR. However, several illustrative charts and graphs are provided below as examples of evidence that the College is complying with the premises of this core component.

47

TheThe graph below, taken taken from the 2009 report shows an shows overall,an general preference our studentsof our graph below, from theCCSSE 2009 CCSSE report overall, generalofpreference for transfer a four-year studentstofor transferinstitution. to a four year institution.

(FROM 2009 CCSSE REPORT)

(FROM 2009 CCSSE REPORT)

Overall student satisfaction with Redlands is indicated this graphinbelow: Overall student satisfaction with Redlands is in indicated this graph below: (Need similar graph or pie chart inserted here from the 2009 CCSSE, p.9 with the following Student Plans to Return information)

Plans to Return: Uncertain - Return within the next 12 months: 23% 40% - Accomplished goals; not returning: 22% 15% No Current Plans to Return - No current plans to return: 15% - Uncertain: 23%

22%

Accomplished Goals; Not Returning

The results of the CCSSE that indicate students’ degree of recommendation of Redlands to others is shown below: (Make graph or40% pie chart) Return within the Next 12 Months

- Yes: 85% - No: 15% The results of the CCSSE that indicate students’ degree of recommendation of Redlands to others is shown below: Student evaluation of the Educational Experience at Redlands is shown in this graph:

Students’ Degree of Recommendation

(Make graph or chart) - Excellent: - Good:

25% 53%

15% No 85% Yes

40% 48

16

Student evaluation of the Educational Experience at Redlands is shown in this graph:

Educational Experience at Redlands 4%

Poor

18%

Fair

53%

Good

25%

Excellent

Another example of an assessment process which provides reliable evidence of the institutional effectiveness of the college is the Integrated Post-secondary Education Data Systems Data Feedback Report (IPEDS).

Recognizing the importance of data-driven decision making, the outcomes of the ongoing assessment and evaluation process helped the college collaboratively develop its updated Mission and Value statements as part of this self-study process. The latest IPEDS report is available in the RR and in the VRR at http://nces.ed.gov/ipeds/datacenter/. However, some selected data from that report that is unique to Redlands and that has helped provide our strategies for improvement are illustrated here in this example of institutional graduation rates: Measure

Graduation rate cohort as a 10 percent of undergraduates (N=34) 8 Graduation rate cohort as a percent 24 of total entering students (N=34) 23 Graduation rate overall (N=33)

20 21

Transfer rate (N=29)

22 19 0

NOTE: N is the number of institutions in the comparison group.

5

10

15

20

25

Percent Redlands Community College

Comparison Group Median (N=34)

Source: U.S. Department of Education, National Center for Education Statistics Intergrated Post-secondary Education Data System, Spring 2009, Fall Enrollment component While this chart does illustrate Redlands close similarity with our comparison group median in most areas, the transfer-out rate at Redlands is somewhat higher than the norm. This was also shown to be the case in the results of the CCSSE. As illustrated below, in 2004, in comparing the graduation rates of full-time, first-time, degree/certificate–seeking undergraduates within normal time; 150%, and 200% of normal time to completion, Redlands demonstrated a more favorable time of completion when compared to our Comparison Group Median.

49

Measure

Time to Program Completion

Graduation rate cohort as a 10 percent of undergraduates (N=34) 8 7

Normal Time

Graduation rate cohort as a percent 24 9 of total entering students (N=34) 23 NOTE: N is the number of institutions in the comparison group.

15

20 150% of Normal Graduation rate overall (N=33)Time

21 21

22 19 19 200% of Normal Time

Transfer rate (N=29)

25 5

0

0

10

5

15

Percent 10

20

15

25

20

25

Graduation Rate (N=34) Comparison Group Median

Redlands Community College

Redlands Community College

Comparison Group Median (N=34)

Source: U.S. Department of Education, National Center for Education Statistics Intergrated Post-secondary Education Data System, Spring 2009, Fall Enrollment component

NOTE: N is the number of institutions in the comparison group.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Intergrated Postsecondary Education Data System (IPEDS): Spring 2009, Fall Enrollment component

While these two examples above illustrate above average data and outcomes for Redlands in comparison to the Comparison Group, the chart below shows we have fallen somewhat behind in our retention effort when evaluating this effortMeasure by enrollment status for first-time, degree/certificate-seeking undergraduates for fall 2008.

Graduation rate cohort as a 10 Enrollment Measure percent of undergraduates (N=34) 8

3,269

Unduplicated Graduation rate cohort as a percent 24 Headcount-Total 6,808 of total entering students (N=34) 23 NOTE: N is the number of institutions in the comparison group.

1,438 20 Total FTE Graduation rate overall (N=33) Enrollment 2,545 21 22 19 Fall Enrollment 1,378

871 Full-time Transfer rate (N=29) 0

Part-time 1,418 Fall Enrollment 2,926

5

Redlands Community College

0

10

15

20

25

Percent Comparison Group Median (N=34)

1000 2000 3000 4000 5000 6000 7000 8000 Number of Students

Redlands Community College

Comparison Group Median (N=34)

Source: U.S. Department of Education, NOTE: N is the number of institutions in the comparison group.

National Center for Education Statistics SOURCE: U.S. Department of Education, National CenterData for Education Intergrated Post-secondary Education System,Statistics, Spring 2009, Fall Enrollment component Intergrated Postsecondary Education Data System (IPEDS): Spring 2009, Fall Enrollment component

A less formal but perhaps no less important example, of Redlands’ ongoing evaluation and assessment process is found in the online survey instruments on the College’s web site. Specifically, there has been a targeted effort to reach students and constituents alike through an opportunity to address ways in which the college has both benefited an individual and to allow for identification of areas that may need improvement or offer a challenge. The survey instruments are on the College’s web site at www.redlandscc.edu/index.php?q=node/667.

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This informal survey is an overall part of the institution’s effort to inform its constituencies of the accreditation process and allow for increased participation in the self-study process. The results of these online surveys from this instrument are available to the visiting HLC team in the RR and can be made available in the VRR as well.

A general example of both internal and external assessment processes are the financial audits which help the administration determine the best use of funds to improve the goals of preparing for the future through continuous improvement. Audits help identify and ensure the careful stewardship of funds and have proven to be a tool to improve our administration of Title IV Financial Aid. The College is proud of the fact that in the fall of 2009, the external audit found no discrepancies in the 80 student financial aid files selected for review. The results of both the internal and external audits are available in much greater detail in both the RR and VRR. A pertinent example of evidence of a successful external review that illustrates a more specific portion of institutional effectiveness was the College’s Nursing Accreditation visit in the fall of 2009 in which the Redlands’ Nursing Department received the maximum continued accreditation. The reports and data of this specialized accreditation visit are available in the RR and VRR for review.

Technical Program reviews are yet one more example of an assessment tool in which the Cooperative Agreements and AAS programs offered in conjunction with our Career Technology Center partners are evaluated.

This same effort is earlier mentioned in this report as part of the College’s Three C’s.

An example of an internal review in which the evaluation and assessment process is strongly focused on strategies for continuous improvement is illustrated by the annual Enrollment Management Retreat. The purpose of this retreat is just exactly as stated above: to focus on strategies for continuous improvement in all areas of enrollment management; not so much as a function, but as a process. The Enrollment Management Plan is an excellent example of not only the outcomes of this planning process, but of overall institutional cooperation. At Redlands, the enrollment management process is not one that is the sole responsibility of the Student Services Division in general and of the Admissions and Financial Aid offices in particular, but rather includes activities from other institutional areas such as the Division of Workforce and Economic Development, the office of Cooperative Alliances, Resident Life, the Business Office, and the TriO Programs such as Student Support Services. The Enrollment Management Plan is an integral part of the College’s planning toolkit; it has broad-based input from the departments and areas described above and thus, has perhaps better institutional “ownership.” Everyone at Redlands is involved in Enrollment Management, from the initial steps of creating awareness and interest building to admissions, advisement, enrollment, retention, and graduation and/or transfer. Enrollment management at Redlands happens in the classroom, it happens in the clubs and organizations, it happens in activities promoted by the college, it happens in Cougar Crossing, in the administrative offices, at the Business Office, in the bookstore, the cafeteria, it even happens in the hallways. We are particularly proud of our overall efforts in enrollment management. The current and previous versions of the Enrollment Management Plan are available for review in the RR. Two perhaps more narrowly focused evaluation and assessment processes that help the institution provide for strategies for continuous improvement are the Curriculum Committee, which is responsible for evaluating programs and curriculum and the Scheduling Committee, which is responsible for efficiency in class scheduling, to include concurrent and online classes. Examples of the work of these committees are available to the visiting team in the RR. 51

It is understood, and at Redlands it is an important part of life due to our scarce level of fiscal resources, that institutional evaluation and assessment go beyond the traditional measures of student satisfaction and success like the CCSSE and Focus Groups and must also be measured by accountability means such as internal and external audits, program reviews, and Financial Aid audits. We take pride in our efficient management of financial, personnel, and other resources; we have to in order to accomplish our mission – the economic realities we face are real and we know that they are not short term.

Since 2004, the Redlands Community College Strategic Plan has established institutional effectiveness as a one of six priority goals. Indeed, institutional effectiveness is Goal 1 in the Strategic Plan. It is provided as an example of evidence and may be reviewed in the RR. We realize that institutional effectiveness is an ongoing priority at Redlands. Indeed, it is critical to our survival, growth and quality programming. It is our best objective means to obtain the data that drives our decision making.

In 2000, the Office of Institutional Research (OIR) was established. This office is staffed by only one person, but is responsible for collecting, analyzing and reporting institutional data. The office provides administrators with reports and data mining results to assist with planning, budget creation and grant development.

This office is also responsible for reporting institutional data to the Oklahoma State Regents for Higher Education, the Oklahoma State Regents for Higher Education and other state agencies. The OIR is also responsible for collecting and gathering data for external review and analysis. Much of the data used in creating this self-study report was obtained either directly or indirectly through the OIR and is available in both raw form in the RR and/or VRR and integrated throughout the committee’s work in this report.

Redlands realizes the importance of assessment and institutional research and how they relate to institutional effectiveness. In December 2000, Redlands separated the Computer Center from the rest of the Instructional Technology department. With the ever-growing list of self-reports and mandatory reports completed by various departments, by 2003, Redlands shifted reporting responsibilities to the Computer Center and renamed it as the Institutional Research and Administrative Technology (IRAT) department, which also assumed control of the Network Operations department from 2006 to 2008. By 2008, Redlands realized that in order to provide data of the utmost integrity for state, federal and national organizational reports as well as for self-assessment, a shift in technology and research needed to occur again. Thus, the Institutional Research department was created. The mission of the Institutional Research department is simple: “Maintaining and ensuring data integrity.” Data integrity comes from the provision of valid and reliable data that comes from databases that are secure and used to provide consistent information each time. The numbers are not tampered with and can be duplicated repeatedly for the same report.

The OIR is responsible for submitting institutional data to the Oklahoma State Regents for Higher Education (OSRHE), and Integrated Post-Secondary Education Data System (IPEDS) as well as to Redlands administrators and departments and is integral to supplying data to the Grants Development office for proposal development. The OIR is capable of mining data and extracting data specific to needs of a wide variety of reports and proposals to ensure the integrity and accuracy of institutional data for specific purposes.

Additionally, this office submits data to and receives reports from several community college and higher education service agencies including, but not limited to CAAP, SENSE and CSSE. The data from this office also assists consultants, particularly CLARUS, Inc., with Redlands’ data and information to accomplish community scans. As Redlands Community College prepares for the future, a future shaped by multiple societal and economic demands and by the uncertainty of our economic prospects, the analysis of this data has becomes increasingly critical in our planning processes as we work to provide continuous improvement 52

and is integral to our reporting responsibilities.

Overall, it is this self-study’s conclusion that the institution is supportive of the evaluation and assessment process. It is only through such a process that the College can seek to offer continual improvement as it prepares for the future given the finite level of resources available. Redlands supports professional development opportunities for the faculty and staff as well as participates in the American Association of Community Colleges, The Council of North Central Two Year Colleges, the Council on Undergraduate Research, The Council on Resource Development, and other professional organizations.

Redlands does employ many and varied means to provide for an ongoing evaluation and assessment process to provide evidence of institutional effectiveness. At the same time, this same set of instruments has identified some challenges as we strive to provide continuous improvement. Clearly, the Redlands OIR is underfunded and places much emphasis on the activities of a very small departmental area that is responsible for data integrity as well as reporting to state, federal and national organizations. At this time there is little to be done about this due to our limited fiscal resources but our planning for the future does include expansion of this department. In the meantime, we can only manage to ensure data integrity by providing the OIR with technology and administrative support to accomplish the mission of the department: “Data Integrity.” Additionally, Redlands’ administrators are planning ways to respond to the information gathered and analyzed by the OIR in a responsible and collective manner…one of which is the production of much of the “hard” evidence for this self-study, whether it be in the form of hard copy materials or in virtual format. Another thing that this data has provided us is with information that points towards specific challenges that will allow us to strategically work towards the stated goal of ever continuous improvement.

Core Component 2D: All levels of planning align with the Redlands Community College mission, thereby enhancing its capacity to fulfill that mission.

An excellent illustration of Core Component 2D can be taken right from the initial task of this Criterion’s self study Committee, which along with all the other Criterion Committees, was tasked by the Steering Committee with the review of the College’s mission and value statements. The input of everyone was taken into account and the College subsequently adopted what we believe to be a more appropriate and up-to-date mission statement in our goal of not just preparing for the future but in light of the overall accreditation process as well. This extensive mission statement review was done exactly with the goal in mind of enhancing our capacity to better serve our students and the community, which we believe is our most essential purpose.

The minutes from the committees reflecting the input and work on the new mission and values statements may be found in the VRR. Coordinated planning processes center on the mission documents that define the vision, values, goals, and strategic priorities for the College. As stated, planning for this self-study began through an institution-wide analysis and update of our mission and values. At the core of all planning, the College’s mission remains the basic guide, whether it be the Strategic Plan, the Enrollment Management Plan, or budget development. The mission and values determine the direction that planning, which is by definition, preparing for the future, will take.

Linking the planning processes at Redlands with the budgeting process is a given at Redlands. The budget process and our limited fiscal resources are always primary to any discussion of new program development or 53

advance. The first question to be answered when a new program, major equipment purchase or investment is suggested is, “How will you fund it?” This is an economic reality at our institution.

The planning process at Redlands involves all of the varied human, fiscal, technological and physical resources of the College, while we focus and align our planning on the requirements of the mission and value statements. The major planning document at Redlands is the Five-Year Strategic Plan. The most recent rolling plan for 2009-2013 is available in the VRR and the RR. The College’s budget priorities evolves largely from the planning process and priorities established in the Strategic Plan. The Strategic Plan clearly establishes links between educational quality, student learning, technology and the diverse global society in which the College operates and Redlands’ students exist. All other planning documents and processes are also tied to the budget, such as the Enrollment Management Plan, but again, the mission drives the process.

Actual implementation of the planning process is evident in our operations. We do follow the guidelines as laid out in our planning documents, but all plans are designed to be flexible, by necessity. In these uncertain economic times, Redlands must remain fiscally cautious and exercise prudence in spending. An example of this is the unplanned-for reductions in E&G funding allocations by the State of Oklahoma in recent years.

While we may start the fiscal year with a certain set of numbers, our allocations are provided on a monthly basis, and we have learned not to spend it until we have it.

Perhaps one of the best examples of evidence of how we implement planning with actual operations may be found in examining our partnerships with other institutions and organizations such as the U.S. Department of Agriculture at Fort Reno, our Cooperative Agreements with the Career Technology Centers, partnerships with the Federal Criminal Justice System, and the Downtown College Consortium. Details of each of these partnerships are available in the RR. The College’s planning is also evident in its participation and compliance with the policies of Oklahoma State Regents for Higher Education (OSRHE). An example of this is in the transfer polices per the guidelines of OSRHE. The following excerpt is taken from the OSRHE web site at www.okhighered.org Student Transfer Policies Public Colleges and Universities If you decide to transfer to an Oklahoma public four-year university with an associate in arts or associate in science degree (two-year degrees) from another Oklahoma public college, State Regents’ policy guarantees that your associate degree will satisfy all freshman and sophomore general education requirements at the four-year university. If you transfer to another college before you complete an associate degree, you will receive general education credit for courses that match those at the college you wish to attend.

All undergraduate degrees, except for the associate in applied science, require that you take a minimum of 37 hours of required courses in English, literature, math, science, history and the arts.

To help you during the transfer process, the Oklahoma State Regents for Higher Education distributes transfer matrices that outline like-type courses that will transfer among Oklahoma’s public colleges and universities. In addition, each bachelor’s degree-granting university lists the requirements for each of its bachelor’s degree programs and publicizes those requirements for use by all other colleges and universities.

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For those in-state students who transfer in or out of the institution prior to completion of the AA or AS degree, the OSRHE publishes a course transfer matrix on their web site. This matrix is updated annually with input and participation from member institutions. The matrix is used by all public institutions of higher learning in Oklahoma. The course matrix, or course equivalency list, may be found electronically in the VRR by accessing the following URL: http://www.okhighered.org/transfer-students/course-transfer. shtml .

For students transferring to Redlands from out-of-state institutions that are regionally accredited, the transfer hours are evaluated by the appropriate academic area Division Director to determine equivalency. For military training or schooling, the American Council on Education or DANTES guidelines is used to determine equivalency. Transcripts from institutions not accredited by a regional association are evaluated on an individual basis. Currently, transfer hours are not posted until one semester has been completed at Redlands Community College. This policy will be reviewed once funding and staffing allow for the completion of a transcript scanning procedure that will allow transfer hours to be posted for degree seeking students once transcripts are received and evaluated.

The institution’s long-range strategic planning processes allow for reprioritization of goals when necessary because of changing environments. Perhaps one of the most glaring examples of a change in environmental factors that has affected the long-range plans of the institution has been that of a downward spiraling level of economic support from state allocations. This can quickly become an issue in construction projects without fixed costs that span different funding streams such as building new student housing, the Art, Science, and Classroom Building, or the new facilities at Darlington. The college has had to be adaptable to change in some cases because of the change and able to reprioritize in this somewhat restrictive budgetary environment.

Another environmental change that has caused the college to step back and adapt has been an increase in the number of high school concurrent enrollments. This caused changes in methods of delivery and an increased emphasis on distance education technologies. Still another technological (environmental) change was the conversion of WebCT to Blackboard in 2009. This required a degree of flexibility across the broad technology spectrum from the back-end support of the technological infrastructure to an update to the student portal at the College’s web site through which Blackboard is accessed.

The College’s planning documents give evidence of the organization’s awareness of the relationships among educational quality, student learning, and the diverse, complex, global, and technological world in which the organization and its students exist. As previously discussed, we feel that the in-depth review and subsequent revision of the College’s mission and value statements is perhaps the best example of evidence of this.

Redlands’ planning processes involve internal constituents and, where appropriate, external constituents.

Internally, all levels of the College’s administration, support staff, and faculty are involved in the planning process, to include the preparation, development and publication of this report. As previously stated, this same broad spectrum is used in all of Redlands’s planning processes.

Internally, the College also utilizes the strategic planning offered by the Administrative Staff Council and the Faculty Association and the involvement of student clubs, organizations and focus groups.

Externally, the College’s planning processes are often influenced by groups, constituents and outside influences such as high school college fairs, activities of the Oklahoma Day/Night Committee, outreach pro55

grams, and by workforce and economic development activities.

Membership in and participation in area chambers of commerce, membership in the Oklahoma Economic Development Association, and the Manufacturing Alliance, are additional examples where external constituencies affect and influence the College’s planning processes.

While the institution does endeavor to align all levels of planning with the College’s mission; this newly revised and adopted mission statement and the supporting value statements may require that the institution more carefully evaluate its capacity to fulfill that mission and ensure that the total of the resource base is focused towards that goal.

Criterion Two: Strengths and Opportunities Strengths: • The College does employ both informal and formal environmental scanning processes to provide for strategies that do realistically help it prepare for a future shaped by multiple demands, both societal and economic.

• The College is well aware of its varied resource base, and its limitations, as it supports the plans for maintenance and strengthening the quality of its educational programs.

• Redlands has an effective and ongoing evaluation and assessment process that provides for reliable evidence of institutional effectiveness.

• Redlands does work to align its planning processes at all levels with its mission.

Opportunities: • The institution may have practiced a tendency to tie its planning processes in the past more closely to its budget than to its mission, when opportunities may be available to utilize scarce resources, particularly fiscal ones, in more effective ways in order to better support the mission as the College seeks a process of continuous improvement.

• The College must focus on building its resources through increasing enrollments and through continued, even increased, emphasis on the Three C’s in order to strengthen its resource base for the future.

• Redlands must continue to focus on our evaluation and assessment processes in order to provide reliable evidence of institutional effectiveness. Data integrity and data-driven decision making must be reinforced as we prepare for a future shaped by continuous improvement.

• Given the relative newness of the revised mission and value statements, the College needs to ensure that our planning processes are adjusted, as need be, accordingly.

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Chapter

five:

Criterion three: student learning and effective teaching 57

CRITERION THREE: Student Learning and Effective Teaching Criterion Three focuses on Redlands’ evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Core Component 3A: Redlands Community College’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.

Redlands clearly differentiates its learning goals for Associate in Science, Associate in Arts, Associate in Applied Science degrees and Certificates of Mastery. Learning outcomes are a part of every program and program option. Faculty from all departments have incorporated learning outcomes within WeaveOnline (www.WeaveOnline.com), a web-based assessment management system that helps manage accreditation, assessment, planning and quality improvement processes for colleges and universities. The system promotes collaboration within and across all academic and administrative units and builds institutional commitment to continuous improvement. In addition, all course objectives and measurements appear in departmental course syllabi as do Redlands’ General Education Core Competencies.

Writing Across the Curriculum Writing skills are assessed throughout the institution through a program called Writing Across the Curriculum. English Composition II students participate in a writing assessment to measure learning outcomes.

These students were selected since they have taken a wide variety of general education courses by their second or third semester. A multi-disciplinary team of Redlands faculty members evaluates the student essays using a rubric designed by faculty and administrators and based on the objectives. The writing objectives are: 1. Demonstrate knowledge of standard English including but not limited to grammar, syntax, spelling, punctuation, and vocabulary.

2. Demonstrate the ability to write an acceptable essay form including an introduction with a thesis and plan of development, supporting paragraphs including transitions, topic sentences, support for thesis, and a conclusion.

3. Demonstrate organizational skills of unity and coherence by maintaining focus on the thesis. Demonstrate critical thinking skills by using examples, case studies, analogies, etc., to support the thesis statement.

Eight-Year Results of Writing Across the Curriculum Assessment Total Scored Percent Meeting Standards

2002 146

2003 137

2004 126

2005 130

2006 119

2007 106

2008 111

2009 163

2010 176

88.3%

86.8%

85.7% 81.5% 66.3% 85.8% 91.9%

95.7%

96%

Source: Office of Assessment and Assistance, 2010 58

Grading Rubric for Ability to Communicate Competently ELEMENT Correct usage of standard English Use of acceptable essay form including organizational skills Unity Coherence

MEETS Adequate use of standard English Uses acceptable essay form including organizational skills

DOES NOT MEET Inadequate use of standard English Unacceptable essay form; lack of organization

Use of critical thinking skills to support thesis

Uses critical thinking skills focusing on the thesis

Lacks application of critical thinking skills

Source: Lead Instructor for Humanities, and Director of Assessment, 2002.

Results of the Writing Assessment are shared with faculty at in-service to evaluate course objectives and measurements that relate to writing skills. The results seen in spring 2006 varied considerably from those seen in previous years. This was the first year our benchmark of 80% of the essays written meeting the established standards was not met. After meeting with the evaluators, as well as the evaluators’ trainer, it was determined that the spring 2006 reading differed from the past readings for several reasons: 1. The questions differed in structure from previous years.

2. There was much more disagreement between readers.

3. The evaluation session took considerably longer than past sessions.

4. Smaller cohort of students writing essays.

This process led to changes in topic selection and essay grading techniques after the 2006 grades differed greatly from previous years. Faculty also worked to increase the number of students taking the writing assessment by 47% and included IETV students on the population. Students whose essays did not meet acceptable standards are contacted and offered additional assistance with writing skills.

ACT-CAAP The ACT-CAAP test is one means that Redlands uses to measure student attainment in comparison to other community colleges with profiles similar to ours. Three years of ACT-CAAP data are currently available in Reading, Math and Science and are reflected in the following chart.

ACT-CAAP RESULTS 2005-2008

PERCENTAGE OF STUDENTS ATTAINING EXPECTED OR GREATER PROGRESS NATIONAL REFERENCE GROUP

REDLANDS COMMUNITY COLLEGE

READING 2005-2006

89%

86%

2006-2007

89%

96%

2007-2008

89%

96%

YEAR

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ACT-CAAP RESULTS 2005-2008

PERCENTAGE OF STUDENTS ATTAINING EXPECTED OR GREATER PROGRESS NATIONAL REFERENCE GROUP

REDLANDS COMMUNITY COLLEGE

MATH 2005-2006

88%

83%

2006-2007

90%

97%

2007-2008

88%

83%

YEAR

ACT-CAAP RESULTS 2005-2008

PERCENTAGE OF STUDENTS ATTAINING EXPECTED OR GREATER PROGRESS NATIONAL REFERENCE GROUP

REDLANDS COMMUNITY COLLEGE

SCIENCE 2005-2006

89%

92%

2006-2007

89%

90%

2007-2008

85%

92%

YEAR

CAAP results are shared with all faculty and division directors. Since the CAAP is not mandatory in Oklahoma higher education, students take the test on a voluntary basis. To increase the number participating in the CAAP, students completing at least one CAAP test receive a graduation fee waiver. Redlands will continue to administer the CAAP every other year (2010) and monitor trends.

Assessment Structure at Redlands Faculty members lead the College in defining expected student learning outcomes and creating the strategies to determine whether those outcomes are achieved. It is the intent of Redlands for the assessment of learning outcomes to be faculty-owned and faculty-driven. The Vice President for Academic Affairs guides faculty involvement by monitoring curricular, transfer and reporting requirements of the Oklahoma State Regents for Higher Education. However, beyond this guidance, faculty members through departmental and college committees lead the curricula and measurement of learner outcomes.

The Assessment Committee has been in operation for over ten years and includes administrators, faculty and staff members. Broad-based representation on this committee provides input, expertise and varied experiences from the entire campus. All committee members provide direct input to the Redlands’ Assessment Plan and the annual Oklahoma State Regents Assessment Report.

Lead faculty members in each program area meet with adjunct faculty in history, political science, psychology, sociology, early childhood education, business administration, mathematics, science, English, speech, agriculture, nursing, and criminal justice at least once each year to discuss the assessment process. In these meetings faculty have written standardized syllabi for each course, have written and revised course and program outcomes and designed standardized assignments to measure general education objectives. In recent years, the faculty have expanded and improved course syllabi and provided a standard syllabus template containing the general education competencies and course objectives. The faculty proposed new faculty evalua60

tion forms that were adopted by Redlands in 2009.

Core Component 3B: Redlands Community College values and supports effective teaching.

Redlands values and supports effective teaching. As a comprehensive community college and as defined in our mission statement, Redlands is committed to teaching.

Because the faculty members are not burdened with requirements to publish or to participate in research outside of the teaching environment, teaching is a high priority. Teaching strategies for learning success are integral to training adjuncts and this training is done by full-time professors at Redlands. Redlands’ students bring widely varied backgrounds and learning styles to the classroom and our faculty make every attempt to use instructional strategies that meet the needs of our students. Faculty have been equipped with improved technology, professional development and modern laboratories that support classroom instruction. In 2008, Redlands opened the Art and Science classroom building with custom designed laboratories for each science discipline. The Nursing and Allied Health Building was renovated in 2009 and equipped with state-of-the-art simulation manikins requested by the faculty. Even in difficult financial times, every attempt is made to support effective teaching.

Redlands currently provides classes to over 35 distance learning sites...

Redlands is open to innovative practices that enhance learning and that provide access to learning. We offer almost all of our courses in several formats, providing professors the opportunity to reach students in a wide variety of geographical areas and with wide varieties of learning needs. Redlands currently provides classes to over 35 distance learning sites through Interactive Educational Television (IETV) broadcasts or on-site delivery. We provide learning opportunities at the student location, which are often located at very remote rural areas. High school concurrent classes make up a large part of our student profile. Most students taking college classes prove to be successful and get a head start in attaining their educational goals. For the majority of Redlands’ students who wish to transfer immediately to a four-year university, success is defined as student performance at “the next level.” Our largest transfer university (University of Central Oklahoma) provides annual statistics on Redlands transfer student success which shows consistently high GPA and increasing graduation rates since 2004.

Academic Year

Number of Redlands’ students at your Institution

2009-2010

301

2008-2009

295

2.93

103

2007-2008

316

2.94

112

2006-2007

323

2.94

91

2005-2006

293

2.90

69

2004-2005

298

2.86

67

Average GPA

Number of Redlands’ students who graduated at your institution 68 (does not include spring term)

Source: Institutional Research Department, University of Central Oklahoma, 2010 61

Assessment at Redlands Community College Coordinates Course, Program and Institutional Levels Although Redlands Community College had developed activity at each assessment level, we lacked a systematic system to organize and analyze the various efforts. Syllabi, course objectives, program outcomes, and hundreds of strategic goals were housed in separate documents. While researching ways to improve our strategic planning process, WeaveOnline was tested and adopted for Beta testing in June 2007. Faculty and administrators received professional development training at the fall 2007 in-service week. Faculty used the 2007-2008 academic year beta testing WeaveOnline to determine the best fit for documenting course and program activities. Course-level entries were entered in fall 2008 followed by course/program/institutional entries in fall 2009. Also in fall 2009, the Redlands Community College Board of Regents approved new mission and value statements. WeaveOnline allowed the College to visibly link the new mission and general education outcomes to program outcomes. While Redlands has yet to fully optimize all aspects of WeaveOnline, the software has greatly improved the organization and visibility of assessment in the instructional units.

Continued training will be required, along with constant vigilance in maintaining current information at the course and program levels.

Professional Development Professional development for faculty, staff and administrators has been aligned with College needs since fall 2004. Emphasis was placed on areas identified by faculty, administration and outside accrediting agencies.

A five-year professional development cycle started in 2004 with course-level instructional strategies and progressed through program-level assessment and institution-level service learning opportunities. The cycle started again in 2009 with an emphasis on course-level rubrics and critical thinking.

Fall 2004: {{ Course-level: Chunking Course Content for Effective Learning, Robin M. Smith, Ph.D. • Author, “Conquering the Content” Jossey-Bass. {{ Institutional-level: Grant Writing for Faculty, Linda Mason, Ed.D. • Coordinator for Grants, Oklahoma State Regents for Higher Education Fall 2005: {{ Course-level: Effective Grading: A Tool for Learning and Assessment, Virginia Anderson, Ph.D. {{ Program-level: A Practical Guide for Departments, Virginia Anderson, Ph.D., Towson State.

• Professor of Biological Sciences and Author, “Assessment Plain and Simple” Jossey-Bass, 2004.

Fall 2006: {{ Institutional-level: Impact of Legislative Action on Oklahoma Higher Education • Bryce Fair, Associate Vice Chancellor for Scholarships & Legislative Coordinator Spring 2007: {{ Multi-level Academic Service Learning: Primary Research and Public Memory: A ServiceLearning Partnership, Brooke Hessler, Ph.D. • Co-author: “Reflections: A Journal of Writing, Service-Learning and Community Literacy” 62

Fall 2007: {{ Institutional-level: Vital Role of The Oklahoma State Regents for Higher Education, Houston Davis, Ph.D. • Vice Chancellor for Academic Affairs, OSRHE Spring 2008: {{ Service Learning: Faculty and Student Opportunities with Habitat for Humanity, Ann Felton • CEO, Habitat for Humanity, Central Oklahoma Fall 2008 {{ Course and Program-levels: Assessment of Student Learning, Jo Alice Blondin, Ph.D. • Chancellor, Arkansas Tech University-Ozark • Professor of English and Division Chair, University of Arkansas- Fort Smith Spring 2009: {{ Institution-level: Mission of Service Learning in Oklahoma Colleges and Universities, Gina Wekke • Oklahoma Campus Compact Fall 2009: {{ Course-level: Grading Subjective Assignments with Rubrics, Dana Lindon, Ed.D. • Director of Instructional Design, Rose State College {{ Redlands Emphasis Area: Critical Thinking in Higher Education, Andrew Urich, J.D. • Associate Professor of Business Law, Oklahoma State University Spring 2010: {{ Institution-level: HLC Timeline and Responsibilities, Laura Gruntmeir, Ed.D. • Coordinator, Early Childhood, Psychology and Sociology, Redlands The Redlands’ Assessment Committee developed the current general education competencies shortly after the last accreditation visit. During that time, the group decided that the writing component would receive special attention in the College’s assessment process. A Writing Across the Curriculum assessment project was developed shortly thereafter and the results have continued through 2010. The group revised the competencies during the fall of 2009 and added a new competency involving technology. As part of the process, all full-time and part-time faculty discussed and approved these revisions. These competencies are a part of all the syllabi on campus and are the focus of Redlands’ classroom and online instruction.

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Redlands Goals and Competencies for Student Success Goal I Communicate Competently

Goal II Think Critically

Goal III Develop Life Skills

Goal IV Utilize Technology

Communicate competently by expressing ideas and interpreting information clearly and effectively when:

Demonstrate effective critical thinking by:

Develop life, education and career goals by:

Optimize productivity through:

FF Speaking.

FF Presenting.

FF Writing.

FF Listening.

FF Reading.

FF Identifying and defining the problem.

FF Researching and collecting data.

FF Analyzing the consequences of personal decisions.

FF Demonstrating social responsibility in a global society.

FF Analyzing and interpreting qualitative and quantitative data. FF Understanding, appreciating and explaining diverse FF Formulating cultural values and conclusions. contributions.

FF Generating possible solutions.

FF Synthesizing information.

FF Utilizing technology through positive social and ethical behaviors and identifying the consequences of misuse.

FF Applying technology as a tool for creativity, research and problem solving.

FF Interacting with others through the use of technology in a global society.

FF Demonstrating basic technology skills needed to be successful through lifelong learning opportunities.

FF Evaluating solutions.

Source: Redlands Assessment Committee, Revised 2009 Distance education classes have proven to be quite popular with Redlands’ students and professors. Redlands has increased online class sections by 165% and online student enrollments by 90% over the past five years. VCR telecourses were discontinued due to low completion rates and outdated technologies.

Many students combine online classes with traditional on-campus classes or with IETV classes, preparing academic schedules that fit with their work or family responsibilities. Pro-

Redlands has increased online class sections by 165% and online student enrollments by 90%...

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fessors at Redlands have become proficient and successful in providing classes in many delivery formats.

Curriculum Committee and Articulation Full-time and part-time faculty members comprise the Redlands’ Curriculum Committee and work together to ensure that new programs and program changes meet the standards set forth by Redlands and the Oklahoma State Regents for Higher Education. The Oklahoma State Regents for Higher Education policy requires transparent articulation between state institutions. Redlands’ faculty are members of the statewide Course Equivalency Project (CEP) in all disciplines. The result of the CEP is an online document that shows the articulation for all Redlands courses to every other college and university in the Oklahoma. An example of the articulation of English Composition I would be found at: http://www.okhighered.org/transfer-students/2010-11/english.pdf. This statewide faculty group has been in existence for many years and their cooperation has led to a student-friendly transfer process. The oversight of curricular content and teaching strategies is the responsibility of this faculty committee.

Faculty members are encouraged to participate in external professional development activities, but the severe fiscal realities of today preclude travel to conferences without external funding. However, Redlands does attempt to fund faculty participation in NISOD and in the Oklahoma Association of Community Colleges (OACC). To the extent possible, funds from departmental budgets support these activities. There continues to be online opportunities for faculty members to stay abreast of current research on teaching and learning as well as technological advances that can positively affect student learning. Many organizations and associations recognize the financial situation of colleges and provide online, teleconferencing or other ways to access collaborative training opportunities. Redlands takes advantage of technology to support faculty participation.

Faculty members participate in workshops through webinars, teleconferencing, professional networking sites and social networking sites. The College’s IT Department is available to assist faculty members in gaining access to these opportunities. The statewide OneNet service provides access to the Internet, Internet II and the Lambda Rail to all educational institutions at no cost. Faculty members facilitate their professional development through these resources. Redlands values and supports effective teaching and learning through the use of and access to technology.

Core Component 3C: Community College creates effective learning environments.

Redlands Community College, with 120 full-time employees, is organized into a flat organization that is conducive to effective learning in college-level and developmental areas. The four academic divisions cooperate with support staff to improve facilities, community services, and curricular and co-curricular offerings. The Administrative Support Council, Curriculum Committee, Assessment Committee, AAS Advisory groups, and Faculty Association provide valued input. Student learning is the guiding force in all committee settings.

Assessment results inform improvements in curriculum, pedagogy, instructional resources and student services. We define the impact of assessment results on the learning environment at Redlands within four major categories: Cycle of Assessment, Curriculum and Pedagogy, Instructional Resources and Student Services.

Cycle of Assessment The Redlands’ Assessment Plan is data driven and facilitates continuous improvement at the institutional, program and course level. Our plan also stresses improvements in our physical facilities, technology and learning resources. The program outcomes assessment measures and administration timeline is available in 65

Appendix E and in the Resource Room.

Curriculum and Pedagogy Full-time professors work closely with adjunct faculty members to assure cohesive pedagogy within departmental curricula. This begins with using a syllabus template for most courses taught. Instructors may vary in classroom methodologies, depending on the course delivery (16 week on-campus, online, etc.) However, the course objectives will generally remain constant. Faculty in most departments will meet on an annual basis to discuss course objectives and measurements. The discussion between instructors allows for strengths and weaknesses of each objective to be shared, thus giving a solid basis for change.

Full-time and adjunct instructors teaching in the Developmental Studies Department meet each spring semester to discuss course objectives and measurements, syllabus changes, evaluation methods, and exam schedules. Classroom policies are also reviewed. After instructors decide to Keep/Change/Delete each objective and measurement, the recommendations are compiled and shared with Redlands English and math faculty, and the Vice President Academic Affairs. The results from full-time and adjunct faculty working together to improve course curriculum have been positive. Everyone brings different experiences, practices, methods, and problems to these meetings. Instructors in various types of educational settings, including on-campus classrooms, IETV, or online, all share their experiences teaching a particular course throughout the previous fall and spring semesters. This forum for course review has worked well for the Developmental Studies Department since it began in 2004.

One example of how this course review method is working in English 0133: Basic College Writing, concerns the course objective: Writing a well-developed narration paragraph. Course instructors reviewing the objectives/measurements for English 0133 determined this objective should be deleted in order to allow more time spent on the remaining styles of paragraph writing presented. Narration was deemed to be a less needed writing style for college students than Description, Process, Comparison, or Cause/Effect; thus, it was chosen for deletion. During the course review sessions for English 0133 in subsequent years, instructors noted they saw the benefit of deleting the study of Narration writing from the curriculum. More time could be spent on the remaining writing styles, as well as on the final essay.

Another example of Developmental Studies course review involves Redlands faculty teaching in the areas of science and social science. Four faculty members were asked to participate in a discussion with instructors teaching Developmental Reading courses. Course objectives were reviewed, as were samples of various levels of vocabulary words taught in both Communication 0123: Reading Improvement and Communication 0133: Basic College Reading. Many observations and suggestions were made regarding students’ reading skills, study skills, test taking skills, and student behaviors. The following list includes some of the observations and suggestions from the participating instructors: • Students do not read efficiently.

• Reading classes could introduce flash cards as a means to learn/study new vocabulary words in a chapter.

• Repetition is necessary for most students to learn material in science.

• Students should know definitions before studying.

• Students in science classes need to put out effort both in class and out of class in order to succeed.

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• Note taking: problem of students wanting to write every word down. Written objectives and power point presentations helped students in biology and physiology.

• More vocabulary study is necessary for ESL students.

• Grammar proves difficult for the vast majority of students.

• Students have difficulty with self-discipline.

• Instructors could model and focus more on critical thinking skills during class discussions and course evaluations.

In spring 2008, 25 copies of a new classroom textbook, Critical Reading, Critical Thinking, were purchased for student study and reference. Since then, more class time has been spent using reading strategies presented in this text, when writing short answer responses and when studying newspaper editorials and opinion writing.

In both reading courses offered through Developmental Studies at Redlands, the primary objective is for students to be able to understand information, and communicate information effectively. By incorporating into developmental courses the suggestions given by faculty, students can be better prepared to succeed in content area courses. Outcome measures are set by the Oklahoma State Regents for Higher Education through the Brain Gain initiative. Targets are based on data from peer institutions in Oklahoma. The most recent Brain Gain targets involved retention of Redlands’ students that started in remedial courses. Targets were exceeded in FY 08 and FY 09.

Brain Gain Fiscal Year

Measure #1

2005-06 Cohort

FY 09

Retention rate (within state) of remedial students

FY 08

Retention rate (within state) of remedial students

15.7%

2006-07 Cohort

Target

Credit

61.3%

57.2%

1.0

11.5%

1.0

Source: Oklahoma State Regents for Higher Education Developmental Reading, Writing and Math Developmental Reading and Writing classes were equipped with new computers in 2008. The lab contains an instructor station and 24 computer stations, on which students use an individualized reading and language arts program. These upgrades have increased the efficiency of the computerized program used in the Developmental Writing and Reading classes taught on campus. Developmental Algebra courses began incorporating MyMath Lab, a computerized math program, during 2007-2008. Students can take class quizzes and practice exams through MyMath Lab outside of scheduled class time. They also have access to video instruction as well as a Student Solution Manual. Instructors using MyMath Lab have had positive feedback from students using the program’s video instruction, as well as practice exams.

• New instructional delivery methods for developmental courses.

• New online tutorials and testing software.

• New and upgraded IETV classrooms.

• All classrooms are Wi-Fi compatible.

• All classrooms technologically enhanced.

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• Addition of a recording studio.

• Transition from telecourse classes to WEBCT online classes.

• Transition from WEBCT online classes to Blackboard online classes.

Psychology/ Sociology: The psychology/sociology areas meet twice per year to discuss assessment issues. After the fall 2005 inservice, the group decided to implement a “reaction paper” mini-assessment project. This was selected due to Redlands commitment to emphasize the writing component of the general education competences.

When the group met in the spring of 2007 it was decided to create a model rubric to use with the reaction paper assignment.

When the Redlands’ Assessment Committee decided in the fall of 2009 to concentrate on the Critical Thinking General Education competency, the Coordinator for Psychology developed and piloted a mock research project.

The coordinator piloted the project for three semesters. Results of this pilot project were shared with adjunct faculty during the fall 2009 in-service and presented at the Oklahoma Association of Community Colleges annual conference in 2010.

History/Government: In July of 2005, the history faculty met to review the measurable course objectives and the syllabi for Political Science 1113, History 1483 and History 1493. A pre/post assessment exam was developed with exam questions formed to support the course objectives. The results of these exams were tabulated upon completion.

In July of 2007, the history faculty reviewed the results of the assessment exam for the past two years. The faculty decided that future assessment exam results should measure the specific course objectives so faculty could determine which specific topics were problematic for students.

In June 2008, faculty decided to continue administering the pre-test assessment exam to random classes. Instead of administering a post-test assessment exam, the post-test exam questions would be imbedded in the faculty exams administered to students during the semester.

In July 2009, it was agreed during the fall 2009 semester each instructor teaching a U.S. History course would require students to answer five essay questions during the semester. All instructors teaching History1483 would assign five identical essay questions that pertain to the course objectives. Instructors teaching History 1493 will assign five identical essay questions that pertain to the course objectives of that course. Five different questions were to be assigned in both courses for the spring 2010 semester. A grading rubric was designed to insure uniform grading and assessment. Results will be tabulated and entered into WeaveOnline as well as discussed with the faculty before the next academic year.

Nursing: Nursing faculty adapt instructional methods and content based on student performance on their respective national/standardized tests: National Council of License Exams (NCLEX) for nursing. Nursing has monitored the NCLEX-RN pass rate for the past 10 years and has aligned curriculum with national standards to improve student success in licensure examinations. Redlands averages are higher than state and national av68

erages for most years. Redlands received a Title III grant to develop an LPN-RN program and this program was done collaboratively with Mercy Hospital and OU Medical Center for LPN’s that were on their staff.

The curriculum developed through Title III and improvements in simulation technology have been applied to the nursing program. These efforts, along with valuable input from the Nursing Advisory Group, have been ongoing since 2005. Student performance based upon National League of Nursing standards has improved.

Redlands NCLEX Pass Rate vs. State Average 100 90

96.43

86.67

95.24

85.65

83.72

82.07

94.74

88.88

87.17

70

86.59

80

60 50

2006

2007

2008

Redlands Community College

2009

2010

State Average

Source: Oklahoma State Regents for Higher Education Instructional Resources Improvements to curriculum, instructional resources, and student services are made as financial and human resources allow. Examples of changes made in these areas follow: • Classroom upgrades: installation of projectors and screens, wireless internet, document cameras; student desks replaced by tables and chairs • Upgraded IETV equipment with large flat panel LCD monitors, with two or more monitors per classroom to reduce parallax error for students. Larger classrooms received 120 inch screens with high definition projectors.

As a result of the 2005 Program Review and CCSSE (Community College Survey of Student Engagement), the following changes to the Redlands learning environment have been made.

• Expansion to 22 online Learning Resources Center (LRC) databases covering many disciplines and 15 computer stations with student ID card access to all printers. All LRC student computers were replaced in 2010 with energy efficient high speed processors and flat panel monitors. Students also provide input on an annual LRC survey conducted by the staff.

• Modernization of open-access student computer laboratories was based on expressed student request for computers capable of running two or more programs simultaneously. All student computers now have multi-threaded or quad-core processors and 4 GB of RAM. Student Services One way student satisfaction is tracked at Redlands is through the CCSSE, which is administered annually.

Redlands uses the results to: 69

• Identify institutional strengths and weaknesses • Address students’ areas of concern • Identify trends and students’ attitude changes toward their educational goals Focus groups provide staff and administration another means of measuring student satisfaction. This information assists departments when making changes to programs, schedules, and additional student services.

The input from student focus groups has resulted in expanded computer labs, free campus-wide Wi-Fi, general education offering convenient to agriculture students, expanded science lab offerings and flexibility, and online application and enrollment web sites.

The Assessment and Assistance Center, the LRC, and Project AIMS (Redlands Student Support Services TRIO Program) are included in services that support student learning and academic success.

Tutoring services are provided free of charge to all students by the Assistance Center, while TRIO students are served by Project (AIMS), which is the Title IV Student Support Services effort at Redlands. Tutoring is provided to increase retention of students and move them successfully to the next course in their programs.

Redlands faculty regularly alert students to the tutoring services available through AIMS, and explain the benefits of seeking help for those subjects students are finding difficult. Peer tutors, professional tutors, career counseling, financial aid assistance and transfer assistance are also available from the AIMS staff. Off campus tutoring is offered on a limited basis depending on student need, availability of qualified tutors, and time/space availability. Project AIMS math instructors offer sections of Math Prep, designed to improve student math skills in both 8 week and 16 week formats.

Redlands launched a new program during the fall 2010 semester that offers all students live, one-to-one help from certified tutors online. Any community member with a library card can access the new online services from the library, and all students can access it from their Blackboard course or from the LRC offcampus access page. Tutor.com includes live, one-to-one tutoring, a real-time writing center and access to worksheets, videos and tutorials in just about any subject. The live, online tutoring and résumé writing service is available 24 hours per day, seven days per week. The service is completely free for our students and to community members.

In September and October 2010, the first opportunity for students to use Tutor.com, forty-seven tutoring sessions were accessed by twenty-eight students. All topic areas were accessed. Feedback was very positive with 100% of students stating they are glad their organization offers the service. Additional responses to the feedback section reflect that ninety-one percent of participating students reported the system helped with their homework and eighty-three percent felt the tutoring sessions helped them feel more confident about their school work.

The LRC provides a central location on campus where students can study individually or in a group. LRC staff provides support for student class projects and assignments and will schedule student orientation sessions specifically to meet instructor needs. The director of the LRC listens to the requests of faculty, staff, and students and responds by acquiring resources to enrich the classroom experience. Learners at Redlands and the diversity they bring to our campus are respected. Several programs are available at Redlands that support the multiple and diverse needs of our diverse student body.

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Financial Aid Data Redlands Community College strives to provide students with a quality collegiate experience without an undue financial burden. Redlands financial aid advisors seek to find grants and other loan options for students who demonstrate financial need. While the service area has a large number of low-income students, our “loan portion” of the aid package is approximately 1/2 of our IPEDS cohort. The IPEDS 2007-2008 cohort consisted of seven rural Oklahoma two-year colleges. See IPEDS Chart below.

Variable Name

Redlands Community College

Oklahoma 2-year College Group Median

Percent of full-time, first-time, degree/certificateseeking undergraduate students receiving loans, by type of loan: 2007-08

29%

33%

Average amounts of loans received by fulltime, first-time, degree/certificate-seeking undergraduates, by type of loan: 2007-08

$1,620

$3,383 N=7

Redlands will continue to provide financial aid guidance that will maximize funding to the student, utilize all possible sources of aid, while keeping the student loan burden at the lowest possible level. Early enrollment of area high school students in “Oklahoma’s Promise” will play a key role in reducing loan burdens for future students.

Diverse Student Population

IPEDS 2008 Percentage Enrollment by Ethnicity Compared to IPEDS Cohort IPEDS ID

Institution

White nonHispanic students

Black nonHispanic students

Hispanic students

Asian or Pacific Islander students

American Indian or Alaska Native students

Canadian County

82

3

6

3

5

207069

Redlands Community College

78

6

3

2

7

206923

Carl Albert State College

65

3

2

1

25

206996

Connors State College

58

11

2

1

28

207050

Eastern Oklahoma State College

56

7

4

2

29

207236

Murray State College

67

6

4

1

16

207290

Northeastern Oklahoma A&M College

66

8

2

0

22

207740

Seminole State College

68

6

4

1

20

208035

Western Oklahoma State College 69

13

11

2

4

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Cultural Awareness Activities Redlands provides different cultural awareness activities through the Fine Arts Gallery, Learning Resources Center (LRC), Student Services, and instruction. The gallery provides one or more culturally related exhibits each year.

2007-2008 Regional Artists Cletus Smith Fine Art Exhibition-The gallery featured twenty-one oil and watercolor paintings by regional and national known watercolorist from Oklahoma City.

Demonstration -The public was invited to a free watercolor demonstration by regional and national artist Cletus Smith on March 9, 2007 from 11:00 a.m. to 12:30 p.m. in the Redlands Fine Art Gallery.

Redlands Community College 2nd Annual Fine Arts Faculty Show- The exhibit featured several varieties of artwork, from oil paintings to photography, by Denise Wynia-Wedel, Tim Rose, and Larry Clements.

Redlands Community College Student Show and Showcase- The exhibit showcased artwork and photography by Redlands’ Students.

Oklahoma Centennial Art Centennial Portraits by Lou Hale - The exhibit celebrated the terra cotta portraits that are of nonagenarians/centenarians for the state’s Centennial Year. The exhibit was developed and created by Oklahoma artist Lou Hale residing in Stillwater.

Diverse Artists 2007 Gordon Parks Photography Competition Finalist Exhibition- Award winning photography from the Gordon Parks’ Photography Competition was displayed. The exhibit was from the collection of the Gordon Parks Center for Culture and Diversity of Fort Scott Community College in Fort Scott, KS. Kristen Vails- The exhibit featured original mixed media and acrylic paintings on canvas by Oklahoma artist Kristen Vails. Kristen’s work features a unique and emotional style using the subject of horses.

2008-2009 Women Artists 5to9 Exhibition - The exhibit featured mixed media by Betty Wood, W. P. Munsell & Michelle CoronaAllen, abstracts by Carolyn Faseler, acrylics by Vicki Maenza, mixed media & digital prints by Eunkyung Jeong and mosaic fabric creations by Dixie Erickson. Tapestry: Basic Technique and Optical Color Mixture Demonstration by artist Eunkyung Jeong.

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Regional Artists Movement in Line by Artist Gerry Goodpasture- The exhibit reflected the development of artist Gerry Goodpasture with a number of acrylic works on canvas.

Roger Mills County Photography Exhibit by Josh Buss- The exhibit featured medium format photography of an 18-month study depicting the residents and rural surroundings of Roger Mills County, Oklahoma.

2008 Gordon Parks Photography Competition Finalist Exhibition- Award winning photography from the Gordon Parks’ Photography Competition was displayed. The exhibit was from the collection of the Gordon Parks Center for Culture and Diversity of Fort Scott Community College in Fort Scott, KS. 2009-2010 October 5- November 23, 2009 “China Re-Collections” One-of-a-kind photography and mixed-media depicting China and its culture by artist Matt Jarvis February 5- 19, 2010 2009 Gordon Parks Photography Competition Finalist Exhibition- Award winning photography from the Gordon Parks’ Photography Competition was displayed. The exhibit was from the collection of the Gordon Parks Center for Culture and Diversity of Fort Scott Community College in Fort Scott, KS. This national event has been hosted at Redlands for the last four years and is scheduled through 2011.

The LRC has a wide selection of cultural resources available for students and faculty. It also has monthly displays covering multi-cultural, current events, and other educational aspects. Student Services and the Redlands’ Foundation provide cultural awareness activities one or more times each year. The activities will range from cultural performances to unique hands-on projects.

Spring 2009 “The Human Race Machine” gave students a chance to see themselves with different cultural features and to understand the multi-cultural mix within their society.

A number of professors are active within the Oklahoma Global Education Consortium each year. Many will incorporate cultural projects within their classes as well as throughout the school.

Spring 2009 “Race Symposium” was a school-wide event with cultural speakers and student discussions about race today and throughout history.

Each semester students in Art Appreciation class research two cultures, compare the cultures, and discuss how those cultures relate to their own. Redlands provides a variety of ways to help students throughout 73

their college career, including Freshman Orientation, career planning assistance, and faculty advisement.

Orientation All first-time entering freshmen, especially those who require remedial courses, are recommended to enroll in Orientation. Students are able to interact with college staff from departments throughout the campus. This two-day session is held the week prior to the beginning of classes each fall semester. Project AIMS holds Orientation sessions each fall, and on an arranged basis each spring semester.

Academic Advisement by Faculty Faculty advise students during the course of their college work at Redlands. Faculty members also receive a list of all students in their discipline who have not enrolled for the next semester. Follow-up meetings are held to assist late enrollees with staying on schedule for graduation. Faculty members are able to provide students information on degree plans, semester course options, and available internships.

Academic Advisement by Student Support Services Project AIMS is a federally funded Student Support Services TRIO program that helps eligible students maximize their potential for success. The program offers academic advising and counseling, innovative instruction and tutorial support, and specially designed skill-building workshops for Redlands’ students who meet program guidelines.

Career Planning Redlands uses the Oklahoma Career Information System (OKCIS) for most career planning. Students may use the online program for assistance in choosing a career, finding a school, getting financial aid, or other areas of interest to students. Several skills and interest inventories are also available for students to assist in determining career choices.

Technology is integral to teaching and learning at Redlands. On campus, at distance learning sites and in online classes, Redlands provides faculty and students technological access and support to faculty, staff and students. The number of IETV compatible rooms has doubled over the past five years and each classroom’s equipment has been upgraded since fall 2008. All Redlands classrooms are Wi-Fi compatible and since fall 2008, every classroom on the Redlands campus has wireless internet access. The Darlington Agriculture Education and Applied Research Center is completely wireless including all offices, laboratories and classrooms. All Redlands classrooms are equipped with multimedia teaching computers, document cameras, projection screens, integrated DVD players, wireless internet access and whiteboards. Eight large and five small classrooms have teleconferencing capabilities providing faculty and students the opportunity to “meet” nationally and internationally with content experts and students.

Campus Instructional Support Services In fall 2006, through a Title III project, Redlands established a streaming video recording studio on the main campus in El Reno. This studio is widely used by faculty members to record lectures, video presentations and PowerPoint presentations to enhance online and enhanced classes. This technology is used by faculty to develop online video segments or entire online video lecture courses. Two viticulture courses have been developed with complete lecture, audio and PowerPoint presentations that accommodate different learning styles. General education courses also utilize this technology to deliver exam reviews previously held during lecture periods. Additionally, online instructors use this technology to “give a face” to the course by creating course welcome videos.

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Not all Redlands faculty, staff or students are proficient and knowledgeable about using technology. In 2008, Redlands Technology (IT) staff established the Redlands HelpDesk. The HelpDesk is available to help Redlands’ students, faculty and staff with technology questions or problems. The HelpDesk has proven to be an excellent resource for students needing assistance with their online classes. Students can access the HelpDesk on campus, by phone or by email. The HelpDesk also supports faculty and staff, providing assistance with IETV classes, class programs or speakers, virtual conferences, and other academic and community events. HelpDesk and IT staff provide training opportunities to faculty and staff throughout the year, especially during fall and spring in-service sessions. As new software and hardware is installed on the Redlands network or new technologies become available, IT staff members provide regularly scheduled training workshops and individual orientation sessions. It is IT’s policy to give priority to professors and students who need immediate assistance while classes are in session and with online instructional concerns.

The availability of IT support has increased faculty and student application of technology into the teaching and learning process with a degree of comfort, advancing the innovative opportunities available through technology to our students.

A complete overhaul of the Redlands Enterprise Network (REN) was started in the summer of 2008. This overhaul was required to meet the existing and future demands on the REN as a whole. The project included upgrading all network switches, upgrading existing servers, replacing end-of-life servers, moving the data center from the Headend Center located in the Multimedia Lifelong Learning Center to a new, purpose built, facility located in the Arts, Science, and Classroom building, and upgrading the network backbone on Main Campus to ten gigabit per second Ethernet. Finally, Ethernet Automated Protection Standard (EAPS) was employed on the backbone of each campus network. EAPS provides fault tolerance in the event of an accidental fiber cut or hardware failure, allowing network resources to remain online while repairs are made. Prior to the implementation of EAPS network maintenance often required network access for several, and sometimes all, buildings to be offline at once. EAPS allows for localized outages during scheduled network maintenance periods, providing the ability to do future upgrades with less of an impact to students, faculty, and staff.

Also in the summer of 2008, RCC made a concerted effort to virtualize all server-side resources. Hardware virtualization allows running multiple server operating systems in a single physical server. Taking advantage of hardware virtualization reduces the number of physical servers required to host services, thereby reducing power and cooling requirements, as well as yearly maintenance costs. Additionally, an Internet Small Computer Systems Interface (iSCSI) Storage Area Network (SAN) and a server virtualization cluster were installed and implemented in the summer of 2009. This iSCSI SAN centralized all server storage requirements and increased data redundancy. The centralization of server storage requirements reduced the amount of hard drives required per physical server, further reducing power and cooling requirements in the datacenter. The server virtualization cluster provides fault tolerance for server-side resources in the event a physical server fails or needs to be taken offline in an emergency situation. The cluster also reduces downtime required for maintenance, and future upgrades, as virtual server instances can be seamlessly moved between physical servers during maintenance periods reducing the impact to students, faculty, and staff.

In the fall of 2008, an email spam and virus filter appliance was installed on the REN to scan all incoming emails. The spam and virus filter automatically blocks and quarantines spam, virus, and phishing emails from ever reaching student, faculty, and staff email mailboxes, thus reducing the time required for each person to manually filter through valid and non-valid email messages. It has also reduced the workload on the primary RCC email server resulting in a more responsive experience for students, faculty, and staff. From November 2008, through October 2010, the spam filter has blocked approximately five million spam and 75

virus emails from entering the REN. In October 2009, a high-speed “wireless fiber” solution was installed between Main Campus and the Darlington Agricultural Education and Applied Research Center. In November 2010, a second high-speed “wireless fiber” solution was installed between the Redlands Royse Ranch and the Darlington Agricultural Education and Applied Research Center. These connections provided a cost-effective high-speed, onegigabit Ethernet connection between the campuses giving students, faculty, and staff a seamless experience when traveling between Main Campus, the Darlington Campus, and Royse Ranch. A lower-speed, backup connection has also been implemented to provide connectivity in the event of a hardware failure and during maintenance periods.

In October 2010, RCC implemented a Voice-Over Internet Protocol (VOIP) telephone system to replace an end-of-life, and increasingly failing, Private Branch Exchange (PBX) phone system. The new phone system is connected directly to the REN and allows for much quicker deployment of new phones and easier maintenance of the backend system. The VOIP system allowed the Technology Department to reduce maintenance efforts on the phone system and refocus on maintaining and upgrading the network, server, and desktop computing infrastructure. Faculty voice mailboxes have also been configured to automatically forward voice mail to each faculty member’s email mailbox, providing a unified communications point for all faculty. This also resulted in lowering yearly hardware maintenance and support costs for the phone system.

In conjunction with the implementation of the VOIP telephone system, a facsimile (fax) server was implemented for inbound and outbound faxing. All inbound faxes are now delivered as postscript document format (PDF) attachments to an email. Outbound faxing can also be accomplished through the fax server via either email or a web interface. This has resulted in a 100% reduction in the use of paper and toner for inbound faxing, as well as a reduction in the number of physical fax machines for outbound faxing purposes, as well as reducing power requirements and future maintenance, support, and replacement costs for fax hardware.

Several layers of quality assurance provide Redlands’ administrators, professors and staff with information that impacts our ability to assess whether our strategies, activities, processes, and technologies enhance student learning. We are cognizant that the all of the “bells and whistles” afforded us are only useful if they are moving us toward enhancing student learning. Program reviews, advisory committees, student evaluations, faculty evaluations and exit surveys help to keep us on track to fulfilling our mission.

Program Reviews Program Level Assessment is conducted on a five-year cycle as outlined in policy 3.7 of the Oklahoma State Regents for Higher Education (OSRHE) Policy and Procedure Manual. The purpose of OSRHE–mandated program review is to: • Maintain and enhance the quality of instruction, research, and public service conducted at state colleges and universities.

• Respond to existing and emerging social, cultural, technological, scientific, and economic needs.

• Provide to citizens a variety of high–quality opportunities for intellectual growth.

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• Make programs commonly accessible to academically qualified citizens of the state.

• Utilize the state’s and the institution’s resources effectively and efficiently.

The Oklahoma State Regents for Higher Education approved the 2005 Program Reviews. The 2010 Program Review began with a data collection effort in fall 2009 and covers all A.A., A.S. and A.A.S. programs.

Faculty and administrators analyze enrollments, credit hours, course success rates, course retention rates, number of majors and degrees awarded, learning methods, course content, pre-requisites, transferability, student demographics, faculty load, faculty qualifications, and professional activities. Faculty also review retention and success rates in those courses and programs changed as a result of the 2005 review. Changes as a result of the 2005 program review included, but were not limited to, a complete re-design of the science majors into a Pre-Professional Sciences degree, modification of the Athletic Trainer degree, curriculum changes in the Nursing program and new options added to the Pre-Agriculture A.S. degree. The 2010 review will also focus on success rates in online classes, which have transitioned from WebCT to Blackboard. The results of the National League of Nursing (NLN) visit are available in the Resource Room.

In addition to the program review format, Redlands Community College has implemented WeaveOnline software to plan, document, and analyze assessment efforts and effectiveness. This approach focuses on mission with linkages to value statements, program outcomes, and course outcomes. The faculty proposes to identify needed improvements, productivity, and required professional development, and tie these needs to the Redlands budgetary process.

Advisory Groups Program needs and requirements are periodically reviewed and updated within each department, the curriculum committee and academic affairs. Each course evaluates student progress and the course effectiveness through different forms of assessment, from pre- and post surveys to portfolio. A.A.S degree programs utilize advisory groups to help ensure that current practices and technologies are included in the program outcomes and course objectives. Criminal justice, viticulture/enology, equine science, business and nursing have standing advisory groups. Several of these groups are mandated by outside accrediting or funding agencies and are regulated by policy.

Student Evaluations Student evaluations are another method used to ensure quality classroom instruction. Students are encouraged to rate specific areas and write comments regarding the course, curriculum and instructor. The results are compiled by the Vice President for Academic Affairs. Student evaluations of faculty are conducted every fall semester, analyzed, and forwarded to division directors and lead faculty for review. Lead faculty members discuss trends in the feedback section and determine any necessary changes.

Faculty Evaluations During March of 2009, a Sub-committee of Assessment finished revisions to proposed Faculty Evaluation forms. The members included several faculty members and division directors. The instruments were then presented to all faculty and were given a vote of confidence by the Faculty Association at their March meeting. The forms were then presented to the Vice President for Academic Affairs who distributed them to all faculty via the division directors. The 2009-10 academic year was the inaugural year for this process.

Results will be analyzed in spring 2011 and presented to the Faculty Association.

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Exit Surveys Students applying for graduation fill out an exit survey at the Registrar’s Office. This information is shared with Student Services, Business Office, Division Directors, and Lead Faculty. The data is used in conjunction with CCSSE and other surveys, to determine the need for program improvement. These surveys are also summarized and reported to the Oklahoma State Regents for Higher Education in the Redlands Assessment Report annually.

Core Component 3D: Redlands Community College’s learning resources support student learning and effective teaching.

Services supporting both students and faculty are extremely important at Redlands. Many resources are available to support student learning and effective teaching. These resources provide Redlands the support needed to fulfill its mission. Learning and effective teaching are our priorities. However, as a community college we are also pleased that many of the resources supportive of teaching and learning also provide opportunities for members of the communities we serve.

Redlands Community College regularly assesses the effectiveness of its learning resources to support learning and teaching. Redlands is committed to ensuring student success by utilizing a faculty-driven assessment plan. This plan reviews all aspects of student learning and supports the effectiveness of teaching at the college. Other methods of evaluating teaching and learning are program reviews, advisory committees, state regent reports, student course evaluations, faculty input surveys and exit surveys of graduates.

Redlands continues to benchmark against nine peer institutions as set forth by the Oklahoma State Regents for Higher Education. This is an ongoing process that is reviewed annually by Redlands and The Oklahoma State Regents for Higher Education.

• Program Reviews will be conducted during the 2009-2010 academic year for all majors.

• During the period 2004-2009 the number of classrooms equipped with instructional technology increased from 10% to 100%.

Learning Resources Center The A. R. Harrison Learning Resources Center (LRC) at Redlands Community College is an integral part of the student-centered learning community at the college. The LRC provides a convenient place for students to meet and work on group projects, print out assignments, or just study and check email between classes. When students have an assignment requiring library research, the LRC staff is ready to help them find the information they need.

The LRC is open Monday-Thursday 8 a.m.-8 p.m., Friday 8 a.m.-5 p.m. and Saturday 10 a.m.-2 p.m. Students may also access Library Resources 24/7 from the Redlands web page. The LRC provides 14 computers with internet access and subscribes to online databases including EBSCO, SIRS, Wilson Web, Literature Database, and Newsbank. Although the LRC’s print collection

The LRC provides access to 29,000+ ebooks... as well as millions of periodical articles ...

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of monographs remains at around 11,500 titles, the collection is being continually updated through the purchasing of new materials and weeding out of older, out-of-date materials. Twenty-five percent of the print collection now consists of materials published in 2000 or later. The LRC continually solicits input from students, faculty, and staff regarding the types of materials and services needed. The LRC also receives student input from optional CCSSE questions. In accordance with student demand and faculty assignments, the main focus of collection development is now electronic. The LRC provides access to 29,000+ ebooks in two collections, as well as millions of periodical articles in multiple online databases. Not only does this provide on-campus students more variety in research materials, but provides access for distance education students and use by all Redlands’ students even when the LRC is closed.

Academic Assessment and Assistance Center (AAAC) Redlands’ Academic Assessment and Assistance Center is open from 8:00 a.m. to 4:30 p.m., and 5:30 p.m. to 8:00 p.m. Mondays, and from 8:00 a.m. to 4:30 p.m. on Tuesday through Friday. Services include providing a tutorial facility, which is staffed and equipped to assist students with specific learning goals. Skill building, subject review and/or enrichment, and computer assisted instruction are available to students on an elective basis or by instructor referral. Testing services include administering Advanced Standing exams, as well as the ACT, CLEP, COMPASS Placement Test, and other standardized tests to students. Usage of the AAC Center for 2009-2010: Month

COMPASS

Make-up Exams

Tutoring

Other Services

Total Served

July 2009

103

134

6

9

252

August 2009

122

0

0

20

142

September 2009

17

139

12

2

170

October 2009

40

227

12

4

283

November 2009

54

196

21

5

276

December 2009

45

212

12

24

293

January 2010

83

2

2

1

88

February 2010

14

119

37

0

170

March 2010

69

151

47

6

273

April 2010

110

183

25

28

346

May 2010

87

209

5

10

311

June 2010

33

4

0

37

74

Total

777

1576

179

146

2678

Source: Redlands Academic Advising and Assistance Center, 2010

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Art Gallery The Redlands’ Fine Arts Gallery serves as a showcase for students in Redlands’ Arts Program and classes.

Student work is displayed regularly in the gallery which is open to the public. The gallery also develops and hosts six to eight rotating educational exhibits each year for students and the community. The gallery is open from 8 a.m. to 5 p.m. Monday through Friday excluding major holidays. Gallery events often coincide with other campus or community events. The gallery was included in the Official Oklahoma Centennial Series a five-year event that culminated with “Route 66: The Mother Road Journey – Past, Present & Future.” In November 2007, the gallery hosted Oklahoma centennial author John Dwyer and his presentation, “Places Where We Cried.” In February 2008, Michael Korenblit presented the World War II work, “Until We Meet Again: A True Story of Love and Survival in the Holocaust.” See the Resource Room for detailed explanation of events.

Student Center and Lounge Located near the Redlands’ Cafeteria and central to classrooms, Student Services and organizations, the Redlands’ Student Center is a hub of activity. Redlands programs and student clubs/organizations may reserve the center for meetings and activities. The center is also open for individual students to relax, study and enjoy meals. The center provides meeting rooms for community organizations and a large dining room that can accommodate over 200 people. Students and student organizations also take advantage of the student lounge, a quiet area where commuter students and residential students meet.

Bookstore The bookstore is located in the Ray Porter Academic Complex and recently expanded to nearly twice the size of the original bookstore. A Follett enterprise, the bookstore carries a variety of products. Required textbooks may be purchased in the bookstore or online through the RCC web site. The bookstore carries classroom materials, as well as clothing and gifts and has recently added laptop computers and computer accessories to the inventory available to students, staff and faculty.

Cougar Café The Cougar Café provides a variety of meals from 7:30 a.m. to 5:00 p.m. Monday through Friday during the school year and from 7:30 a.m. to 3:00 p.m. during the summer. The café provides daily meal specials, soup and salad bar, and fast food type items to students, faculty, staff and community groups. Cost-saving meal plans are available for staff and students. In order to provide a wide range of food services, Redlands has opted to keep all food service staff as college employees. Free Wi-Fi is now available on campus, which facilitates its use as a meeting place for student groups.

Technical Labs Redlands’ Division of Nursing pursues grant opportunities for the purchase of equipment. Grants monies have been vital in the acquisition of the nursing computers, simulation and lab equipment. Grant monies allowed for the acquisition of the following: Laerdal SimMan, Laerdal Nursing Anne, Gaumard Noelle birthing manikin, AVS equipment for the broadcast and recording of the simulations done by the students, as well as various supplies and laboratory equipment.

Simulation Lab A is specifically designed so the students will be working in an actual intensive care room, birthing suite or emergency room. Behind the intensive care room is a control room where the lab coordinator orchestrates manikin voices, ECGs and vital signs on the monitor, and adjusts camera angles. Both the intensive care room and birthing room have monitors where students view ECG, SaO2, Arterial Line waveforms as well as blood pressures and respiratory rates. These are all controlled and can be changed as 80

the scenario unfolds. These rooms also have working suction, oxygen and airflow units, medication stations, and areas for commonly used supplies. There is a functional crash cart in the intensive care room that is mobile for use in any room. The birthing suite has a station for infant simulation. The common room has a supply cart, two emergency bays with equipment and an area for student discussions. The simulation lab is utilized each semester to support experiential learning which facilitates the student in combining theory and practice. The simulations are projected into the classroom for all students to observe, chart and view for debriefing. The simulation lab is also used for content review prior to unit exams.

Simulation Lab B is primarily a skills lab used for student check offs. This low-fidelity lab resembles a hospital “ward” and has medication pumps, feeding pumps, a supply room, suction, oxygen hook-ups, IV poles, as well as additional supplies and learning materials that support skills stations involving low fidelity manikins. The adjoining medication lab has been developed to teach medication administration to the freshmen and to provide ongoing testing and evaluation of medication administration knowledge and skills through a medication administration practicum. The skills lab is open when the Lab Coordinator or faculty is present on campus. The student must schedule practice time to ensure availability. The students have practice time before each skills lab and practicum.

Darlington Agriculture Education and Applied Research Center The Darlington Agriculture Education and Applied Research Center is where students take basic agriculture courses and have the opportunity to become involved in undergraduate research opportunities. The newly remodeled research center enables students to learn more about practical applications of artificial insemination, embryo transplant and applied research methodology, in addition to the knowledge they gain in the classroom. The 110-acre center includes classrooms, demonstration labs, barns, and pens, as well as housing for qualified agriculture students. Courses taught at the center integrate the idea of value-added agriculture into the basic framework of the traditional classroom. Students are taught these basic principles by becoming actively involved in the center’s projects.

See the Resource Room for a list of center Facilities and Program Resources.

Science Labs In spring 2008, Redlands opened a new Art/Science/Classroom Building fully furnished with instructional technology applications designed for multi-learner styles and delivery formats. The science labs are a great improvement from our previous 1980’s vintage laboratories. Students consistently comment on the quality of the labs, improved traffic flow, lighting, ventilation and working conditions. Each lab is specifically designed for a life or physical science discipline, including: • Physical Science Lab, used for Physics I and II, Geology, Astronomy, and General Physical Science.

• Chemistry Lab, used for Chemistry I and II, and Organic Chemistry I and II. • Biology Lab, used for Biology, Zoology, and Botany.

• Anatomy and Physiology Lab, used for Anatomy labs and Physiology labs.

• Microbiology Lab, used for Microbiology classes.

Clinical Sites To accommodate the rigorous demands of the nursing and EMT programs Redlands maintains partnerships with area health care providers in a four county area which includes rural and urban sites. The students 81

are provided with clinical experiences in long term care, home health, hospice, mental health, acute care, obstetrics and pediatrics plus emergency care areas. Clinical opportunities include: • Mercy Hospital-El Reno • Integris Canadian Valley Hospital • Integris Baptist, OKC • Mercy Hospital, OKC • Griffin Memorial Hospital, Norman • University of Oklahoma Health Science Center • Saint Anthony’s Hospital • Numerous hospice and nursing facilities Fitness Center The Redlands Community College Fitness Center is available to students, faculty, staff and community members during specified time periods Monday through Saturday. The center includes an indoor swimming pool, an indoor walking area, a fitness workout room, a racquetball court and dry and steam saunas. Physical education courses are conducted in this facility. The Silver Sneakers Fitness Program uses the center to address the physical activity needs of the Medicare (+65) population. Silver Sneakers members receive a free basic membership to the center. Employees and full-time students also enjoy free access to the fitness center. The Silver Sneakers program has 134 local seniors enrolled.

Royse Ranch Equine Center The Redlands Equestrian Team and all students in equine science classes have full access to the facilities at Royse Ranch. The 314-acre Royse Ranch Equine Center includes a working horse and cattle ranch. Construction at Royse Ranch will be complete in 2010, allowing it to fulfill three missions: • Equine instruction for current students • Outreach to youth groups interested in equine activities • Community activities for special interest groups Redlands’ strategic planning document gives evidence of the college’s ongoing commitment to evaluate and assess its learning resources. Both internal and external components (WEAVE, CCSSE, student course evaluations and faculty input surveys) are used in the evaluation process for Redlands learning and teaching resources. The Redlands faculty provide assistance to students in the classroom, as well as advice and counsel during their posted office hours. Ancillary services (Learning Resources Center, AAA Center, Student Services and the Bookstore) are dedicated to student access and success. Redlands completed a strategic planning cycle from 2004-2009 in which 22 major objectives were met including a new math and science building, renovation of nursing and allied health classrooms, comprehensive program reviews of all A.A., A.S., A.A.S. programs. The Redlands Board of Regents approved extending the Strategic Plan through 2012 at the regular board meeting on April 8, 2010.

Collaboration that Enhances Teaching and Learning Opportunities • Redlands partners with 35 school districts to provide IETV concurrent college courses for rural, geographically disadvantaged students. Over 700 high school students take advantage of this program.

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• Redlands partners with Canadian Valley and Caddo-Kiowa Technology Centers to provide college credit for high school and adult students studying in A.A.S. programs.

• In 2004, Redlands established an agreement with Southwestern Oklahoma State University to offer B.S. in Business Administration courses and complete degrees at the Redlands campus.

• In 2006, Redlands signed an agreement to provide B.A.S. degrees in Agriculture from Missouri State University. These courses are delivered via IETV to the College’s Darlington classrooms. This program was expanded to include an M.S. degree in 2008.

• In 2007, Redlands and Mid-America Christian University signed a 2+2 B.A. degree in Elementary Education.

• In 2008, Cameron University established a learning site at Redlands to provide a B.S. degree in Criminal Justice for Redlands’ students graduating from our A.A. and A.A.S. programs.

• In 2009, Redlands partnered with Northwestern Oklahoma State University to provide increased access for Agriculture Education students. This program is designed to relieve the shortage of Agriculture Education teachers in Oklahoma schools.

Summary of Criterion Three: Strengths: • Redlands provides a wide array of educational access opportunities to a geographically diverse population of students by providing varied and appropriate delivery methods such as IETV, web-based, nights, weekend and compressed formats.

• Redlands emphasizes multiple assessment methods including standardized instruments, periodic program reviews and multi-disciplinary writing assessment, to measure student learning, update program outcomes and improve faculty effectiveness.

• Redlands partners with universities, technology centers, and K-12 districts to enhance educational opportunities and provide a seamless pathway to higher education.

Opportunities: • Redlands is faced with decreasing state funding levels, which is affecting the hiring of full-time academic and academic support personnel. Hiring additional full-time faculty would allow the college to increase access to high demand courses in Emergency Medical Technician, Nursing, as well as general education courses.

• The growth in concurrent enrollment of high school juniors and seniors will require separate assessment of this demographic group. Retention, completion, and subsequent success in higher education should be studied. The remote locations of Oklahoma’s rural high schools would be better served by 24/7 online tutoring for all concurrent students.

• Although Redlands collects data on student learning, the dissemination of results through WeaveOnline is not complete. Completing the feedback and improvement loop in WeaveOnline and sharing the data with faculty, staff and administrators is necessary for future decision making.

• Information literacy skills need to be formalized and integrated into the Learning Resources Center orientation.

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chapter

six:

Criterion four: Acquisition, Discovery and Application of Knowledge 84

Criterion Four: Acquisition, Discovery and Application of Knowledge Criterion Four focuses on the College as an organization which promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in a way that is consistent with its mission.

The following evidence illustrates Redlands ongoing support and encouragement in creating an environment which fosters the individual and community’s ‘life of learning’ goals. The College’s mission of providing a learner-centered environment committed to academic excellence strengthened through service and civic engagement is demonstrated through the actions of Redlands’ Board of Regents, faculty, administration, staff, and students. Redlands commitment to academic excellence is clearly proven throughout its efforts to acquire, discover, and apply new knowledge.

Core Component 4A: Redlands demonstrates through the actions of our Board of Regents, administrators, students, faculty, and staff, that we value a life of learning.

Redlands has created a learner-centered environment which values and encourages a life of learning. In encouraging a life of learning, Redlands has allocated resources for professional development, created high quality curricular and extracurricular programs for students as well as recognized achievements for members of the college community.

Investing in Professional Development Redlands supports employees by encouraging participation in high-quality professional development opportunities focused on engaging participants in lifelong learning. The importance of professional development activities is stressed in all divisions of the college. For example, participation in professional development programs is encouraged at the national, state, and local community levels.

Board of Regents The Redlands Board of Regents in-service is an important learning experience in professional development.

The in-service is a requirement of the Oklahoma State Regents for Higher Education. The in-service includes lessons in budgets, financial and auxiliary services, mission and strategic plans, and accreditation, etc. The regents must complete 15 credits in three years. One of the credits is an ethics in higher education course.

Redlands believes our regents need to be very educated in the programs and services we offer so they may go into the community and speak with confidence regarding the value our college adds to our local community and our state.

Administrators, Faculty and Staff A few examples of Redlands supported organizational memberships include: NISOD (National Institute of Staff and Organizational Development); OACC (Oklahoma Association of Community Colleges); Leadership Canadian County; OGEC (Oklahoma Global Education Consortium); CUR (Council for Undergraduate Research); NACTA (North American Colleges and Teachers of Agriculture); Sigma Theta Tau International (Nursing Honor Society); OAVC (Oklahoma Association of Veterans’ Coordinators); SCPUG (Southern Col85

lege Poise Users Group); and OASFAA (Oklahoma Association of Student Financial Aid Administrators).

These organizational memberships have provided many key professional development experiences and have supported and encouraged Redlands’ employees in their lifelong learning activities. Financially supporting these projects is an important goal for Redlands and between the fall of 2004 and the fall of 2009 the college spent $878,361.85 on professional development activities for Redlands employees. On average $146,393.64 was spent per year on professional memberships, workshops, conventions, etc. These investments demonstrate Redlands commitment to supporting opportunities which promote the concept of a “life of learning.”

Redlands has repeatedly proven our commitment to lifelong learning through these activities. For example, through active involvement in the National Institute of Staff and Organizational Development, 41 NISOD Excellence Awards, designed to reward professional development, have been earned since 1992.

Award winners have represented every division on campus and included faculty, staff, adjunct instructors, and administrators. NISOD has the goal of supporting the continued improvement of teaching, learning and promoting student success.

...through active involvement in the National Institute of Staff and Organizational Development, 41 NISOD Excellence Awards, designed to reward professional development, have been earned since 1992.

In addition, Redlands has also been actively involved in the Council of North Central TwoYear Colleges which provides professional development for participants. Comprised mostly of college presidents and other top level college administrators, CNCTYC is focused on developing those leaders and supporting them by exposing them to a network of professional colleagues they can rely on for information and resources in facing the growing challenges of community colleges today. For example, the CNCTYC Summer Leadership Academy hosted by Redlands in 2009 focused on networking, critical issues and problem solving. Redlands involvement in this type of professional development activity for our top administrators is critical for increasing the breadth of their knowledge and has offered advantages to the college as a whole when it comes to being successful. Redlands would not be able to succeed at the levels it does if its administrators were not versed in current events and trends happening at other community colleges in the state as well as the region and even nationwide.

An example of a state-wide organizational involvement includes active participation in the Oklahoma Association of Community Colleges. According to the bi-laws, OACC “provides leadership and advocacy to advance the function, purpose, and value of community college education.” Redlands is one of the strongest member institutions within the OACC with the total college endorsement from administrators, faculty, and staff. In the last ten years, Redlands has annually sent approximately 30 administrators, faculty, adjunct faculty and staff to the conference. Redlands attendees have served as state officers, institutional delegates, as 86

well as award recipients. Seven Redlands faculty and adjuncts have received awards in the Great Ideas for Teaching (GIFT) competition representing each of the four divisional areas. As well, three students have been selected as scholarship recipients for their essay entries. Redlands’ president served as an OACC liaison when he served as the President of the Two-Year College Presidents Association. In the spring of 2010, Redlands hosted this event which brought in colleges from across the state for the purpose of encouraging professionals to share their higher education experiences and engage in promoting the value of a life of learning.

Seven Redlands faculty and adjuncts have received awards in the Great Ideas for Teaching (GIFT) competition ...

At the local community level, Redlands’ president developed the Leadership Canadian County program which annually involves area leaders in monthly professional development activities. Leadership Canadian County was started in 1991 on the Redlands campus by the president who recognized a need to develop a network for leaders within the community. Each year, applications are taken from various business entities in Canadian County who refer their employees to the program. A selection process is administered and around 20 people are accepted into the leadership class each year. Leadership Canadian County has built a reputation of being an “elite group” which community leaders want to become involved with and want their employees to join. Members participate in personality assessments, team building exercises and even get physical during their initiation by challenging themselves on a ropes course located within Canadian County. During their year of participation, members are familiarized with Canadian County and many of the business and industry entities that drive its local economies, including a tour of the federal prison, city government offices, Ft. Reno (USDA Grazinglands Research station) and other points of interest within our county. Alumni of the program have included leaders in a variety of fields including banking, education, healthcare, law enforcement and farming. Redlands’ faculty, administrators, and staff have participated in Leadership Canadian County and have gained leadership training as well as opportunities to learn about the important issues facing the community.

On campus, promoting the life of learning concept has been of paramount importance and the value placed on this concept may be proven through the numerous learning opportunities. The addition of on-campus professional development opportunities including technology trainings, divisional retreats, and campus-wide guest lecturers for faculty and staff represent how Redlands encourages professional development.

Adjunct and Full-time Faculty Several opportunities to learn more about their roles as educators exist for adjunct and full-time faculty. For example, Dr. Jo Alice Blondin, Chancellor of the Arkansas Tech University, presentation at in-service regarding the assessment of student learning. Attendees had the opportunity to learn about key assessment tools which can be useful in the development of program evaluations of courses. As well, Dr. Robin Smith, Associate Professor and Coordinator of Web-based learning from the University of Arkansas, presented a workshop regarding the process of developing a course design for online applications. Professors had the opportunity to gain insights from real-world case study examples of online learning course developments. Redlands’ administrators focus on bringing outside experts to our in-service activities so our faculty may be exposed to ideas from other college professors and administrators. Exposure to educators in various fields from numer87

ous backgrounds is another example of lifelong learning opportunities for Redlands faculty.

Faculty involvement in NISOD is highly encouraged by Redlands’ administration and divisional leaders as a lifelong learning tool. Many of our instructors have been given NISOD awards for excellence in teaching and classroom innovation, and Redlands feels it is very important for the faculty to present at these national associations such as NISOD. Earning these awards and recognition garners publicity and provides positive reinforcement for the faculty. Providing faculty opportunities, such as NISOD, recognizes their successes on a national level and is a positive way to encourage leadership among our faculty.

Rewards and Incentives In an effort to promote and reward lifelong learning at Redlands several incentive programs have been developed. For example, all full-time employees are encouraged to take Redlands classes and receive a 50% tuition waiver. Redlands strives to financially support employees continuing their education and in the past six years a total of $17,298.49 worth of tuition waivers have been awarded to Redlands employees. Supporting continued education is an important activity in Redlands effort to support a life of learning.

Amount of Tution Waiver

Redlands Employee Tuition Waiver 5000 4000 3000 2000 1000 0

Fall

Spring

Summer

Yearly Total

Semester of Tution Waiver 2004-2005

2005-2006

2006-2007

2007-2008

2008-2009

2009

2004-2009 Grand Total $17,298 Recognizing Achievements The Redlands Associate Newsletter, a campus-wide publication, and the Faculty Adviser Newsletter, geared specifically toward faculty interests, are both channels for sharing accomplishments and promoting professional development activities. These publications are important tools in celebrating and encouraging participation in lifelong learning opportunities. In addition, during every spring in-service, Redlands shows its appreciation to faculty and staff for their dedication to Redlands and its mission by recognizing employees with awards for three, five, ten, fifteen, twenty, twenty-five, and thirty years of service.

Co-curricular Programming Co-curricular activities for students are encouraged at Redlands through experiences which promote ser88

vice-learning, leadership development, and “real-world” scholarship. The following examples demonstrate Redlands support and encouragement of student learning outside the classroom that compliments the Redlands core curriculum components of communicating competently, thinking critically, developing life skills, and utilizing technology.

An outstanding example of a student organization which encourages co-curricular learning is Redlands’ Phi Theta Kappa International Honor Society, Alpha Beta Upsilon Chapter. Phi Theta Kappa’s purpose is to encourage the development of leadership and service as well as recognizing scholarship among two-year students.

Redlands’ students have been very successful within Phi Theta Kappa earning a FiveStar Chapter Status and winning awards in leadership hallmark, and being named the 2009 Distinguished Chapter. Redlands’ students and advisors have held many of the leadership positions within Phi Theta Kappa. In the spring of 2010, Redlands hosted the Arkansas/Oklahoma Regional Convention. This convention was an opportunity for Redlands’ students to serve as leaders in Phi Theta Kappa. Through preparing and participating in annual conventions, students demonstrated growth in each of the four core curriculum components. Students have improved their public speaking skills by making numerous presentations, enhanced their ability to think critically by organizing campus-wide activities, developed life skills by demonstrating social responsibility in community service activities, and utilized technology in creating Phi Theta Kappa communications materials. Many Phi Theta Kappa activities encourage development of important social skills and foster a sense of community within our students. Whether it’s participating in the local Christmas parade, having a food drive for Blessing Baskets, a local charity that feeds hungry families around the holidays or raising money for Heifer International, an international charity that helps feed hungry families in the United States and abroad by donating livestock to them, Phi Theta Kappa is making a difference in the lives of our students by engaging them in various activities that develop life skills, which reinforces Redlands commitment to co-curricular learning. Phi Theta Kappa is not just about scholarship and making good grades but about shaping students into responsible adults who are socially aware of their surroundings and have a desire to contribute to the common good. Redlands’ faculty, staff, and administrators have teamed up to encourage students to participate in this incredible learning experience. Participation in Phi Theta Kappa has grown by about 70% since the fall of 2007.

...Phi Theta Kappa earning a Five-Star Chapter Status and winning awards in leadership hallmark, and being named the 2009 Distinguished Chapter.

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Participation in PTK Number of Students

120

113

100

91

80

66

60 40

48 31

20 0

Fall 2007

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Semester

Another very popular and successful student group which encourages co-curricular learning is Students in Free Enterprise (SIFE). SIFE is a student organization focused on bringing together students and industry professionals for the purpose of “creating a better, more sustainable world through the positive power of business,” (SIFE Web site). The Redlands’ SIFE chapter is very active, competing in area-wide activities and community service projects. Organizing elementary school educational projects, tooth paste drives to benefit local charities, and campus service activities are just a few of the worthwhile projects SIFE completes.

SIFE students also compete at an annual convention where they give a presentation of their yearly activities and service-oriented projects. This presentation encourages students to engage in “real world” learning by challenging them to use critical thinking in organizing their presentation and to identify problems and formulate possible solutions and explain their results to a panel of judges. Placing students in a business oriented competition such as this forces them to identify the team’s strengths and weaknesses and expound upon each students’ special skills in order to win the competition. SIFE is another great example of how Redlands is engaging our students in “real world” scholarship. By participating in nationally recognized business leadership groups such as SIFE we are helping our students to “think outside the box” and develop leadership skills that compliment the degrees they are seeking at Redlands so they may forge ahead and be successful graduates and members of their respective communities.

With more than 80 active members in the 2009-2010 school year, the Redlands’ Aggie Club has repeatedly demonstrated its commitment to co-curricular learning. Aggie Club is a student group which focuses on promoting co-curricular opportunities through service learning and leadership development. Activities of the Aggie Club include scholarship fundraisers, agriculture youth events, and social networking projects.

The club organizes cook-outs, Christmas wreath sales events, and raffles. All of these activities and monies raised benefit future students at Redlands and provide scholarships for agricultural students. By offering these additional scholarships Redlands agriculture programs are able to attract students that may otherwise not have been able to attend college. Hosting agriculture youth events such as the recent ShowRite goat camp are other ways our students are involved in real world scholarship and service learning. By organizing and planning one of these livestock clinics, students engage in learning about the business and marketing issues as well as event planning logistics. From promoting their event to purchasing enough inventory to stock the concession stand, every aspect of these projects are educational and relevant to their agriculture degree programs and the concept of co-curricular learning. The agriculture department administrators have 90

encouraged students to utilize social networking sites such as FaceBook to help attract new students to Redlands agriculture programs through target marketing. Students have developed sites for the Aggie Club and Redlands Agricultural Division to promote activities and provide information about upcoming events, as well as seek out prospective students interested in pursuing an agricultural degree. The agriculture students maintain these sites which helps reinforce their technological skills, encourages competent communication and critical thinking. Life skills are a key aspect of the club’s activities. Students are encouraged to demonstrate social responsibility and become involved in the community through a variety of projects. Elderly assistance programs, donating food to local charities, and raising money for endowed scholarships for future students are just a few examples of student engagement in service-learning. Each year students select a major project to benefit the community. The club has recently taken on the challenge of raising money to support the re-modeling of a historic chapel located on the Darlington campus. The chapel, built in 1913, is in need of preservation. Involvement in this project will build upon the principles of service-learning and “real world” scholarship as the students forge new relationships with the restoration project leaders and the community.

The RCC Nursing Division also promotes students’ lifelong learning and commitment to community service through student participation in free clinics, flu clinics, and health fairs. Redlands’ nursing students are an integral part of the free clinics which provide health resources to those who may not have regular access to health care. The students are routinely asked by the directors of the clinics to volunteer after they have completed the program. Redlands’ health fairs are student organized and are important opportunities for students to serve the community while demonstrating the skills they have gained in Redlands’ nursing program.

Many organizations from the community are invited to participate in the Health Fair to give the public access and information about resources in the area. The flu clinic is provided in cooperation with the Canadian County Health Department. The RCC Nursing Division also encourages participation in the Student Nurse Association. These students work together to promote the nursing profession to all who are interested. The group also brings in outside speakers to give insight on the different ways nursing impacts the community as well as professional pathways which the students may pursue.

Rewarding Success Redlands’ learner-centered environment focuses on supporting students in a variety of ways. Student academic and co-curricular accomplishments are recognized through several special programs and events held in their honor. RCC’s graduation ceremony pays tribute to the students and recognizes their accomplishments.

Administrators as well as faculty and staff focus on every small detail of this event to ensure it is a meaningful and significant reflection of their time spent at Redlands. Most readers are familiar with the 1995 bombing of the Alfred P. Murray Federal Building in downtown Oklahoma City. At each Redlands’ commencement ceremony since the bombing the Oklahoma Bagpipers play for the graduates in memory of the outstanding support the Redlands nursing students showed during the bombing aftermath. The tribute is offered to remind students of the important role they play in our community, not just locally, but on a nation-wide level. This is a final co-curricular learning opportunity for Redlands’ faculty and administration to encourage students to understand their responsibility to their communities and as members of a greater society.

Another incredible celebration of students occurs at the Division of Nursing and Allied Health’s pinning ceremony. The pinning ceremony is a family affair where the new nurses are pinned by their loved ones. It is a highly emotional celebration of the student’s successes and completion of the rigorous nursing degree program requirements.

The College’s Annual Foundation Scholarship Banquet also recognizes the accomplishments of students as well as showing gratitude to the scholarship donors. Students apply for these scholarships through Redlands’ 91

Foundation office. Based on scholarship parameters and eligibility they are chosen to receive the scholarship.

The banquet presents an opportunity for students to actually meet the donors who have donated the money for their scholarship and say thank you. Each student is recognized and donors are praised by the College and the student for their generosity, concluding with a photo of the donor with their respective award recipients.

It’s a great way for Redlands’ students to make the connection between community support and success of the College.

The Working Scholars Luncheon is another opportunity to spotlight outstanding Redlands’ students who work full or part-time while attending college. Faculty and staff are asked to nominate students who they feel are deserving of this honor. Students come from all walks of life and all areas of the College. Their GPA is a determining factor when being selected for this honor. A student must have a 3.0 or higher and be working while attending classes. It is a time to celebrate their personal stories and encourage them to work hard.

Students are very appreciative of the selection and the opportunity to recognize their accomplishments.

Core Component 4B: Redlands demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

Redlands Community College is dedicated to preparing students who have access to the newest information in their chosen field of study. From high-tech computer labs to powerful public/private partnerships, Redlands supports and promotes the development of students who have access to the best possible resources.

Expert faculty members with the support of administration and staff are encouraged to continually improve and update the classroom curricula to best support the changes in society and improve student preparation.

In this component, Redlands demonstrates how students are prepared for a life of learning through our high quality general education curriculum, developmental courses, and innovative programming.

Supporting General Education and Student Engagement The general education philosophy of Redlands Community College is “to prepare students for the continuation of lifelong learning through the development of competent communication, efficient problem solving, and successful life skills,” according to the 2009-2010 Academic Catalog. To support this endeavor the Redlands Assessment Committee which consists of academic division directors, Faculty Association appointees and members from the Registrar, Institutional Research and Assessment & Assistance offices have developed the following RCC Goals and Competencies for Student Success chart.

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Redlands Goals and Competencies for Student Success Goal I Communicate Competently

Goal II Think Critically

Goal III Develop Life Skills

Goal IV Utilize Technology

Communicate competently by expressing ideas and interpreting information clearly and effectively when:

Demonstrate effective critical thinking by:

Develop life, education and career goals by:

Optimize productivity through:

FF Speaking.

FF Presenting.

FF Writing.

FF Listening.

FF Reading.

FF Identifying and defining the problem.

FF Researching and collecting data.

FF Analyzing the consequences of personal decisions.

FF Demonstrating social responsibility in a global society.

FF Analyzing and interpreting qualitative and quantitative data. FF Understanding, appreciating and explaining diverse FF Formulating cultural values and conclusions. contributions.

FF Generating possible solutions.

FF Synthesizing information.

FF Utilizing technology through positive social and ethical behaviors and identifying the consequences of misuse.

FF Applying technology as a tool for creativity, research and problem solving.

FF Interacting with others through the use of technology in a global society.

FF Demonstrating basic technology skills needed to be successful through lifelong learning opportunities.

FF Evaluating solutions.

The above referenced chart was sent to all division directors in the fall 2009. The directors were asked to encourage all their faculty and staff to include the chart on all syllabi. A second study to measure the impact of this chart is planned for the spring of 2011.

All students who earn a degree, including transfer and applied associate degrees, take required general education courses from communications, social science, mathematics, science, and humanities. Redlands requires 60 to 64 credits for a degree; transfer degrees require 38 to 43 credit hours in general education. For the associate of applied science degrees in career fields, students are required to take 18 credits in general education. A full listing of requirements and courses may be found in the Redlands Community College Catalog 2009-2010.

A campus-wide Writing Across the Curriculum project has very successfully brought together faculty leaders from a variety of disciplines to discuss possible improvements in core curriculum to better prepare students 93

continuing their education at a four-year institution or joining the workforce. Writing components have been added to the math, sciences, social studies, as well as nursing and agriculture courses in a campus-wide effort to promote and support the importance of writing for Redlands’ graduates. The Redlands Assessment Through Writing pilot study was initially administered during the 2002 Spring semester. English Composition II students wrote an essay of their choice from a list of prepared topics. Topics were drawn from the following areas: problem solving, leadership, and social problems. An evaluation rubric was attached to the list of essay topics for students to review prior to writing their essays. A team of Redlands Community College faculty from across the curriculum evaluated the student essays. Using a holistic grading system the evaluation team assessed the student’s ability to demonstrate knowledge of Standard English, to demonstrate the ability to write in an acceptable essay form, and to demonstrate critical thinking skills. Students not meeting the established standards may receive additional assistance by accessing a tutor through the Redlands’ Peer Tutor Program, by accessing computer tutorials through the Assistance Center, or by auditing an ENGL 1113 class. Results of this assessment are sent to the English Composition Lead Instructor, the participating Composition instructors, the Lead Instructor for Developmental Writing, Assessment Committee, the essay evaluators, and various administers. A letter detailing the findings of the evaluators, plus strengths and weaknesses of the writers accompanied the results. Below is the data collect since the start of this project.

Writing Assessment – 2002 – 2009 2002

2003

2004

2005

2006

2007

2008

2009

Total # of essays scored

146

137

126

130

119

106

111

163

# of essays meeting standards

129

119

108

106

79

91

102

156

# of essays not meeting standards

17

18

18

24

40

15

9

7

% of essays meeting standards

88.3% 86.8% 85.7% 81.5% 66.3% 85.8% 91.9% 95.7%

% of essays not meeting standards

11.6% 13.1% 14.2% 18.5% 33.7% 14.2%

8.1%

4.3%

Assessing Student Engagement Redlands Community College uses the Community College Survey of Student Engagement (CCSSE) assessment tool. The CCSSE provides information about effective educational practice in community colleges and assists institutions in using that information to promote improvements in student learning and persistence.

CCSSE’s goal is to provide member colleges with results that can be used to inform decision making and target institutional improvements. Student engagement, or the amount of time and energy that students invest in meaningful educational practices, is the underlying foundation for CCSSE’s work. CCSSE’s survey instrument, the Community College Student Report (CCSR), is designed to capture student engagement as a measure of institutional quality.

Reaching Educational Goals Determining students’ educational goals is one of the keys to assessing instructional goals and planning for degree programs growth. Below are the results from all Redlands Community College respondents in the 2008 CCSSE: 94

College respondents in the 2008 CCSSE:

Change careers Self‐improvement/personal enjoyment Obtain or update job‐related skills Not a Goal

Transfer to a 4‐year college or university

Primary/Secondary Goal

Obtain an associate degree Complete a certificate program 0

20

40

60

80

100

Thegraph graphabove above indicates thatthat students’ primary or secondary goals at Redlands to obtainare skills courseThe indicates students’ primary or secondary goals at are Redlands to or obtain workorthat leads to self-improvement, an Associate’s degree, transfer to a degree, four-yearorinstitution. data skills coursework that leads to self-improvement, anorAssociate’s transfer toThis a fourshows that the highest number of students reported that their primary goal was to transfer on to a four-year year institution. This data shows that the highest number of students reported that their primary college or university. Therefore, it is clear that the Redlands curriculum committee’s dedication to improving goal to transfer on to aof4-year it is clear Redlands the was transfer and articulation existingcollege degreesoris university. meeting a realTherefore, need as reported from that 2008the CCSSE data. curriculum committee’s dedication to improving the transfer and articulation of existing degrees is Academic meeting a real need as reported from 2008 CCSSE data.

Experience Integrating student interaction into the academic experience is a key factor in helping students retain and synthesize Experience information they have learned.

Academic Integrating student interaction into the academic experience is a key factor in helping students retain and synthesize information they have learned.

Asked questions in class/contributed to class discussions

Made a class presentation Often/Very Often Worked with other students on projects during class

Never/Very Little

12

Worked with other students outside of class to prepare assignments 0

20

40

60

80

100

In all categories, students at Redlands could benefit from more interaction during the academic process. The students do better at individual interactions during class, but could benefit from more collaborative learning with other students95and from making class presentations. Efforts to

In all categories, students at Redlands could benefit from more interaction during the academic process. The students do better at individual interactions during class, but could benefit from more collaborative learning with other students and from making class presentations. Efforts to improve faculty and student interactions are imperative to the future success of students.

Preparing for Future Studies Developmental education programs and related courses that assist students in gaining knowledge and skills to better prepare them for success in degree-related coursework are very important considerations for Redlands Community College. To support the needs of students requiring developmental education, Redlands offers multiple levels of math, reading, and English. The following chart shows that 98% of students taking the placement test require developmental math, 58% require developmental reading, and 50% require developmental writing in the fall of 2009. It is clear that from the period of fall 2005 through fall 2009 the percentages of students requiring developmental education courses has remained remarkably consistent.

Developmental Courses Percentage of students placing into developmental courses in Math, Reading and English

98.6% Developmental

98% Developmental

1.4% College Level

2%

College Level

Math

Math

Fall 2005

Fall 2009

57% Developmental

58% Developmental

43% College Level

42% College Level

Reading

Reading

Fall 2005

Fall 2009

50% Developmental

52% Developmental

50% College Level

48% College Level

Writing

Writing

Fall 2005

Fall 2009 96

It is interesting to note that the data collected by the Assessment and Assistance office does match the selfIt is interesting to collected note that through the datathe collected by the According Assessment Assistance reported student data 2008 CCSSE. to and the data reportedoffice most does students have match the self-reported student data collected through the 2008 CCSSE. According to the data or plan to take developmental math, English, and reading courses. reported most students have or plan to take developmental math, English, and reading courses.

College orientation program or course Study skills course Developmental/remedial math course

No plans to do

Developmental/remedial writing course

Plan to do Have done

Developmental/remedial reading course English as a second language course 0

20

40

60

80

100

TheThe majority of Redlands’ students do not an ESL coursecourse due todue thetosmall percentage of international, majority of Redlands students do need not need an ESL the small percentage of non-native English-speaking However,enrolled. students could benefit from both study skills and international, non-nativestudents English enrolled. speaking students However, students could benefit orientation courses very feworientation students plan to takebut such courses. from both studybut skills and courses, very few students plan to take such courses.

‘Real-life’ Intellectual Inquiry 14 Innovative Programming A new undergraduate research focus was implemented at Redlands in 2004. Since that time students from agriculture, biology, chemistry, history, and psychology have participated in research projects. Engaged students radiate energy when conducting hands-on investigations of real-world problems in the undergraduate research program at Redlands.

Among Redlands’ students’ successes include presenting at national conferences, publishing results in journals, hosting producer workshops, and presenting findings on radio broadcasts.

“At Redlands, we see research as teaching.”

Students gaining real-world research experiences participate as interns, scholarship recipients as well as classroom contributors. In addition, several students have earned the opportunity to present their projects at either -Dr. Penny Coggins, Vice President of Grants Development and Applied Research the fall or spring Oklahoma State Research Day. This prestigious opportunity is generally open only to seniors at research institutions; however, Redlands’ freshmen and sophomore students have also received this honor four of the last five years. According to an internal evaluation of the undergraduate research programs approximately 100 students have participated in activities that include state-wide research days, nation-wide conferences, classroom applied research activities and service learning research experiences.

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Through grant programs as well as public and private partnerships students have had the opportunity to engage in hands-on research projects. Some grant sponsors for undergraduate research have included Oklahoma Center for the Advancement of Science and Technology (OCAST), National Science Foundation (NSF), and the United States Department of Agriculture (USDA). Redlands has also received business partnership research support from companies like DeLaval, Martin BioChem, as well as Archer Daniels Midland.

“I really enjoyed having the opportunity to have handson experiences doing real world research.”

-Published student researcher Katlynn Weathers

Students also have the option of taking research-enriched classes. For example, Redlands offers an innovative computers course which accommodates any student who would like to commit to a fast-paced “Intro to Computers” course with a strong research component. Students learn to use Microsoft programs including Word, Excel, and PowerPoint as well as online programs for designing web sites and conducting virtual library searches within the framework of conducting undergraduate research. Students engage in research meetings where they discuss real world industry problems and brainstorm ways research could be conducted to find possible solutions.

Core Component 4C: Redlands assess the usefulness of our curricula to students who will live and work in a global, diverse, and technological society.

Redlands has encouraged the development of advisory teams, alumni focus groups, and curriculum committees designed to assess the usefulness of the curricula for students in a global, diverse, and technological society. As a result, programming has been developed to support students’ life of learning activities focus on international experiences, diversity opportunities, and technology education.

Advisory Committees For example, the criminal justice program works closely with its advisory committee. The program coordinator travels across the state to meet with the correctional facilities training managers, human resource managers, and the assistant wardens to discuss the educational needs of the Oklahoma Department of Correction, the Oklahoma Office of Juvenile Affairs and Private Prisons. One valuable result of the advisory meetings has been the development of the “Spanish for Correctional Workers” project. Redlands has conducted two-day and three-day Spanish training programs for 13 correctional employee groups.

The RCC Nursing Advisory Board includes representatives from RCC Administration, general education faculty, LPN programs, BSN programs, and students. Based on anecdotal and formal evaluations from nursing students in current and previous semesters, students are strongly considered in updates made to the courses.

Such examples include changes to the clinical assessment forms, revised mini care plan forms, and the development of a standardized syllabus for all courses. This close connection with faculty, the advisory board, current students and alumni who are actively working in the field helps ensure the currency and rigor of the nursing curricula.

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Alumni Perceptions Alumni are encouraged to provide feedback and insight into the education needs of current students. Many serve as advisory members and are of key importance in programs across the campus. These members support academic programs with their wealth of industry knowledge and desire to mentor students. For example, agriculture and equine alumni are invited back to support the program through mock interview days, agriculture career fairs, and awards banquets. The alumni are then informally questioned regarding their experiences as Redlands graduates. These opportunities pair up prospective, current, and past students in an effort to bring together the necessary skills and experiences needed to update and improve curricula. In addition, nursing graduates are encouraged to attend orientation to answer questions for current students. The sophomore nursing students routinely encourage and offer direction for the incoming freshman students.

Curriculum Committee The Redlands’ curriculum committee which is made up of academic division directors and Faculty Association appointees is responsible for overseeing and commenting on the development of new courses and programs designed to improve the overall quality of education offered at Redlands. Many academic programs as well as all of the Associate of Applied Sciences degrees also have advisory committees who are deeply involved in the assessment of programs abilities to educate students able to successfully enter the workforce in their discipline areas. Improvements and additions made as a result of alumni, industry expert, and Redlands’ faculty and staff suggestions have included the development of job shadowing programs and improvements in mock interviewing processes.

Building a Network of Diverse and Global Experiences In assessing the design and integration of curricula in support of students who will work in a diverse society, Redlands faculty, staff, administrators and students have combined efforts to increase the multiplicity of educational programs. For example, in the fall of 2008, Redlands hosted the Human Race Machine. The machine allows users to see what they would look like if they were one of six different races: Caucasian, Black, Asian, Hispanic, Indian, or Middle Eastern by using computer technology. This very successful project brought together people from across the Redlands campuses to engage in conversations about diversity.

Many professors required students to write reflective essays describing their perception of the experience.

In future applications of this experience the assessment committee will organize a formal assessment tool to measure students’ perceptions of diversity before and after the Human Race Machine exercise. In addition, Redlands has also brought in many activities to promote discussions relating to diversity topics. Diversity presentations have included Native American Heritage Exhibitions, Irish-American Music Presentations as well as historical presentations relating to the Holocaust.

The importance of developing useful curricula and co-curricular programming to encourage diversity and globally relevant education is a key concept at Redlands. The following state and nation-wide organizational membership activities as well as international study abroad activities and classroom projects are part of the Redlands global education initiatives.

Sixty-eight international students attended Redlands Community College from 2006-2009. These students have participated in a wide variety of educational programs from business to pre-medicine. The international students at Redlands have been encouraged to share their culture with students and faculty through international projects. For example, Australian exchange students recently participated in a service learning project.

The students were invited to speak to a group of elementary school children about the global economy. The international students with support from Oklahoma students put together a lesson plan which included a “pretend” tour of Australian businesses and their commodities. This program promoted a global education 99

opportunity for Redlands’ students and was shared with the community.

At the state level, Redlands is an active participant in the Oklahoma Global Education Consortium. The purpose of the consortium is “to foster collaborations between institutions to achieve the goal of preparing individuals and communities to participate in the global society and economy.” Through the consortium Redlands’ faculty, staff, and students are able to share experiences and learn from leaders in global education.

As a member of OGEC, Redlands has access to a listserv which provides information on global education projects from around the world. The organization also provides beneficial networking opportunities and promotes collaboration. Redlands has been very successful in encouraging faculty and staff to participate in OGEC. In the last five years, three faculty members have received cash awards for their innovative global education presentations at the annual fall conference. Faculty presentations at the event have ranged from “Route 66-the Global Mother Road” by Denise Wynia-Wedel to “Using Social Networking Tools to Teach Globalization” by Ed Zweiacher and Amanda Evert. These presentations have brought recognition to Redlands as a community college leader in innovative global education. Redlands’ faculty and staff know first-hand the difficulties of providing global education opportunities to students who are place-bound due to financial and family obligations. The need for creative programming that teaches global education to community college students who may not be able to travel internationally is great and has been met by faculty across campus with this innovative programming.

The Redlands Nursing/Allied Health Division has demonstrated its commitment to global education through participating in OGEC. At the 2006 conference, the Redlands presentation was about “Teaching Spiritual and Cultural Concepts.” In addition, a faculty member presented a poster titled “Personal Computers to Nursing Informatics: The PC2NIC Project” at the International Conference of Nurse Educators in the Rockies. A faculty member has also presented at The International Concordia University Parish Nurse Conference with various topics for the past eight years. The Redlands Nursing Division integrates cultural diversity through the curriculum and also attends a Culture of Caring conference on the Oklahoma City University campus.

Sophomore nursing students have a seminar which covers many cultural and spiritual groups, for example Native Americans, Jewish, Asian, Hispanic.

With the goal in mind of promoting community college student friendly global education curricula Redlands joined the Community Colleges for International Development in 2008. The mission of CCID is “to provide opportunities for building global relationships that strengthen educational programs, and promote economic development.” Through this organization Redlands’ faculty, staff, and student global learning opportunities are being planned. These projects involve the possibility of collaborations via interactive television between Redlands’ students and their peers abroad. The program, as yet still in its infancy, would be designed to enable students to learn more about issues of global diversity within the constructs of their two-year educational experiences. The focus on technology within this project will be to encourage students to see the opportunities available to use technology to increase their knowledge of people, places, and industries world-wide.

International study trips are a useful tool in supporting global education. Redlands understands the importance of encouraging these fantastic learning experiences which encourage students to learn more about global education by experiencing hands-on cultural activities. Redlands’ faculty and staff strive to bring affordable, high quality international study abroad opportunities to current students and community members.

Redlands hosted five international study trips to Italy, China, London and Scotland between the spring of 2002 and spring 2010. In the past eight years about fifty students have earned college credit through these global education activities.

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Actively Seeking Opportunities to Excel in Technology Education As part of Redlands focus on encouraging technology education all associate of science degree graduates are required to take a minimum of at least one computer class. Redlands makes technology available to students in its three campuses through computer labs and advanced technology in each classroom. As of the fall of 2009, there were 95 classes offered to 31 remote sites for concurrent education opportunities for high school students. In addition, students had the option of taking 86 fully online courses through Blackboard. In the fall of 2009, all Redlands courses became online enhanced. Online-enhanced courses ranged from offerings which include syllabi online to courses which include video, assignments, and tests online for in class students.

Students in the nursing program have benefited greatly from the technology components available. Grant monies allowed for the acquisition of a refurbished Laerdal SimMan, Laerdal Nursing Anne, Gaumard Noelle birthing manikin, the AVS equipment for the simulcast and recording of the simulations done by the students.

This technology has improved students educational experiences with virtual clinics. In addition, students in the agriculture and equine sciences division have benefited from a fully functional technology enhanced animal reproduction laboratory as well as the latest developments in GPS software in the pasture and range management program.

For example, students interested in learning about the goat industry have the chance to learn hands-on applications in the state-of-the-art computerized goat milking parlor. The high-tech parlor allows students to use innovative software programs to collect production data regarding milking rates, vaccinations, and reproductive history. Students are gaining a practical experience which will make them valuable technology technicians in the industry. Through such examples it is clear that Redlands demonstrates its commitment to providing educational experiences which encourage students to gain the skills they need to live in a technological society.

Core Component 4D: Redlands provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

The importance of encouraging and supporting responsible actions in acquiring, discovering, and applying knowledge are key concepts at Redlands. In the Redlands’ Employee Policies and Procedures Manual and Student Handbook explanations of ethical behavior are defined. The Manual clearly describes roles and responsibilities, organizational structure, fiscal and business affairs, personnel issues, campus administration activities, and student affairs. The Manual and Student Handbook offer the basic framework for all issues of appropriate actions at Redlands.

Engaging in Activities to Encourage Responsible use of Knowledge The responsible and ethical use of knowledge is a core focus in developing a learner-centered educational experience. Redlands clearly demonstrates its commitment to this component through its procedures and enforcement of key student conduct codes.

The Handbook offers students the opportunity to learn more about their rights and responsibilities and grounds for disciplinary action. The conduct code also sets the guidelines for proper ethics. Many professors place the student conduct code in their syllabi.

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All Redlands’ students are encouraged to ethically acquire, discover, and apply knowledge in core and elective courses across all divisions of the college. Examples of such courses include the introductory composition courses where students are taught how to avoid plagiarism to the capstone undergraduate research classes where students discuss ethics in sciences. Students are encouraged to openly discuss issues relating to the ethical use of knowledge. The nursing department also encourages activities which promote students’ being accountable and responsible for his/her own actions and practice within the legal/ethical standards of the nursing profession. Below are two key explanations of the Redlands code of conduct for students.

“Students attending RCC are expected to conduct themselves in a manner appropriate to an educational institution of higher learning, and to pursue course work in a honest and ethical manner. Plagiarism is the use of ideas, facts, opinions, illustrative material, data, direct or indirect wording of another scholar and/or writer – professional or student, without giving proper credit. Expulsion, suspension, or any lesser penalty may be imposed for plagiarism.”

-- Redlands Student Handbook 2008-2009 “Students attending RCC are expected to conduct themselves in a manner appropriate to an educational institution of higher learning and to pursue course work in an honest and ethical manner. Any academic dishonesty including cheating, collusion, or plagiarism will not be tolerated. Plagiarism is the use of ideas, facts, opinions, illustrative material, data, direct or indirect wording of another scholar and/or writer - professional or student - without giving proper credit. Expulsion, suspension, or any lesser penalty may be imposed for plagiarism. Inappropriate student conduct which adversely affects any RCC student, faculty member, employee or other member of the college community may subject the student to disciplinary action.”

-- Redlands Catalog 2008-2009 Encouraging Ethical Use of Resources: Promoting Ethics across Campus The Network Acceptable Use Policy governs use of the Redlands network across campus. In order to use computers on any of Redlands’ campuses, the user agrees not to use the network for commercial purposes, to install unauthorized software, or to view unacceptable web sites. Although computers in the labs and the library are available for use by the public, the policy states that academic and research activities by Redlands’ students take priority. Violation of the Acceptable Use Policy will result in suspension and/or revocation of network access privileges. This policy is posted in all computer labs and in the library.

The Learning Resources Center supports faculty’s efforts to set a standard of ethical student behavior by including a segment about plagiarism in all library orientations. When asked in a post-orientation survey, 37% of students strongly agreed and 41% agreed that they had a clearer understanding of plagiarism and the consequences for plagiarizing as a result of the orientation. In the one-credit Library & Internet Research Skills course, an entire week of lessons is devoted to academic integrity, plagiarism and copyright issues.

During the fall of 2008, an Information Literacy pre-test and post-test was administered to students in English Composition I. Five pre-test and four post-test questions were related to information ethics. As shown 102

in the results below, students seem to have a good grasp of what plagiarism is and what the consequences for plagiarizing are at Redlands. However, as evidenced by low number of correct responses to the question, “Which of the following is not a valid reason to cite the sources you used for a research paper?,” students do not understand all the reasons for why they need to cite their sources. A good portion (about two-thirds) did get the message about how to log in to library resources from off-campus. This knowledge would not have been expected at the beginning of English Composition I, but for classes that had a library orientation some time duringhave thebeen semester; students would have been advised of theI,log-in andhad theaethics expected at the beginning of English Composition but forprocess classes that librarybehind the necessity for properlysome logging to computers. orientation timein during the semester; students would have been advised of the log-in process and the ethics behind the necessity for properly logging in to computers.

Information Literacy Test Results

Information Teststudents Results about the proper methods for citing The Learning Resources Center has several methodsLiteracy to inform Giving Credit Pre‐Test

52

168

Post‐Test

7

100

Logging in to Library Resources Pre‐Test

73

147

Post‐Test

39

68

Reasons for Citing Sources Pre‐Test

42

Post‐Test

178

8

99

Definition of Copyright Pre‐Test

204

16

200

20

97

10

Penalties for Plagarism Pre‐Test What is Plagarism Post‐Test 0%

10%

20%

30%

#Correct

40%

50%

60%

70%

80%

90% 100%

#Incorrect

sources. It stocks MLA and APA style guides in the reference section and for circulation; it provides links on The Learning Resources Center has several methods to inform students about the proper methods the library for webpage to online citation aids; and offers one-on-one assistance for students needing help with citing sources. It stocks MLA and APA style guides in the reference section and for citations. Incirculation; addition, itthe Librarylinks & Internet Research Skills coursecitation looks in-depth at both styles commonly provides on the library webpage to online aids; and offers one-on-one used at Redlands. assistance for students needing help with citations. In addition, the Library & Internet Research Skills course looks in-depth at both styles commonly used at Redlands.

On the spring 2009 CCSSE, the Learning Resources Center addendum asked one question about ethical use of information, specifically, “During the current schoolCenter year, has your coursework emphasized On the spring 2009 CCSSE, the Learning Resources addendum asked one question about ethically ethical use information, specifically, “During the current school year, your coursework using information forofclass assignments?”

Out of 406 surveys completed, 297hasstudents (or 73 %) indicated emphasized ethically using information for class assignments?”

Out of 406 surveys completed, that their coursework did emphasize the ethical use of information. This statistic points out that a majority 73 %)the indicated coursework didhowever, emphasize the ethicalawareness use of of students297 arestudents learning(orabout ethicalthat usetheir of information; increased of this issue is information. This statistic points out that a majority of students are learning about the ethical use obviously needed. of information; however, increased awareness of this issue is obviously needed.

22

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Summary of Criterion Four: The aforementioned evidence illustrates Redlands Ongoing support and encouragement in creating an environment which fosters the individual and community’s ‘life of learning’ goals. The College’s mission of providing a learner-centered environment committed to academic excellence strengthened through service and civic engagement is demonstrated through the actions of Redlands’ Board of Regents, faculty, administration, staff, and students. In focusing on the acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry, Redlands encourages the development of high quality general education curriculum, developmental courses, and innovative programming. The future looks bright for Redlands as it continues to successfully support the needs of its faculty, administration, staff, and students.

Successes: • Successes in developing an undergraduate research program.

• Successes in providing professional development opportunities.

• Successes in offering a variety of co-curricular learning experiences.

Opportunities: • Need for assessment plan for measuring impact of student activities.

• Need for a campus-wide plan for encouraging and supporting global education.

• Need for an ethical code of conduct for instruction and research.

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chapter

seven:

Criterion five: engagement and service 105

Criterion Five: Engagement and Service Criterion Five focuses on the College as an institution that identifies its constituencies and serves them in ways both value.

Redlands’ mission is demonstrated through our engagement and service activities that bring our constituencies to our college and where our college goes to our constituent communities. Our constituency is global and diverse. We are committed to a life of learning. Redlands’ unique geographical location provides us the opportunity and the responsibility to employ a variety of delivery methods to reach our constituencies.

Core Component 5A: Redlands learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations.

Through the three “C” philosophy that identifies the operations of Redlands Community College, cooperation, collaboration and contracts, Redlands works closely with our constituencies to identify elements used to determine our various programs of study, both in credit and non-credit areas. With actively engaged advisory groups that work collaboratively with our academic departments in curriculum development, internship opportunities, applied research projects and job opportunities for our students, Redlands designs curricula that prepare our students with real world job experiences and skills that will be useful to them and their future employers.

Cooperation and collaboration take on many forms on the Redlands campus. Through programs like our “Value-Added” agricultural projects, Redlands constantly thrives to listen to the needs of our service area and develop programs which meet their diverse needs in a timely manner.

Redlands designs curricula that prepare our students with real world job experiences and skills...

The Viticulture and Enology Education Project (VEEP) began with collaboration between Redlands Community College, a National Science Foundation Program called VESTA (Viticulture & Enology Science and Technology Alliance) and the Oklahoma grape growing industry, particularly in the economically depressed regions of Lincoln County and the immediate adjacent areas. The purpose of the project was to provide a sound education and training curriculum in Oklahoma viticulture and enology and to provide undergraduate education and research opportunities that benefit the students and the industry while bringing lab services to the small and medium sized operations within the state. When we began this project, there were only about a dozen wineries in the state. This project was synergistic with the value-added component of Redlands’s Title III grant “Pathways to New Programs.” Redlands applied and received an economic development grant through the Oklahoma State Regents for Higher Education to help meet the needs of those constituents.

Through this successful collaboration, a complete series of professional development courses in both viticulture and enology were developed that assist growers and vintners to operate more efficiently and train new growers in starting grape-related operations. A technology-based body of knowledge was developed that provides educational materials for sustainable vineyards, pest management, soil management and wine quality. Those resources enhance the quality of Oklahoma wines while increasing the knowledge level of growers. The impact of this collaboration is evidenced 106

through the Oklahoma Legislature establishing the Oklahoma Viticulture and Enology Center on the Redlands campus, an identified continuous funding stream for the center collected through the tax on Oklahoma wine sales, and the growth of the industry to now include over 50 wineries across the state.

Further evidence of Redlands’ collaboration projects includes the Archer Daniel Midland’s Alliance Nutrition Partnership. This program performs nutritional feed trials for goats to promote estrus synchronization. Additionally, USDA’s Forage & Livestock Production Research Unit scientists collaborate with Redlands’ agricultural faculty and assist with the College’s beef herd and equine program. Most of the Unit’s student aides are enrolled at Redlands which facilitates the transfer of newly developed technologies to students earning degrees in life sciences. By strategically selecting research programs, Redlands has achieved international recognition and Redlands undergraduate research students have had their research published in peer review journals.

Another private/public partnership between the DeLaval organization in Tumba, Sweden, and Redlands Community College allowed Redlands to be the only U.S. test location for its state-of-the-art goat dairy science equipment. Each goat is micro-chipped. As she moves into the milking station, her number is electronically recorded and her milk production is monitored. Redlands was instrumental in the development of the monitoring software, which enables producers to analyze the variables of milk production. This facility will train technicians around the world on the latest goat dairy science technologies. This partnership has lead to a prestigious Grade A certification by USDA. Redlands sells the milk, cheese and soap from the operation. All of these projects have led to value-added agricultural programs that help our constituents increase their productivity.

Through collaboration between Redlands Community College Criminal Justice Department and the Oklahoma Department of Corrections, Redlands provides online degree opportunities for correctional staff across the state of Oklahoma to complete an Associate of Applied Science in Criminal Justice with an option for Corrections. Under this program, students may earn up to 30 credit hours toward their degree through training they have already received through the department of corrections, private prison, federal and Council on Law Enforcement Education and Training (CLEET) training. Their various training programs are placed on their transcript after they complete 12 credit hours with Redlands.

The training curriculum they receive credit for has been evaluated by a Redlands instructor who holds a bachelor’s degree in criminal justice and a master’s degree in education along with several years experience working in corrections. This program allows corrections staff throughout Oklahoma to work on degree completion without leaving their community. To enhance this program, through our partnership with Follett who operates our bookstore, books may be drop shipped to the students so they don’t have to drive to the campus for their textbooks.

This program came about due to a need within the Oklahoma Department of Corrections (ODOC) that was identified in working with the CJ advisory board. ODOC indicated a need to establish an educational opportunity for their employees that was adaptable to their unique shift schedules and remote locations. For those individuals who wish to continue their education through the bachelor’s level, Redlands established 2+2 articulation partnerships with the University of Oklahoma, Cameron University and Southeastern Oklahoma State University.

Institutional projects, such as our three TRiO programs: Student Support Services, Upward Bound, and Veterans Upward Bound; Project GOALS, a TANF education and training program; Aging Services of Canadian County, a senior nutritional program; Silver Sneakers, a seniors based fitness program; and Kid’s College, a summer youth program, all came about as direct needs identified through outreach activities in our region. These programs and others like them help identify Redlands as “the community’s college,” through service and activities that enable lifelong learning for the citizens of our area.

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Core Component 5B: Redlands has the capacity and commitment to engage with its identified constituencies and communities.

The diversity of our Redlands campus allows us to provide a variety of venues to serve the needs of our constituents and communities. Redlands is equipped to handle everything from online and live livestock auctions to high school graduation parties, organizational meetings, training programs, and family gatherings, just to highlight a few. Through the Redlands auxiliary services department, constituents rent spaces such as the Redlands Conference Center, the Darlington Agricultural Hall, the multi-media building auditorium and the community center in Cougar Crossing. Facility usage is tracked through the monthly booking report that is maintained by the Activities and Event Coordinator.

We serve as a primary location for various civic organizations that hold their weekly meetings on our campus as well as serving as a training facility for professional development with a large number of different organizations. We are also a regular convener of area focus group programs and town hall meetings that enable our elected officials a venue large enough to accommodate the many constituents within their districts.

Events at Redlands can range from individually and group paced programming in our athletic training facility or the natatorium like our Silver Sneakers and Fitness for Life Program in which individuals use our facilities for personal fitness and exercise or take part in an organized activity like our continuing education water aerobics, tai chi, or yoga classes.

We are a training destination for a large variety of organizations as well, such as The Women’s Business Center with the Rural Enterprises, Inc., the Council on Law Enforcement Education and Training (CLEET), other state agencies like the Department of Human Services and the Oklahoma Juvenile Authority as well as industry groups such as the Oklahoma wineries. We partner with various groups to offer continuing education and professional development courses that are custom tailored to the needs of those participants as well as programs conducted by nationally recognized presenters.

An example of this type of specialized training would be the Training for Intervention Procedures (TIPS) program for tasting room managers and employees that we hosted in conjunction with the Oklahoma Alcohol Beverage Laws Enforcement Commission. This training promotes responsible serving at tasting rooms in Oklahoma wineries by compliance with state and local regulations, protection from alcohol liability lawsuits, decreased penalties for alcohol violations, decreasing insurance premiums, improving customer service and professionalism in the workplace.

Another example would be the ongoing series of workshops with the Women’s Business Center to provide various programs for women owned businesses in our service region. This series of workshops, like the TIPS workshops, are provided free to participants with funds from grant programs to provide training to our constituents.

In other areas of our institution, such as our Interactive Educational Television (IETV) courses, Redlands works with high schools in our service area in providing concurrent college courses which are delivered via OneNet, the Oklahoma State Regents for Higher Education state sponsored telecommunications and information network for education and government. Redlands works directly with each high school interested in receiving these courses that allow their students the ability to receive college credit courses during their regular school day, taught by Redlands faculty from the main campus and broadcast into the high school classrooms which are equipped with monitors and microphones to allow two way interactivity between the students at the remote sites and their other classmates and the instructor.

Because of the extremely rural nature of western Oklahoma, many times we might have only one or two students at a remote site, but by networking them together, we are able to offer courses at cost effective levels that serve the largest number of constituents as possible.

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To better understand the College’s role, impact, and identification, we have utilized CLARUS, Inc., Corporation to conduct community scan surveys and non-returning student surveys. These instruments have helped us better understand the impact, image and effectiveness of our institution in serving the needs of our constituents. Those surveys, conducted in the spring of 2008, gave us vital data that were shared with the campus during our fall 2009 in-service training as well as distributed to the various departments on campus and placed on our web site. Information gleaned from those surveys had a direct impact on the action plans for our enrollment management team as well as retention and marketing programs on campus.

Other forms of data collection in our service region include the Tru-Vue statistical data and the Central Oklahoma Workforce Investment Board that are utilized by our Workforce and Economic Development office to help identify needed specialized training for corporate and business/industry throughout our region. Redlands understands the importance of “keeping the pulse” of our service area to help identify the changing environment in which our students will work upon completion of their degrees.

Another institutional project came about through the collaboration of the area steel building companies and their need to find skilled workers that would fill a “gap” and enable them to stop “off shoring” steel detailer work to overseas companies. In collaboration with several area steel building companies, the Vice President for Academic Affairs and the Oklahoma Manufacturing Extension Agent utilized funding acquired through a competitive economic development grant issued by the Oklahoma State Regents for Higher Education to identify the necessary skills and qualifications needed to employ personnel which would fill that “gap” and enable those companies to stop “off shoring” components of the steel business. Through the use of the economic development funds and the job identification skills discussed with the company representatives, Redlands was able to advertise for the job openings and prepare and conduct a prescreening exam to help identify potential workers.

An economic development instrument utilized by the institution came about through our collaboration in the Southwest Oklahoma Impact Coalition (SOIC), a regional economic development group comprised of the five higher education institutions in a 22 county region of Southwest Oklahoma, along with the two area council of governments and the area Career Technology Centers. Through this collaboration and working in conjunction with the Oklahoma Department of Commerce (ODOC), SOIC Frontline Team members conducted an ongoing series of E-Synchronist surveys with area manufacturing companies to determine their needs to help them maintain a competitive edge in the global economy. The data was compiled and presented to the ODOC and the Oklahoma Alliance for Manufacturing in aggregate format and used to develop action plans to address those needs within the SOIC service region. As a result of those surveys, issues dealing with worker training were developed, which included both advanced manufacturing training and ESL programs were implemented throughout the region to help serves those needs.

Core Component 5C: The organization demonstrates responsiveness to the constituencies that depend on it for service.

Redlands’ responsiveness to our constituencies is as varied as those individuals that we serve. Whether it is through our civic engagement with United Way, Leadership Canadian County, the El Reno Economic Development Partnership, SOIC, or a plethora of other organizations, Redlands is prepared to take an active role in the needs of our community.

During 2009 Redlands opened as an emergency shelter for over 90 people who were stranded along Interstate 40 on Christmas Eve in one of the worst recorded blizzards in the state’s history. For the next four days, working in conjunction with the local Red Cross emergency personnel and area businesses, the campus provided a central location where food, housing, and shelter could be supplied to travelers.

Redlands, working in partnership with a local grocer and restaurant owner, opened our food services area and prepared a traditional holiday dinner for everyone stranded in the storm as well as complete meals for the next three 109

days, until the interstate could be reopened. Redlands personnel drove several of the stranded motorists into Oklahoma City so they could rent vehicles to continue their journeys, because many of their vehicles were still buried in deep snowdrifts along the interstate.

Sleeping facilities, food and hot showers were needed commodities during this storm.

...Redlands opened as an emergency shelter for over 90 people who were stranded along Interstate 40 on Christmas Eve...

In another far more tragic instance Redlands, turned our athletic field house into the site for a memorial service for a mother in our Project GOALS program who, along with her four children, was murdered. Working in conjunction with five different funeral homes, the facility was packed to capacity with mourners. The community did not have a church large enough to handle so many coffins and the funeral homes turned to the College to provide the services.

For over the past 15 years, Redlands has served as the location for the state finals of the annual Oklahoma Secondary Schools Activity Association’s Academic Bowl which brings hundreds of Oklahoma high school students along with their sponsors and coaches to the Redlands campus to compete. According to the organizers, Redlands is selected for three main reasons: the quality of our facilities, the friendliness of our staff, and the centralized location.

Redlands Community College has built strong and flourishing relationships with many organizations and charities within our community. This is demonstrated through the student and staff support of El Reno Blessing Baskets.

Blessing Baskets is a community effort, non-profit organization that provides low income families with food, blankets, toys and household items during the holiday season.

Redlands’ students and staff have been instrumental in much of the success of the program. Student participation in the Blessing Baskets program has grown so much through the years that the program developed a “Blessing Baskets College Volunteer Night” in order to give all of the students a chance to get involved. During the volunteer night students sort and organize the donated items and get them ready to be boxed up to give out the families in need.

Many groups across campus such as the Redlands’ Baseball team, Students in Free Enterprise, and PTK participate in this event. Redlands also has a representative that serves on the board of El Reno Blessing Baskets and faculty, staff and students that organize and participate in donation drives across campus.

Another example of Redlands commitment to the community is its participation and sponsorship of the El Reno Relay for Life annual event. For the last two years Redlands has served as host for this event which benefits the American Cancer Society. Redlands team of volunteers “Redlands’ Cougars for the Cure” is made up of many faculty and staff members across campus. Last year the team raised over $2000.00 through various fundraising efforts.

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Redlands holds the distinction of being one of only two museums in Oklahoma having the status to host exhibits from the Smithsonian Institution Traveling Exhibit Service.

In the area of the arts and cultural activities for our service region, Redlands holds the distinction of being one of only two museums in Oklahoma having the status to host exhibits from the Smithsonian Institution Traveling Exhibit Service. This status has enabled Redlands to exhibit works that might otherwise be unavailable to our community citizens. In addition to exhibits from the Smithsonian, we have hosted exhibits from the Chicago Field Museum of Natural History; the International Photography Hall of Fame; the Oklahoma Museums Association; the Oklahoma Humanities Council; Exhibit USA, a National Division of Mid-America Arts Alliance; the Denver Art Museum; the Gordon Parks Center for Culture and Diversity; the Smith Kramer Traveling Exhibitions; the Oklahoma Visual Arts Coalition; and the Individual Arts of Oklahoma as well as other national, regional and local exhibits that highlighted works of Oklahoma and other national artists.

Redlands was a recipient of a grant from the Oklahoma Centennial Commission to do a five part series on Route 66 in celebration of the Oklahoma Centennial Project. Redlands activities included art, music, authors, activities and lectures on the history and dynamics of Route 66, “The Mother Road.” Oklahoma is the home to the longest stretch of Route 66 still in use in the United States. This project covered activities over a three year period leading up to the centennial celebration and featured local and national experts on Route 66. The events were attended by hundreds of residents in the region.

Redlands has been actively engaged in the El Reno Arts Festival for a number of years serving as the host location on several occasions. We also participated in the Artists in Residence program for several years with the Oklahoma Arts Council, receiving a grant that allowed Redlands to place artists into regional elementary, middle and high school programs that provided cultural support for communities that might otherwise have been unable to bring those experiences to their students. By forming a consortium of schools, Redlands was able to place those artists into each member school.

In the spring of 2010, Redlands hosted the North American Colleges and Teachers of Agriculture (NACTA) National Judging Conference. NACTA focuses on the personal and professional development of its members through education and building relationships, seeks to improve higher education by providing forums for discussion of issues that relate to college instruction and student success. The national judging conference allows hundreds of two and fouryear college agriculture students opportunities to compete in such categories as Ag business management, computer applications, crops, dairy, horse judging, livestock, quiz bowl and soils.

Making Place Matter (MPM), a statewide initiative from the Oklahoma State Regents for Higher Education, highlights community based programs and projects that are part of the mission and activities of Oklahoma higher education institutions within their service regions. Redlands’ Making Place Matter project focuses on local and global hunger. The project is a multi-focused program designed to educate the public on hunger and hunger issues and to actively assist the hungry both in our service region and on a global stage. Several local partners including, Carter Farms, Ross Feed and Seed, Lords Harvest, as well as several student organizations:Aggie Club, Phi Theta Kappa, SIFE, and international partner Heifer International are participating in the project.

In the enclosed garden field provided by Carter Farms, Redlands’ personnel planted a large vegetable garden with seeds provided by Ross Seed and Feed Company. Many of the College personnel have worked on the garden. The vegetables were donated to local families that were identified by relief agencies as well as to the Lord’s Harvest which put together numerous blessing baskets to be distributed among needy families in our service area.

Redlands actively participates in the statewide cooperative alliance program that was established between the Oklahoma State Regents for Higher Education and the Oklahoma Department of Career and Technology Education. This formalized agreement allows Redlands to provide college courses to career technology students in specifically articulated programs. This program is open to secondary and adult students enrolled in career technology programs that are evaluated annually and developed to have the rigors of a traditional college course. Students are able to earn college credits while they complete their technical field of study, then complete their Associate of Applied Science degree at 111

Redlands or any other state college offering an AAS in that specific field.

Core Component 5D: Internal and external constituencies value the service Redlands provides.

As evidenced by the numerous return bookings of institutional facilities by organizations and by the number of legacy students on our campus, Redlands is diligently aspiring to be a true “community” college that serves the needs of all its constituents throughout our service region.

We are the annual site for the Redlands Community College Health Fair that sees citizens from the region come for a free health clinic that is co-sponsored by the Redlands’ Student Nursing Club along with the Canadian County Health Clinic. This event offers free screenings and health care information that helps the citizens live a healthy lifestyle.

Through a partnership with the local Cheyenne-Arapaho tribal government, we serve as a regular training venue on everything from juvenile diabetes workshops to customer service training for local tribal casinos and business entities.

We have hosted numerous town hall meetings for local legislators and we were selected as the site for the western Oklahoma town hall meeting for the U.S. Secretary of Agriculture during fall 2009. This event brought hundreds of individuals to our campus allowing the secretary to hear from farmers, ranchers and concerned citizens about the issue that are pressing on those who work in and support the agriculture industry in Oklahoma.

The El Reno Community Chorus uses the Redlands’ Cultural Center for their annual concert and Redlands hosts artists and entertainers throughout the year in the Cultural Center. These events hosted by the college are free and open to the public.

Two of the area’s largest high schools use the Redlands campus for their annual graduation night “lock-in” parties.

Redlands is well integrated into our service region and our region is part of the College. Through the community volunteerism shown by many of our student organizations, staff, and faculty such as Habitat for Humanity, Blessing Baskets, mentoring in the local elementary schools, United Way, and numerous other activities, Redlands serves as a vital part of the community landscape.

Through our use of community engagement surveys, evaluation forms distributed during Redlands facility rentals and surveys collected through our continuing education programs, Redlands is able to synthesize the feedback provided by community members to increase our ability to provide services and programming that assists our citizens in their pursuit of lifelong learning activities.

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Criterion Five: Strengths and Opportunities Strengths: • Redlands’ employees are actively engaged in community service and organizations on a personal level.

• Redlands is seen as a major part of the community and many of our civic organizations and clubs utilize the campus for their meetings and functions.

• A large number of Redlands graduates work in our service area so we are seen as the community’s college.

• Many of our programs, such as Aging Services, Veterans Upward Bound, Upward Bound, Project GOALS, Kid’s College, continuing education, manufacturing alliance, Fitness for Life, Silver Sneakers, Chapel Creek Wine Festival, livestock sales and auctions, and the like are directly involved with our service region on a daily basis, thereby putting the Redlands name and Redlands personnel in contact with the community.

• Redlands is the host for annual community events like the Nursing Student Health Fair, El Reno Arts Festival, Relay for Life and other events that provide high profile exposure.

Opportunities: • Engagement through various regional, state and national affiliations.

• New grant opportunities that provide services to our constituents.

• New facilities that enable Redlands to host a variety of events.

• Community feedback through surveys and evaluations assists the college in planning our programs and directions.

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chapter

eight: Federal Compliance

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Chapter Eight: Federal Compliance Chapter eight, Federal Compliance, directly addresses Redlands Community College’s institutional compliance with federal mandates in support of The Higher Learning Commission’s status as an approved accrediting agency. Redlands is in full compliance with all requirements of the Higher Education Reauthorization Act of 1998 and the Higher Education Opportunity Act (HEOA) of 2008. The U.S. Department of Education is in Negotiated Rulemaking regarding the HEOA and Redlands is aware that modifications of policies may be forthcoming. The information provided in Chapter Eight is accurate for current policies of 2010. Documentation of Redlands’ approval to participate in Title IV and of our compliance with its requirements includes the Program Participation Agreement (PPA), the Eligibility and Certification Approval Report, official default rates for the last five reported years (2006, 2007, 2008, 2009, 2010) and completed/audited Fiscal Operations Reports. The narrative in this section is supplemented with supporting documents in the Resource Room and where possible theVirtual Resource Room.

A. CREDITS, PROGRAM LENGTH AND TUITION Redlands Community College adheres to a 16-week semester schedule for fall and spring. Redlands operates on a semester credit hour basis to facilitate student learning experiences. We follow the Oklahoma State Regents for Higher Education recommendation that a semester hour is equivalent to 16 clock hours and classes consist of lab, lecture or some combination of both. Beyond the 16-week semester, we also offer intersession classes in December, May, and August and eight-week courses in the summer. Distance education classes are offered in the 16-week format in spring and fall. Distance education classes are offered in online, blended and IETV formats. Distance delivery classes are monitored to ensure that students complete comparable work to that of traditionally-delivered classes. Distance classes including concurrent classes delivered to area high schools are available at 34 sites. A list of distance education sites is provided in the Appendix A. Redlands Community College offers the Associate in Science Degree, the Associate in Arts Degree, the Associate in Applied Science Degree and three Certificate of Mastery Programs. Requirements for these degrees and certificates of mastery are published in the Redlands Community College 2010-2011 Academic Catalog, pages 43 and 44. To complete an Associate in Science or an Associate of Arts, students must complete 60 credit hours with a cumulative minimum 2.0 GPA and a minimum of 15 credit hours must be in residence. General Education courses must comprise 37 credit hours of each degree program. Requirements for the Associate in Applied Science include completion of 60 semester credit hours with a minimum 2.0 GPA. Fifteen of the credit hours must be in residence and General Education courses must comprise 18 of the 60 credit hours completed. Certificate of Mastery are available to students who want intensive training in a specialized area, but do not want to enter a two-year curriculum. The time required to complete a certificate program is one, two or three semesters, depending upon the number of specialized courses required. Requirements for the awarding of a certificate in a like degree program must be completed and applied for before the degree program requirements are completed. A complete list of Programs of Study at Redlands is available in the Redlands Community College Catalog, 2010-2011, page 45. Copies of the Catalog are available in the Resource Room and also in the Virtual Resource Room.

Tuition and fees at Redlands are approved by the Redlands Community College Board of Regents and are submitted to the Oklahoma State Regents for Higher Education for final approval. Tuition is based on student residence; in-state, out-of-state or international. Tuition is calculated on a per credit hour basis and published on our web site, in our College catalog, in our course schedules and is recruiting literature distributed to prospective students. Fees in addition to tuition vary for specific programs and are established with approval of 115

accrediting agencies, the Oklahoma State Regents for Higher Education and the Redlands Community College Board of Regents. Tuition and fees are within the expected range for Oklahoma Community Colleges and are based upon costs and expenses for offering particular degree programs. (Redlands Community College Catalog, 2010-2011, pages 11-12) Course schedules and recruiting literature are available in the Resource Room and in the Virtual Resource Room.

B. STUDENT COMPLAINTS A student of Redlands Community College who feels that he or she has been treated unfairly by an administrator, faculty member, instructor or other staff member may raise the issue through a grievance, provided there is no other College procedure available to address the issue. Policies and procedures for student grievances and complaints are clearly described in the 2010-2011 Student Handbooks (pages 40-42) and the 2010-2011 Academic Catalog (pages 24-26). These documents inform students and others of policies and procedures for issues of all types. Grievance and complaint procedures for grade appeals, appeals of disciplinary action, complaints of discrimination and complaints of sexual harassment are stated with specificity.

Appeal of Grades: When a student believes a final grade is inaccurate, a grade appeal may be initiated. The appeal will follow a specified procedure. The grade appeal must be initiated within one full semester after the grade was given. A full semester means fall or spring semester. Full procedures may be found on page 62 of the 2010-2011Redlands Community College Student Handbook available in the Resource Room and the Virtual Resource Room.

Appeal of Disciplinary Action: A student who believes a disciplinary action is unfair may file an appeal with the Committee on Student Conduct by submitting a written appeal to the Vice President of Student Services within 24 hours after the initial decision. In the case of suspension or expulsion, the Committee on Student Conduct must allow the student to appear before the committee to present the appeal. Otherwise, the committee may choose to review documentation submitted. The Committee on Student Conduct shall be comprised of: one administrator selected by the College President, two faculty members selected by the Faculty Association President and two students selected by the Vice President of Student Services.

Complaints of Discrimination. The Redlands Community College Human Resources Coordinator is designated to handle inquiries regarding the College’s nondiscrimination policies and procedures for students, employees and others. Individuals who believe they have experienced discrimination shall contact the Human Resources Coordinator to file a formal complaint. The coordinator will conduct an impartial investigation of the complaint including forming an ad hoc team of Redlands’ employees appropriate to the situation and without bias to the situation.

Sexual Harassment. Redlands Community College expressly prohibits sexual harassment of members of the College community, including students, employees and visitors. Sexual harassment will not be tolerated or condoned. Those who engage in sexual harassment may be subject to sanctions imposed by the College as well as to civil and criminal penalties. The College is committed to providing an environment that is free of sexual harassment and to providing appropriate means of addressing complaints regarding sexual harassment. Pages 41-43 of the College’s 2010-2011 Student Handbook and pages 25-26 of the College’s 2010-2011 Academic Catalog are devoted to policies and procedures associated with complaints of sexual harassment against College students, employees and visitors.

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C. TRANSFER POLICIES Transfer policies at Redlands Community College differentiate between transfer students from another Oklahoma College, transfer student from out-of-state colleges and transfer students from non-accredited colleges. (Redlands Community College Catalog, 2010-2011, page 8-9) Students transferring from Oklahoma colleges must submit official transcripts from all institutions attended.

Students who have earned less than 32 semester hours of college credit or have graduated from high school less than two years before the date of application must submit high school transcript and ACT scores. Transfer students must meet Redlands Community College retention standards as stated in the current catalog. For 2009-2010 retention standards are a 1.70 GPA for 0-30 hours completed and a 2.0 GPA for 30 or more credit hours completed. Students who do not meet these standards may be admitted on probationary basis.

Continuation on probationary basis is permitted if the student achieves a minimum 2.0 GPA. A student who achieves Redlands retention standards for all college courses attempted will be removed from probation.

Transfer hours will not be posted to the student’s Redlands transcript until one semester has been completed at Redlands Community College.

Students transferring from out-of-state colleges must submit official transcripts from colleges or universities accredited by the Higher Learning Commission or other regional associations to receive full value. Applications must include transcripts, ACT scores and an application for admission to Redlands Community College. ACT scores are not required for students who have completed 32 semesters of college credit or have graduated from high school more than two years prior to the date of application. Students may be required to take placement examinations before enrolling in reading intensive courses, College Algebra, or English Composition I. Transfer hours will not be posted to Redlands transcripts until one semester has been completed at the College. (Redlands Community College 2010-2011 Catalog, p. 6) Students transferring from non-accredited college must provide official transcripts from all colleges attended.

Transcripts will be evaluated on the basis of recommendations in the current issue of the Transfer of Credit Practices of Designated Educational Institutions, published by the American Association of Collegiate Registrars and Admission Officers. Transcripts of record from institutions not accredited by a regional association will be evaluated on an individual basis. (Redlands Community College 2010-2011 Catalog, p. 9) International students who wish to transfer to Redlands Community College must follow extensive procedures including documentation of at least a 500 on the TOEFL exam. International student admission and transfer standards can be found at www.redlandscc.edu under “Future Students” by accessing the “Internationals” link.

D. VERIFICATION OF STUDENT IDENTITY IN DISTANCE OR CORRESPONDENCE EDUCATION Redlands Community College understands the importance of ensuring user authenticity. Student identity is originally verified by Redlands Student Services Department during enrollment, and re-verified when a student identification card is created. Students are provided a unique username and password which is used for the duration of their enrollment to access all student records, online courses, and email correspondence.

Students are counseled on the importance of safeguarding their passwords, and ensuring the security of their account at all times. While Redlands primarily uses a two factor authentication approach, faculty are given the ability to enhance the security of individual exams by requiring on-site proctoring and/or individual exam passwords. Redlands has investigated implementing alternative multi-factor authentication approaches such as the use of biometrics or a smartcard enabled student identification card requirements. Unfortunately, there are significant cost disadvantages due to the infancy of such technologies and the inability of such technologies to 117

be integrated into existing systems. Redlands continues to stay abreast of new and changing technologies and at such time as a cost effective solution is introduced as an industry standard, it could be implemented.

E. TITLE IV PROGRAM and RELATED RESPONSIBILITIES General Program Responsibilities A review of Redlands’ administration of the programs authorized pursuant to the Title IV of the Higher Education Act of 1965, as amended, 20.U.SS.C. 1070 et seq. (Title IV, HEA programs) was conducted by the Federal Student Aid School Participation Team – SC, Dallas from March 26, 2007 through March 30, 2007.

A total of 38 student files were randomly selected by the team for review. This on-site review resulted in a Program Review Report dated August 7, 2007. The report stated four areas of noncompliance and actions to be taken by the College to correct the issues.

1. Crime Awareness Requirements Not Met: The College failed to properly collect and distribute all the required campus security crime statistics to current students, prospective students and employees and did not have written procedures in place that meet the crime awareness requirements.

2. Unmade Title IV Returns: Reviewers could not determine the R2T4 calculations for one of the students in the randomized sample of student files and could not determine if the student withdrew for award years 2005-2006 and 2006-2007.

3. Exit Counseling Deficiencies: RCC failed to provide exit counseling for five students with Federal Family Education Loans (FFEL) from the randomized sample of student files reviewed.

4. Verification Violation: In one student file within the randomized sample reviewed, RCC failed to properly complete verification of applicant information used to determine the expected family contribution.

A Final Program Review Determination was conducted in 2008 resulting in a final report dated April 11, 2008. In the “Findings and Final Determinations” of this report the team stated, “Redlands Community College has taken the corrective actions necessary to resolve findings 1, 3, and 4.” At the time of the final report the College had reviewed the files for all students who either officially or unofficially withdrew from classes during the 2005-2006 and 2006-2007 academic years. All R2T4 calculations were reviewed and completed.

A comprehensive list was submitted to the School Participation Team in Dallas. After review of the College’s files, the Department determined that Redlands must return $604.95 in interest to the lender(s) on behalf of the noted student.

The full reports are available in the Resource Room including the identifying information of students whose files were randomly selected for the review. This review is the only review within the ten-year span between HLC accreditation visits.

Financial Responsibility Requirements Redlands received notification from Michael Kane, Director of Accreditation Operations of the Higher Learning Commission. The Commission’s Financial Panel had reviewed Redlands’ financial ratios and recommended a follow-up report by December 21, 2010. The action is taken due to the College’s low financial ratios. The letter was dated August 16, 2010.

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On August 19, the College received an email from Mr. Kane stating that a response was not necessary and that the Financial Panel was only making its recommendations to the accreditation team scheduled to be on Redlands’ campus in February 2011. The Financial Panel Report attached to this email stated, “The Panel will defer to the team any recommendation needing the Commission’s Institutional Actions Council decision and will not make its own recommendation.”

The date provided to the Financial Panel represents financial situations during very difficult economic times in Oklahoma, fiscal years 2007, 2008 and 2009. With no tax base and no bonding authority, Redlands is in a unique position compared to other colleges. The documents associated with the College’s ratios are available in the Resource Room.

Student Loan Default Rates In September 2009, Redlands received the most recent Cohort Default Rate Notification Letter from the United States Department of Education. This correspondence notified the College of its FY2007 cohort default rate based on three types of loans: the Federal Stafford Subsidized and Federal Stafford Unsubsidized Loans; the Federal direct subsidized and Federal Direct Unsubsidized Loans; and the Federal Supplemental Loans for Students (Federal SLS Loans). The official cohort default rates for Redlands were: FY2007-10.6%, FY2006-9.3% and FY2005-10.3%. Redlands’ default rates are below average for similar institutions and have not resulted in a review by the United States Department of Education. The September 2009 report is located in the Appendix B. Campus Crime Information and Related Disclosure of Consumer Information Redlands’ campus crime information is located through a link to the College’s web site. The information may be accessed by entering the “Current Students” site and accessing “Campus Security.” Campus crime statistics for the most recent three-year period are publicized in the Campus Security section of the web site.

In addition to campus crime statistics, this site also provides students safety information and contact numbers.

The following chart summarizes the Redlands’ Campus Crime Statistics for 2007-2009. Detailed information may be found in the Appendix D. Campus Crime Statistics Summary 2007

2008

2009

8

12

21

2

3

11

1

0

2

1

0

2

Criminal Offense On Campus Student Housing Arrests On Campus Student Housing

Disciplinary Actions On Campus 0 0 6 Student Housing 0 0 6 No Hate Crimes, Arrests or Fires were reported in the three-year period.

Satisfactory Academic Progress and Attendance Policies

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The Redlands Community College’s Satisfactory Academic Progress Policy (SAP) complies with federal requirements and requirements of the Oklahoma State Regents for Higher Education. The SAP is publicized in the College’s Academic Catalog (pages 17-19) and the College’s Student Handbook (pages 27-30). The Redlands’ Financial Aid Office distributes a handout to all students that addresses the SAP for individuals receiving Title IV Financial Aid. The Academic Catalog and Student Handbook for 2010-2011 are available from the College web site, in the HLC Resource Room and through the Virtual Resource Room. The Financial Aid Office’s two-page handout is available in the Appendix C. In summary the SAP informs students and the public that students must complete a minimum of 66% of the hours they attempt while attending Redlands Community College. Cumulative completion rates will be reviewed at the end of each term – fall, spring and summer. Students must maintain a minimum retention/ graduation grade point average based upon the number of hours attempted: A GPA of 1.70 is required for 0 – 30 hours and a 2.00 GPA is required for 31 or more hours.

The College’s attendance policy can be found in the 2010-2011 Academic Catalog on page 39 and in the Student Handbook on page 64 and is stated as follows.

“Students are expected to attend classes in which they are enrolled. It is the responsibility of the student to consult with the instructor whey they must be absent. Instructors have the option of determining whether an absence is excused or unexcused and can initiate the procedure for granting an “AW” grade for non-attendance.”

Contractual Relationships Redlands has not participated in contractual relationships in which academic content for degree programs has been furnished by a third party. Third party contracts in which academic content is furnished by the third party occurs only in the non-credit area of the College. In these situations, participants are informed that the class is not for college credit and the curriculum is provided by the third party. However, Redlands does not enter into these agreements in for-credit classes and degree programs.

F. INTITUTIONAL DISCLOSURES AND ADVERTISING AND RECRUITMENT MATERIALS The following information is provided on the first page of the Redlands Community College’s 2010-2011 Catalog.

This publication is printed by and issued by Redlands Community College. 50 copies were printed at a cost of $235.00. The publication is also available in electronic format on the RCC web site at http://www.redlandscc.edu.

Redlands Community College is accredited by the Higher Learning Commission, a Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools, which is located at 30 North LaSalle Street, Suite 2400, Chicago, Illinois, 60602-2504, (800) 621-7440, http://www.ncahlc.org.

Redlands Community College is also in compliance with Public Law 101-226, the Drug Free Schools and Community Act Amendments of 1989 and the 120

Drug Free Workplace Act of 1988. In support of the spirit and intent of these laws, Redlands Community College maintains an alcohol-, tobacco-, and drugfree campus by prohibiting the use of alcohol and/or illicit drugs by students and employees on College property or as part of any College activity and by prohibiting the use of tobacco inside College buildings Notice of Nondiscrimination Statement Redlands Community College does not discriminate on the basis of race, color, national origin, sex, disability, age, religion, or status as a veteran, in any of its educational programs, activities, policies, practices, or procedures, including, but is not limited to, admissions, employment, eligibility for financial aid, and educational services, in accordance with Titles VI and VII of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, the Age Discrimination Act of 1975, the Civil Rights Act of 1991, and other federal laws and regulations.

The following person has been designated to handle inquiries regarding the College’s nondiscrimination policies and procedures for students, employees, and others: Human Resources Coordinator, Redlands Community College, 1300 S. Country Club Road, El Reno, OK 73036-5304, (405) 422-1267.

Redlands is in the process of including the Higher Learning Commission Mark of Affiliation in all publications as documents are newly printed. A statement of affiliation including the Higher Learning Commission’s phone number and active link to the Commission’s web site are printed in all current documents. We determined it to be most cost effective to continue to use current documents and make changes as documents are newly printed.

Documents that will display the Mark of Affiliation include, but not limited to, the College’s catalog, brochures and other recruiting materials as well as all materials provided by recruiters or admissions counselors and thirdparty firms retained or paid by the College.

G. RELATIONSHIP WITH OTHER ACCREDITING AGENCIES AND WITH STATE REGULATORY BODIES Redlands Community College is governed by the Oklahoma State Regents for Higher Education and the Redlands Community College Board of Regents. Members of each Board are appointed by the Governor of Oklahoma. The Oklahoma State Regents for Higher Education has oversight and authority for governance of all public higher education institutions in the State of Oklahoma. Redlands Community College is governed locally by the Redlands Community College Board of Regents. Members are appointed to the College’s Board of Regents for seven-year terms and terms are renewable with gubernatorial approval.

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Governing Boards 2010-2011 Oklahoma State Regents for Higher Education Joseph L. Parker, Jr. (Chairman)

John Massey (Member)

Julie Carson (Vice Chair)

Michael C. Turpen (Member)

Marlin “Ike” Glass, Jr. (Secretary)

Bill W. Burgess (Member)

James D. “Jimmy” Harrel (Assistant Secretary)

William Stuart Price (Member)

Ronald H. White, M.D. (Member)

Redlands Community College Board of Regents Bill Pope (Chairperson)

Travis Ketter (Member)

Roger Pryor (Vice Chairperson)

Charlie Beard (Member)

Linda Langmacher (Secretary)

Lynda McColl (Member)

Terry V. Dean (Member) Redlands currently holds the maximum ten year accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools: Higher Learning Commission, 30 North LaSalle Street, Suite 2400, Chicago, Illinois 60602-2504, (800)621-7440, http://www.ncahlc.org/ The Redlands nursing program is accredited by the National League for Nursing Accrediting Commission (NLNAC), holding a maximum eight-year accreditation. National League for Nursing Accrediting Commission, 61 Broadway, New York, New York 10006, (212)363-5555, http://www.nlnac.org The Redlands’ nursing program is approved by the Oklahoma Board of Nursing (OBN), holding the maximum approval of five years. Oklahoma Board of Nursing, 2915 North Classen Blvd., Suite 524, Oklahoma City, Oklahoma 73106, (405)962-1821, http://www.youroklahoma.com/nursing Redlands Community College is governed by the Oklahoma State Regents for Higher Education located at 655 Research Parkway, Suite 200, Oklahoma City, Oklahoma, 73106, (405)225-9100, http://www.okhighered. org H. PUBLIC NOTIFICATION OF COMPREHENSIVE EVALUATION VISIT AND THIRD PARTY COMMENT Notices were placed in the El Reno Tribune on Sunday, December 26, 2010, Wednesday, December 29, 2010 and January 2, 2011. A copy of the El Reno Tribune notice is available in the Resource Room. The dates of the accreditation visit were made available on the College’s web site beginning in October 2010 and table tents were placed throughout student and community areas on the campus when the College opened following Winter Break, January 5, 2011.

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appendices Appendix A

124

Outreach Locations

Appendix B

125

FY 2007 Official Cohort Default Rate Notification Letter

Appendix C

132

Office of Financial Aid - Satisfactory Academic Progress Policy

Appendix D

134

Campus Safety and Security 2007, 2008 and 2009

Appendix E

153

Assessment Report and Timeline

123

Outreach Locations: Alex Amber Pocasset Anadarko Arnett Binger Oney Caddo Kiowa Technology Center (Fort Cobb) Canton Carney Canadian Valley Technology Center (Chickasha) Canadian Valley Technology Center (El Reno) Canadian Valley Technology Center (Yukon) Cashion Chickasha @ Canadian Valley TC IETV Chisholm Trail Technology Center (Omega) Crescent Drummond Eastern Oklahoma Technology Center (Choctaw) FCI Fort Cobb @ Caddo-Kiowa TC IETV Fort Reno (ANSI) Fort Supply Geary Kingfisher Laverne Lookeba Lomega Mid-America Technology Center (Wayne) Mulhall/Orlando Mustang Newcastle Okarche Online Courses (formerly WebCT) Piedmont Ringwood Seiling Shattuck SWOSU Union City Verden Watonga Western Oklahoma Tech Center (Burns Flat) Yukon

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UNITED STATES DEPARTMENT OF EDUCATION WASHINGTON, D.C. 20202 September 2009 Redlands Community College 1300 South Country Club Road El Reno, OK 73036-5304 NL01

RE:

OPE ID: FY 2007 Cohort Default Rate:

003156 10.6

FY 2007 Official Cohort Default Rate Notification Letter

Dear President: This letter officially notifies you of your school's fiscal year (FY) 2007 cohort default rate based on Federal Family Education Loan (FFEL) Program and/or William D. Ford Federal Direct Loan (Direct Loan) Program loans made to students for attendance at your school. Your school's FY 2007 cohort default rate is shown above. Please note that even if your school is no longer participating in the student loan program(s), federal law requires the U.S. Department of Education (Department) to notify your school of its cohort default rate.

Since the Department is no longer mailing hardcopies of the cohort default rate notification letters to any schools, please refer to the website http://www.ed.gov/offices/OSFAP/defaultmanagement/ecdr.html for a description of the other files that the Department transmitted to you along with this letter.

WHAT FORMULA DID THE DEPARTMENT USE TO CALCULATE MY SCHOOL'S RATE? The Department uses one of three methods for calculation of cohort default rates: 1.Official non-average rate for schools with 30 or more borrowers entering repayment, 2.Official average rate for schools with 29 or fewer borrowers entering repayment, and 3.Unofficial rate for schools with 29 or fewer borrowers entering repayment with less than three years of data.

For complete explanation of the three types of rates, please see Chapter 2.1 of the Cohort Default Rate Guide, How the Rates are Calculated, available at http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart2.html.

WHAT TYPES OF LOANS DID THE DEPARTMENT INCLUDE IN MY SCHOOL'S RATE CALCULATION? The Department included three types of loans in your school's cohort default rate calculation:

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1)

Federal Stafford Subsidized and Federal Stafford Unsubsidized Loans

2)

Federal Direct Subsidized and Federal Direct Unsubsidized Loans

3) Federal Supplemental Loans for Students (Federal SLS Loans). Although rare, it is possible for Federal SLS loans to be included in your school's cohort default rate calculation.

WHAT LOAN RECORD DETAIL REPORT (LRDR) ACCOMPANIES THIS NOTIFICATION LETTER? If your school's FY 2007 official cohort default rate is a non-averaged rate, the LRDR that accompanies this letter reflects all loans that went into repayment during FY 2007. If your school's FY 2007 official cohort default rate is an averaged rate, the LRDR that accompanies this letter reflects all loans that went into repayment during FY 2007, FY 2006 and FY 2005.

For more information on how to read the loan record detail report, please refer to Chapter 2.3 of the Cohort Default Rate Guide, Reviewing the Loan Record Detail Report, available at http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart2.html.

WHAT SANCTIONS AND BENEFITS APPLY TO MY SCHOOL BASED ON THIS RATE? According to the Higher Education Act of 1965 (HEA), as amended, the Higher Education Reconciliation Act of 2005 (HERA), Pub.L.109-71 and the Department's regulations, your school is not subject to any sanctions based on your school's FY 2007 cohort default rate. However, if your school's official FY 2007 cohort default rate is 25.0 percent or greater, the Department may provisionally certify your school when your school applies for recertification to participate in the Student Financial Assistance Programs. For more information about provisional certification, please refer to 34 C.F.R. Section 668.16(m)(1) and (2)(i) or contact the School Participation Management Division at 202-377-3173.

If your school's most recent official cohort default rate is less than 5.0 percent and your school is an eligible home institution that certifies/originates a loan to cover the cost of attendance in a study abroad program, your school is eligible for this benefit. Your school may disburse/deliver loan proceeds in a single installment and may choose to release loan proceeds to first-year, first-time borrowers prior to 30 calendar days after the first day of the borrower's program of study. Once your school receives notice from the Department that your school's official cohort default rate is 5.0 percent or greater, this benefit will end within 30 calendar days of the notification.

An institution with a cohort default rate of less than 10 percent for each of the three most recent fiscal years for which data are available, including eligible foreign institutions, may disburse, in a single installment, loans that are made for one semester, one trimester, one quarter, or a four-month period. Such an institution is also no longer required to delay the delivery or disbursement of the first disbursement of

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a loan for 30 days for first-time, first-year undergraduate borrowers.

(Refer to DCL ID: GEN-06-02: FP-06-01 http://www.ifap.ed.gov/dpcletters/GEN0602.html).

For more information on the sanctions and the benefits associated with official cohort default rates, please refer to Chapter 2.4 of the Cohort Default Rate Guide, Cohort Default Rate Effects, available at http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart2.html.

WHY DOES THIS LETTER SAY THAT MY SCHOOL IS NOT SUBJECT TO SANCTIONS BUT MY RATES EXCEED THE SANCTION THRESHOLD? If your school has official FY 2007, FY 2006, and FY 2005 cohort default rates that are 25.0 percent or greater or your school has an official FY 2007 cohort default rate that is greater than 40.0 percent, your school is NOT subject to the loss of FFEL Program, Direct Loan Program, and/or Federal Pell Grant Program eligibility because your school met one or more of the following criteria: |-------------------------------------------|-----------------------------| |FY 2007, FY 2006, FY 2005 Cohort |FY 2007 Cohort Default | | Default Rates >= 25.0% | Rate > 40.0% | |-------------------------------------------|-----------------------------| |At least two of your schools three most |Your schools FY 2007 cohort | |recent cohort default rates are official |default rate is an official | |average cohort default rates and would be |averaged cohort default rate.| |less than 25.0 percent if the Department | | |had calculated the rate using the data for | | |that cohort fiscal year alone. | | |-------------------------------------------|-----------------------------| |Thirty or fewer borrowers entered into repayment during your schools | |three most recent official cohort default rates. | |-------------------------------------------------------------------------| |Your school submitted a successful participation rate index | |challenge/appeal based on your schools draft FY 2007 cohort default | |rate, official FY 2006 cohort default rate, or official FY 2005 | |cohort default rate. | |-------------------------------------------------------------------------| |Your school entered into a settlement agreement with the U.S. | |Department of Education that supersedes any sanctions the Department | |would apply based on cohort default rate calculations. | |-------------------------------------------------------------------------| WHAT RIGHTS DOES MY SCHOOL HAVE TO APPEAL THIS RATE INFORMATION? Based on your school's FY 2007 cohort default rate, your school may be eligible to submit the following adjustments/appeals: Uncorrected Data Adjustment http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart4.html Loan Servicing Appeal http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart4.html

127

New Data Adjustment http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart4.html Averaged Rates Appeal http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart4.html Thirty-or-fewer Borrowers Appeal http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart4.html Your timeframe for submitting these adjustments and appeals begins on the sixth business day after the Department transmitted the cohort default rate notification package to the SAIG destination points. The Department announces the transmittal date for every cohort default rate distribution at http://www.ifap.ed.gov.

All schools must meet the established submission timeframes for cohort default rate adjustments and appeals. The Department will not review adjustments and appeals that any school submits outside of the established timeframes.

WHAT TOOLS AND INFORMATION ARE AVAILABLE TO HELP MONITOR AND MANAGE MY SCHOOL'S COHORT DEFAULT RATE? |------------|-----------------------------------------------|-----------| | Tools | Description |Contact | | Information| |Information| |------------|-----------------------------------------------|-----------| |Cohort |http://www.ifap.ed.gov/DefaultManagement/ |May be | |Default |finalcdrg.html. Reference tool designed by U.S.|printed | |Rate Guide |Dept of Education to help schools understand |from CDR | | |cohort default rates and various challenge/ |Guide Link | | |appeal/adjustment processes. Original hardcopy | | | |mailed with FY 1999 notification letter. The | | | |electronic version was revised August 2006 and | | | |may be found online. | | |------------|-----------------------------------------------|-----------| |Cohort |The Cohort Default Rate Guide Quick reference |May be | |Default Rate|at http://ifap.ed.gov/DefaultManagement/ |printed | |Guide Quick |CDRQuickReference.html presents some of the key|from CDR | |Reference |elements of the Guide in a more informal manner|Quick | | |to give schools a summary of what they should |Reference | | |do during the draft and official cohort default|Link | | |rate cycles. | | |------------|-----------------------------------------------|-----------| |Default |http://ifap.ed.gov/DefaultManagement/ |Default | |Prevention |DefaultManagement.html. Contains valuable |Prevention | |and Mgmt |information for schools, guaranty agencies and |and | |Website |borrowers. Contains link for eCDR process, |Management | | |including enrollment procedures and downloading|202-377| | |instructions. |4259 | |------------|-----------------------------------------------|-----------| | *NEW* |Electronic Cohort Default Rate Appeals Process |Default | | eAppeals | |Prevention |

128

| |eCDR Appeals facilitates the exchange of |and | | |information between parties for three of the |Management | | |challenge/adjustment processes: Incorrect Data |202-377 | | |Challenge (IDC), Uncorrected Data Adjustments |-4259 | | |(UDA), and New Data Adjustments (NDA). The | | | |application allows schools to electronically | | | |submit these challenges and adjustment requests| | | |during a cohort default rate cycle, and allows | | | |data managers (guaranty agency or Direct Loan | | | |Servicer) and Federal Student Aid (FSA) | | | |personnel to electronically view and respond to| | | |challenges and adjustment requests. The | | | |application tracks the entire life cycle of | | | |each challenge/adjustment request from the time| | | |the case is submitted until the time a decision| | | |is made and the case is closed. | | | | | | | |This electronic process will eventually replace| | | |the paper process of challenging and appealing | | | |CDRs for all Title IV schools, foreign and | | | |domestic. However, use of eCDR Appeals is | | | |optional for schools at this time. All users | | | |must complete the registration process to gain | | | |access to eCDR Appeals. The eCDR Appeals | | | |homepage contains a link to the Registration | | | |and User Account Guide, which gives step-by| | | |step instructions for registration. Links to | | | |the User Guides for the three processes can | | | |also be found here, as well as a link to the | | | |Cohort Default Rate Guide. | | | | | | | |Schools should refer to IFAP (www.ifap.ed.gov),| | | |Schools Portal (fsa4schools.ed.gov) or the | | | |Default Prevention and Management website | | | |(http://www.ifap.ed.gov/DefaultManagement/ | | | |DefaultManagement.html) for updated information| | | |on the eCDR Appeals process. | | |------------|-----------------------------------------------|-----------| |Late Stage |Process whereby schools work in collaboration |Direct Loan| |Delinquency |with servicers or guarantors to identify and |Servicer | |Assistance |provide counseling to borrowers more than 240 |888-877| |(LSDA) |days late on loan repayment. For Direct Loan |7658 (can | | |schools, the website http://www.dlservicer |guide you | | |.ed.gov/ identifies borrowers whose impending |through the| | |default will impact the school's cohort default|process) | | |rate. FFEL schools can obtain assistance for | | | |their late stage delinquent borrowers by | | | |contacting their servicer or guarantor. | | |------------|-----------------------------------------------|-----------| |National |https://www.nsldsfap.ed.gov. Offers schools the|NLSDS | |Student Loan|opportunity to request reports in extract or |Customer | |Data System |preformatted formats that can be retrieved |Service at | |(NLSDS) |through the Students Aid Internet Gateway(SAIG)|(800) 999- | | |account associated with the NLSDS User Id that |8219 |

129

| |requested the report. Listed below are some | | | |reports NLSDS offers. | | ||----------------------------------------------------------------------|| ||Report | Brief Description of the NLSDS Reports || ||name | || ||--------|-------------------------------------------------------------|| || |School CDR Rate History Report provides school with a copy || || DRC035 |of the Loan Record Detail Report that lists students in || || |default/repayment during the cohort period indicated. || ||--------|------------------------------------------------------------ || || |Enrollment Reporting Summary Report provides school users || || SCHER1 |with the chronology of enrollment reporting events. || ||--------|------------------------------------------------------------ || || |Date Entered Repayment Report provides school users with a || || DER001 |list of student borrowers with loan history who are || || |scheduled to go into repayment during a specified date range.|| ||--------|------------------------------------------------------------ || || |School Repayment Information Loan Detail provides school || || DRC015 |users with the current repayment status of certain borrowers || || |in FFEL/DL loan programs who attended a school during a || || |specific period. || ||--------|------------------------------------------------------------ || || |Exit Counseling Report provides school users with exit || || SCH01B |counseling information on students who attended the || || |requesting school and whose anticipated completion dates fall|| || |within a specified date range. || ||--------|-------------------------------------------------------------|| Additional tools and information may be found in Chapter 3.2 of the Cohort Default Rate Guide, Monitoring Loan Repayment Status Year-Round, available at http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart3.html If you have any questions about this letter that are not answered in the Cohort Default Rate Guide, please contact Portfolio Performance Division, formerly Default Prevention and Management via email at FSA.Schools.Default.Management@ed.gov or via phone at (202) 377-4259.

Please be sure to include your Office of Postsecondary Education Identification Number (OPE ID) on all correspondence, as shown on page one of this letter.

Sincerely, Katrina Turner Director Portfolio Performance Division Business Operations Enclosures OPEID:

003156

130

School Name: Redlands Community College City and State: El Reno, OK 73036-5304

The Department's records indicate the following with regard to your school's loan program participation: CERTIFIED FFEL

CERTIFIED DIRECT LOAN

Based on borrower participation in the FFEL Program and/or Direct Loan Program at your school, here are the FY 2007, FY 2006 and FY 2005 official cohort default rates on record for your school: Fiscal Year 2007 (1) Number of borrowers entering repayment: 462 (2) Number of borrowers who entered repayment and defaulted: 49 (3) Official Cohort Default Rate: 10.6% (4) Rate Type: FL Fiscal Year 2006 (1) Number of borrowers entering repayment: 503 (2) Number of borrowers who entered repayment and defaulted: 47 (3) Official Cohort Default Rate: 9.3% (4) Rate Type: FL Fiscal Year 2005 (1) Number of borrowers entering repayment: 367 (2) Number of borrowers who entered repayment and defaulted: 38 (3) Official Cohort Default Rate: 10.3% (4) Rate Type: FL The rate type indicates the category of loans that the Department included in your school's cohort default rate: FL-FFEL Program loans only DL-Direct Loan Program loans only DU- both FFEL Program and Direct Loan Program loans For additional information on the methodology that the Department uses to calculate cohort default rates, please refer to the Chapter 2.1 of the Cohort Default Rate Guide, How the Rates are Calculated, available at http://ifap.ed.gov/DefaultManagement/guide/04CDRGuidePart2.html.

131

Office of Financial Aid

Satisfactory Academic Progress Policy For Title IV Financial Aid Recipients Federal regulations require that a student must make satisfactory academic progress (SAP) toward the successful continued progression of an educational degree or certificate in order to receive Title IV federal student aid (FSA). Title IV aid includes Federal Pell Grant, Federal Supplemental Education Opportunity Grant, Academic Competitive Grant, Federal Work Study, and Federal Stafford Loans.

There are three components of satisfactory academic progress which must be met in order to remain eligible for Title IV federal student aid. Violation of any section of this policy will result in the loss of federal student aid eligibility. The three components of SAP are: I. Percentages of attempted hours successfully completed II. Retention/Graduation grade point average (GPA) III. Maximum time frame

I. SUCCESSFUL COMPLETION OF COURSE WORK:

All students will be required to complete a minimum of 66% of the hours they attempt while attending Redlands Community College. Cumulative completion rates will be reviewed at the end of each term; fall, spring and summer. All acceptable hours appearing on transcripts from prior schools will be counted in the overall attempted hours calculation. Hours are included in the calculation whether or not federal financial aid was received for those hours. Successful completion is defined as a passing grade (i.e. A, B, C and/or D). Grades of “W” (all withdrawals), “AW” (administrative withdrawals), “I” (incomplete), “F” (failing), and changes from “credit” to “audit” will cause a course to be considered incomplete for federal student aid purposes.

However, these hours will be used in computing attempted hours. If a grade is changed from an “I” to a passing letter grade, contact the financial aid office to recalculate the satisfactory academic progress status. The same procedure applies for letter grade changes. In addition, remedial course work is counted toward the completion rate just as any other course.

Once a student falls below a completion rate of 66%, they will be placed on Financial Aid Probation for the next term of enrollment. While on Financial Aid Probation, students may continue to receive aid. Additionally, any student on probation will be required to complete 66% of the courses they attempt during the probationary period with a 2.0 GPA. Failure to meet this requirement will result in being placed on Financial Aid Suspension and considered ineligible for further assistance through the federal student aid programs until the GPA is raised to a 2.0 and completion rate is 66% or above. If the minimum requirements are met, probation will continue until the student’s overall completion rate is 66%.

At the end of the spring semester, students must have completed at least 66% of all courses they enrolled in during the fall and spring semesters to remain eligible for federal financial aid.

II. MINIMUM GRADE POINT AVERAGE:

You must maintain a minimum retention/graduation grade point average as follows in order to receive Title IV Aid: Hours Attempted Cumulative GPA

0 – 30 1.70

31 + 2.00

For repeated courses, only the most recent grade will be used in the GPA calculation. If a student meets the percent completion requirement for SAP, but not the GPA requirement, they will be placed on Financial Aid Probation for the next term of enrollment.

Any student on probation will be required to complete 66% of the courses they attempt during the probationary period with a 2.0 GPA. Failure to meet this requirement will result in being placed on Financial Aid Suspension and considered ineligible for further assistance through the Federal Student Aid Programs. If the minimum requirements are met, probation will continue until the student’s cumulative GPA is 2.0.

III. MAXIMUM TIME FRAME:

Program: Maximum Title IV federal student aid recipients will be given an average of 150% Attempted Hours: of the hours required for their degree program. All acceptable hours appearing on transcripts from prior institutions will be included in the attempted hours Associate’s Degree 98 calculation. Remedial coursework, withdrawals, and repeated courses will also Certificate of Mastery 45 be included in the total number of attempted hours.

A student may request an extension of attempted hours based on a change of major. At the time of request, a student must have a retention/graduation GPA of 2.0 or better, an overall completion rate of least 66%, and have not changed majors more than twice. Additionally, the student’s request should be submitted using the appropriate form available at the Financial Aid Office and should be accompanied by a “degree check.”

Revised RCC FinAid 7/2007

132

TRANSFER COURSE WORK:

Transferring students will be allowed to enroll at Redlands Community College under a one semester grace period. By the end of the first semester, the student will be required to have OFFICIAL transcripts form all prior accredited institutions of higher learning on file with the Registrar’s Office and will then be evaluated under the Financial Aid Satisfactory Academic Progress Policy. A transfer student who has already earned an associate, bachelor, graduate degree and/or has accumulated attempted hours that meet or exceed the maximum established for Redlands Community College will be placed on Financial Aid Suspension. The student must submit a request for an extension of attempted hours and be approved in order to reestablish federal student aid eligibility. The Financial Aid Office reserves the right to require OFFICIAL transcripts from all previously attended institutions of higher learning before determining federal student aid eligibility even if transcripts are not yet required for enrollment.

INSTITUTIONAL ACADEMIC SUSPENSION

Any student whose name appears on the institutional academic suspension list will be placed on Financial Aid Suspension; therefore, will be ineligible to receive federal student aid. It is the responsibility of the student to notify the Financial Aid Office when they are no longer on Academic Suspension and/or have been allowed to re-enroll due to an appeal to the Academic Standards Committee. Additionally, the student must submit a financial aid appeal to the Financial Aid Office in order to regain federal student aid eligibility. All appeals are subject to approval or denial by the Director of Financial Aid, whose decision is final.

ACADEMIC PROGRESS APPEAL FOR FINANCIAL AID

A student on Financial Aid Suspension may appeal if they do not meet the percentage completion and/or the GPA requirements. An appeal should be submitted using the appropriate form, available at the Financial Aid Office. The appeal should contain an explanation and/or reason for poor academic performance in addition to any supporting documentation that may be necessary (i.e. letters form doctors, lawyers, employers, etc). This will give the student the opportunity to report any extenuating circumstances that may have affected his/her ability to succeed. Some examples of extenuating circumstances include: severe illness or injury, hospitalization, or death of an immediate family member. The appeal should address each term that the student’s performance was below the minimum requirements. Additionally, an appeal should also contain an explanation of the steps that the student intends to take to ensure that future academic progress will be acceptable if the appeal is approved.  If an appeal is approved, the student will be placed on Financial Aid Probation. A student on Financial Aid Probation may receive federal student aid for the semester which the appeal was approved, if otherwise eligible. Any student on probation will be required to complete 66% of the courses they attempt during the probationary period with a 2.0 GPA. Failure to meet this requirement will result in being placed on Financial Aid Suspension and considered ineligible for further assistance through the federal student aid programs.  If your appeal is not approved, you must complete the equivalent of one full time (12 credit hour) semester (excluding summer) at Redlands Community College or attend another accredited institution of higher education for a minimum of one full time (12 credit hour) semester (excluding summer) and earn at least a 2.0 GPA before submitting another appeal.

All students who submit a financial aid appeal will be notified in writing of the determination of the Director of Financial Aid within 10 business days of the date on which you submit your appeal to the Financial Aid Office. The decision of the Director is final. Furthermore, no Financial Aid will be paid retroactively for a term in which the student did not meet the minimum requirements for Satisfactory Academic Progress. Finally, any student who is suspended a second time due to violation of any part of this satisfactory academic progress policy will no longer be eligible to receive federal student aid while attending Redlands Community College unless they attend another accredited institution of higher education for a minimum of one full time (12 credit hour) semester (excluding summer) and earn at least a 2.0 GPA.

Revised RCC FinAid 7/2007

133

134

Screening Questions

No

2

User ID: C92070691

Not available. We made a good-faith effort to obtain statistics from local and/or state law enforcement agencies, but the agencies did not comply with our request.

Not available. We cannot determine if the statistics we obtained from local and/or state law enforcement agencies are for our Clery geography.

No. We are not combining the statistics because we cannot determine whether the statistics we obtained from local and/or state law enforcement agencies are for on-campus incidents or public property incidents.

3. Have you combined statistics that you received from the local or state police with your institution statistics for this report? If you answer No to this question, you will be asked to provide the data you received from the local and state police separately.

Yes. Local and/or state law enforcement agencies provided us with statistics that we are combining with statistics collected by our campus security authorities.

2. Does your institution have any noncampus buildings or properties?

Yes

Number of On-Campus Student Housing Facilities:

Yes. (If Yes is selected, you must enter the number of student housing facilities below and enter Fire Statistics for each facility.)

Please answer these questions carefully. The answers you provide will determine which screens you will be asked to complete for this data collection.

1. Does your institution provide On-Campus Student Housing Facilites?

No.

Institution: Redlands Community College (207069) - Main Campus (001)

Campus Safety and Security 2010

135

0

d. Sex offenses - Non-forcible

0 6 1 1

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

Caveat:

0

e. Robbery

Statutory rape

Incest

0

c. Sex offenses - Forcible

2007 0

Criminal offense

b. Negligent manslaughter

a. Murder/Non-negligent manslaughter

0

2008

0

0

0 2 19 0 0

0 1 11 0 0

0

0

0

0

0

2009

0

Total occurrences On campus

0

Criminal Offenses - On campus

For each of the following criminal offenses, enter the number of occurrences that took place On campus.

Institution: Redlands Community College (207069) - Main Campus (001)

0

User ID: C92070691

136

0

d. Sex offenses - Non-forcible

0 2 0 0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

Caveat:

0

e. Robbery

Statutory rape

Incest

0

0

c. Sex offenses - Forcible

2007 0

Criminal offense

b. Negligent manslaughter

a. Murder/Non-negligent manslaughter

2008

0

0

0 2 9 0 0

0 0 3 0 0

0

0

0

0

0

0

2009

0

Total occurrences in On-Campus Student Housing Facilities

Criminal Offenses - On-campus Student Housing Facilities

Of those criminal offenses reported to have occurred On campus, enter the number occurring in On-Campus Student Housing Facilities.

Institution: Redlands Community College (207069) - Main Campus (001)

0

User ID: C92070691

137

0

d. Sex offenses - Non-Forcible

0 0 0 0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

Caveat:

0

e. Robbery

Statutory rape

Incest

0

c. Sex offenses - Forcible

0 0

2007

b. Negligent manslaughter

a. Murder/Non-negligent manslaughter

Criminal offense

2008

0

0

0 0 0 0 0

0 0 0 0 0

0

0

0

0

0

0

2009

0

Total occurrences in or on Noncampus buildings or properties

Criminal Offenses - Noncampus

For each of the following criminal offenses, enter the number reported to have occurred in or on Noncampus buildings or properties.

Institution: Redlands Community College (207069) - Main Campus (001)

0

User ID: C92070691

138

0

d. Sex offenses - Non-forcible

0 0 0 0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

Caveat:

0

e. Robbery

Statutory rape

Incest

0

0

c. Sex offenses - Forcible

2007 0

Criminal offense

b. Negligent manslaughter

a. Murder/Non-negligent manslaughter

2008

0

0

0 0 0 0 0

0 0 0 0 0

0

0

0

0

0

0

2009

0

Total occurrences on Public Property

Criminal Offenses - Public Property

For each of the following criminal offenses, enter the number of occurrences reported to have occurred on Public Property.

Institution: Redlands Community College (207069) - Main Campus (001)

0

User ID: C92070691

139

Hate Crimes - On campus

0

d. Sex offenses - Non-forcible

0

0

0

0

0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

j. Simple assault

Caveat:

m. Destruction/damage/ vandalism of property

l. Intimidation

k. Larceny-theft

0

e. Robbery

Statutory rape

Incest

0 0

0

a. Murder/ Non-negligent manslaughter b. Negligent manslaughter c. Sex offenses - Forcible

0 0 0 0

0 0 0 0 0 0 0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

For the criminal offenses listed below, first enter the total number of Hate Crimes that were reported to have occurred On campus. Then break down each total by category of bias (e.g., race, religion).

Occurrences of Hate crimes Criminal offense Total by year Category of Bias for crimes reported in 2009 2007 2008 2009 Race Religion Sexual orientation Gender

Institution: Redlands Community College (207069) - Main Campus (001)

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Disability

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Ethnicity/ National origin

0

User ID: C92070691

140

Hate Crimes - On-campus Student Housing Facilities

0

d. Sex offenses - Non-forcible

0

0

0

0

0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

j. Simple assault

Caveat:

m. Destruction/damage/ vandalism of property

l. Intimidation

k. Larceny-theft

0

e. Robbery

Statutory rape

Incest

0 0

0

a. Murder/ Non-negligent manslaughter b. Negligent manslaughter c. Sex offenses - Forcible

0 0 0 0

0 0 0 0 0 0 0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

For the criminal offenses listed below, first enter the total number of Hate Crimes that were reported to have occurred in On-Campus Student Housing Facilities. Then break down each total by category of bias (e.g., race, religion).

Occurrences of Hate crimes Criminal offense Total by year Category of Bias for crimes reported in 2009 2007 2008 2009 Race Religion Sexual orientation Gender Disability

Institution: Redlands Community College (207069) - Main Campus (001)

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Ethnicity/ National origin

0

User ID: C92070691

141

Hate Crimes - Noncampus

0

d. Sex offenses - Non-forcible

0

0

0

0

0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

j. Simple assault

Caveat:

m. Destruction/damage/ vandalism of property

l. Intimidation

k. Larceny-theft

0

e. Robbery

Statutory rape

Incest

0 0

0

a. Murder/ Non-negligent manslaughter b. Negligent manslaughter c. Sex offenses - Forcible

0 0 0 0

0 0 0 0 0 0 0

0

0

0

0

0

0

0

0

0

0

0 0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

For the criminal offenses listed below, first enter the total number of Hate Crimes that were reported to have occurred in or on Noncampus buildings or properties. Then break down each total by category of bias (e.g., race, religion).

Occurrences of Hate crimes Criminal offense Total by year Category of Bias for crimes reported in 2009 2007 2008 2009 Race Religion Sexual orientation Gender Disability

Institution: Redlands Community College (207069) - Main Campus (001)

0

0

0

0

0

0

0

0

0

0

0

0

0

Ethnicity/ National origin

0

User ID: C92070691

142

Hate Crimes - Public Property

0

d. Sex offenses - Non-forcible

0

0

0

0

0

f. Aggravated assault

g. Burglary

h. Motor vehicle theft

i. Arson

j. Simple assault

Caveat:

m. Destruction/damage/ vandalism of property

l. Intimidation

k. Larceny-theft

0

e. Robbery

Statutory rape

Incest

0 0

0

a. Murder/ Non-negligent manslaughter b. Negligent manslaughter c. Sex offenses - Forcible

0 0 0 0

0 0 0 0 0 0 0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

For the criminal offenses listed below, first enter the total number of Hate Crimes that were reported to have occurred on Public Property. Then break down each total by category of bias (e.g., race, religion).

Occurrences of Hate crimes Criminal offense Total by year Category of Bias for crimes reported in 2009 2007 2008 2009 Race Religion Sexual orientation Gender

Institution: Redlands Community College (207069) - Main Campus (001)

Disability

0

0

0

0

0

0

0

0

0

0

0

0

0

0

Ethnicity/ National origin

0

User ID: C92070691

143

Caveat:

0

c. Liquor law violations

0 1

2007

2008

Arrests - On campus

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

Crime

Enter the number of arrests for each of the following crimes occurring On campus.

Institution: Redlands Community College (207069) - Main Campus (001)

0 2 0

0 0

2009

0

Number of Arrests

User ID: C92070691

144

Arrests - On-campus Student Housing Facilities

Caveat:

0

0

c. Liquor law violations

2007 1

Crime

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

0 2 0

0 0

2009

0

Number of Arrests in On-Campus Student Housing Facilites.

2008

Of those arrests that took place On campus, enter the number occurring in On-Campus Student Housing Facilities for each of the following crimes.

Institution: Redlands Community College (207069) - Main Campus (001)

User ID: C92070691

145

Caveat:

0

c. Liquor law violations

0 0

2007

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

Crime

2008

Arrests - Noncampus

Enter the number of arrests for each of the following crimes occurring at Noncampus buildings or properties.

Institution: Redlands Community College (207069) - Main Campus (001)

0 0 0

0 0

2009

0

Number of Arrests

User ID: C92070691

146

Caveat:

0

c. Liquor law violations

0 0

2007

2008

Arrests - Public Property

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

Crime

Enter the number of arrests for each of the following crimes occurring on Public Property.

Do NOT include drunkenness or driving under the influence in Liquor law violations.

Institution: Redlands Community College (207069) - Main Campus (001)

0 0 0

0 0

2009

0

Number of Arrests

User ID: C92070691

147

All disciplinary actions handled

by VP for Student Services & Institutional Advancement, Joel Drury.

Caveat:

0

c. Liquor law violations

0 0

2007

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

Crime

2008

2 2 2

0

2009

0

Number of persons referred for Disciplinary Action

0

Disciplinary Actions - On campus

Enter the number of persons referred for disciplinary action for each of the following law violations.

Do not include disciplinary actions that were strictly for school policy violations.

If the disciplinary action is the result of an arrest, please do not count it here; count the violation as 1 arrest.

Institution: Redlands Community College (207069) - Main Campus (001)

User ID: C92070691

148

All disciplinary actions handled

by VP for Student Services & Institutional Advancement, Joel Drury, and Housing Coordinator, Margie Moore.

Caveat:

c. Liquor law violations

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

Crime

2007

2008

2 2 2

0 0

2009

0

Number of persons referred for Disciplinary Action

Disciplinary Actions - On-campus Student Housing Facilities

Enter the number of persons referred for disciplinary action for each of the following law violations.

Do not include disciplinary actions that were strictly for school policy violations.

If the disciplinary action is the result of an arrest, please do not count it here; count the violation as 1 arrest.

Institution: Redlands Community College (207069) - Main Campus (001)

User ID: C92070691

149

Caveat:

0

0

c. Liquor law violations

2007 0

Crime

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

2008

0 0 0

0 0

2009

0

Number of persons referred for Disciplinary Action

Disciplinary Actions - Noncampus

Enter the number of persons referred for disciplinary action for each of the following law violations.

Do not include disciplinary actions that were strictly for school policy violations.

If the disciplinary action is the result of an arrest, please do not count it here; count the violation as 1 arrest.

Institution: Redlands Community College (207069) - Main Campus (001)

User ID: C92070691

150

Caveat:

0

c. Liquor law violations

0 0

2007

b. Drug abuse violations

a. Weapons: carrying, possessing, etc.

Crime

2008

0

0

0 0

2009

0

0

Number of persons referred for Disciplinary Action

Disciplinary Actions - Public Property

Enter the number of persons referred for disciplinary action for each of the following law violations.

Do not include disciplinary actions that were strictly for school policy violations.

If the disciplinary action is the result of an arrest, please do not count it here; count the violation as 1 arrest.

Institution: Redlands Community College (207069) - Main Campus (001)

User ID: C92070691

151

Fires - On-campus Student Housing Facilities

Caveat:

1717 W Elm

Cougar Crossing

2

Total

5005 West Darlington

Darlington Housing

Street Address

1

Name of Facility 2007 2008

Updated

0 0

Updated

Status Action

0

Number of Fires 2009

Enter the name, address and number of fires for each On-Campus Student Housing Facility. After you click “Save,” you will see an “Enter Data” button across from each facility that has 1 or more fires. For each of these facilities, click “Enter Data” to complete the fire statistics for that facility.

If you use the button below to add a facility, or if you use the “Delete” link to delete a facility, you must return to the Screening Questions to revise the number of On-Campus Student Housing Facilities.

Housing Facilities

Institution: Redlands Community College (207069) - Main Campus (001)

User ID: C92070691

152

Darlington Housing Cougar Crossing Total

Name of Facility

Institution: Redlands Community College (207069) - Main Campus (001)

Fires

Summary of Fires 2007 Injuries

Fires - Summary Deaths

Fires

2008 Injuries

Deaths

Fires 0 0 0

2009 Injuries 0 0 0

Deaths 0 0 0

User ID: C92070691

ANNUAL REPORT OF 2008-2009 STUDENT ASSESSMENT ACTIVITY Section I – Entry Level The Redlands Community College Assessment Plan indicates students who have taken the ACT examination and have a score of 19 or higher in each of the four sub-score areas are exempt from secondary placement testing. Students required to take the COMPASS or ASSET Placement Test by ACT are: -

students who have a score of less than 19 in an ACT subtest area students who have not taken the ACT students who enroll at the College for the first time and are not covered by the Oklahoma State Regents for Higher Education policy relating to adult students students who request enrollment in ENGL 1113: English Composition I students who request enrollment in any mathematics course

Redlands devised a specific policy regarding science remediation. Students are considered to be placed in science remediation if they fulfill one of the following conditions: -

they receive less than 19 on the Science Reasoning subtest of the ACT, and their score on the COMPASS/ASSSET Math subtest indicates the need for math remediation they receive less than 19 on the Science Reasoning subtest of the ACT, and their score on the COMPASS/ASSET Reading subtest indicates the need for reading remediation.

COMPASS is used for those students testing on its main campus, while ASSET is primarily used for testing students at its outreach sites.

Retesting is appropriate when there is a substantial reason to believe that current Placement Test scores are not indicative of a student’s current knowledge and skills. A student may retest one time during the semester if one of these situations is present: Situation 1: The examinee’s performance was influenced by factors other than ability.

Situation 2: A significant change in the examinee’s ability has occurred.

All incoming students are encouraged to enroll in an Orientation course. Tutoring is available through Redlands Peer Tutor Program as well as through Project AIMS, a Title IV Student Support Services program. Project AIMS offered several free workshops to students during 2008-09.

153

In determining the appropriate placement for students, advisors follow the guidelines in the Assessment Plan. These are used for placement in English, communications, mathematics, and science courses. Below is entry-level secondary assessment of students in Fall 2008: # Evaluated

English Reading Math

360 405 384

# Tested in college level

170 158 2

Percent

47% 39% 1%

# Tested below college level

190 247 382

Percent

53% 61% 99%

Evaluation of cut scores occurs periodically at Redlands. COMPASS cut scores will be reviewed within the next three years.

Since retention is a major concern, Redlands Community College employs a retention specialist.

This individual works with both students and faculty members to improve students’ academic experiences during the entire academic year.

The office of Assessment and Assistance researched success rates of students enrolled in Intermediate Algebra: MATH 0123. A total of 314 transcripts were reviewed for MATH 0123 from Spring 2007 through Spring 2009. The Assessment office looked at the number of students who passed with a grade of “A”, “B” or “C” who met the prerequisite for the course. The results are shown in the table below.

MATH 0123 – Intermediate Algebra Spring 2007 -Spring 2009 Attempted: 314 Met: Did not Meet:

191 ≈ 60.8% 123 ≈ 39.2%

A/B/C 117 ≈ 61.3% 42 ≈ 34.1%

F/W/AW 46 ≈ 24.1% 68 ≈ 55.3%

The office of Assessment and Assistance researched success rates of students enrolled in College Algebra: MATH 1513. A total of 1522 transcripts were reviewed for MATH 1513 from Spring 2007 through Spring 2009. The Assessment office looked at the number of students who passed with a grade of “A”, “B” or “C” who met the prerequisite for the course. The results are shown in the table below.

MATH 1513: College Algebra Spring 2007 -Spring 2009 Attempted: 1522 Met: Did not Meet:

1121 ≈ 73.7% 401 ≈ 26.3%

A/B/C 635 ≈ 56.6% 186 ≈ 46.4%

154

F/W/AW 202 ≈ 18.0% 163 ≈ 40.6%

Section II – Mid Level/General Education

CAAP Summary One of the means within our institution of measuring student attainment is through the ACT/CAAP testing. The students’ mean scores were considered in the following areas:



Reading 11% of Redlands Community College students made lower than expected progress on CAAP as compared to 12% of the reference group.



84% of Redlands Community College students made expected progress on CAAP as compared to 80% of the reference group.



5% of Redlands Community College students made higher than expected progress on CAAP as compared to 8% of the reference group.



Mathematics 0% of Redlands Community College students made lower than expected progress on CAAP as compared 6% of the reference group.



90% of Redlands Community College students made expected progress on CAAP as compared to 83% of the reference group.



10% of Redlands Community College students made higher than expected progress on CAAP as compared to 11% of the reference group.



Science 10% of Redlands Community College students made lower than expected progress on CAAP as compared to 6% of the reference group.



86% of Redlands Community College students made expected progress on CAAP as compared to 86% of the reference group.



4% of Redlands Community College students made higher than expected progress on CAAP as compared to 8% of the reference group.

155

U.S. Department of Education Summary Central Oklahoma 2 Year Peer Institutions

UnitID Institution 207069 Redlands Community College 207281 Northern Oklahoma College 207449 Oklahoma City Community College 207670 Rose State College

Graduation rate overall full-time first-time degree/certificateseeking undergraduates 20

Graduation rate of Black or African American full-time first-time degree/certificateseeking undergraduates 31

16

11

11

5

10

5

The Assessment Through Writing pilot study was initially administered during the 2001-2002 academic year, and has been continued through 2008-2009. English Composition II students wrote an essay of their choice from a list of prepared topics. Topics were drawn from the following areas: problem solving, leadership, and social problems. An evaluation rubric was attached to the list of essay topics for students to review prior to writing their essays. A team of Redlands Community College faculty from across the curriculum evaluated the student essays.

Using a holistic grading system the evaluation team assessed the student’s ability to demonstrate knowledge of Standard English, to demonstrate the ability to write in an acceptable essay form, and to demonstrate critical thinking skills. Students not meeting the established standards can receive additional assistance by accessing a tutor through the Redlands Peer Tutor Program, by accessing computer tutorials through the Assistance Center, or by auditing an ENGL 1113 class.

156

Spring 2009: Total # of essays scored # of essays meeting standards # of essays not meeting standards % of essays meeting standards % of essays not meeting standards

163 156 7 95.7% 4.3%

Transcripts of those students not meeting the standards were reviewed. In all but two cases, students’ grades were satisfactory, and no additional assistance was deemed necessary. In addition, results of this assessment are sent to the English Composition Lead Instructor, the participating Composition instructors, and the Lead Instructor for Developmental Writing. A letter detailing the findings of the evaluators, plus strengths and weaknesses of the writers accompanied the results.

Section III – Program Outcomes Assessment List assessment measures and number of individuals assessed for the five degree programs with the largest number of graduates.

DEGREE PROGRAM Agriculture and Equine ASSESSMENT MEASURE

NUMBER OF INDIVIDUALS ASSESSED

Pre-test/Post-tests

62

Portfolio

20

Focus Groups

25

Internships

15

Advisory Committee

66

DEGREE PROGRAM Criminal Justice ASSESSMENT MEASURE

NUMBER OF INDIVIDUALS ASSESSED

Portfolio

187

[Focus Groups] Students

25

[Practicum] Employment Assessment 6 [Advisory Meetings] @ Facility

29

157

DEGREE PROGRAM Child Development ASSESSMENT MEASURE

NUMBER OF INDIVIDUALS ASSESSED

Technology Competence Survey 66 Cooper-Smith Inventory

29 24 9

Internships Portfolio

DEGREE PROGRAM

Business

ASSESSMENT MEASURE

NUMBER OF INDIVIDUALS ASSESSED

Portfolios

13

Business Plans

74

Online Readiness Surveys 150 Advisory Board

13

Internships

10

DEGREE PROGRAM

Nursing

ASSESSMENT MEASURE NUMBER OF INDIVIDUALS ASSESSED ATI Critical Thinking‐ Entrance 21 ATI TEAS

80

ATI Fundamentals

21

ATI Medical/Surgical

29

ATI Pharmacology

29

ATI OB

26

ATI Pediatrics

26

ATI Community

29

ATI Mental Health

29

ATI Leadership

27

ATI Comp Predictor

27

ATI Critical Thinking‐ Exit

27

158

Section IV Student Satisfaction/Engagement Assessment The Community College Survey of Student Engagement (CCSSE) Overview of 2008 Survey Results Redlands Community College Introduction The Community College Survey of Student Engagement (CCSSE) provides information about effective educational practice in community colleges and assists institutions in using that information to promote improvements in student learning and persistence.

CCSSE’s goal is to provide member colleges with results that can be used to inform decision making and target institutional improvements. Student engagement, or the amount of time and energy that students invest in meaningful educational practices, is the underlying foundation for CCSSE’s work. CCSSE’s survey instrument, the Community College Student Report (CCSR), is designed to capture student engagement as a measure of institutional quality.

CCSSE Member Colleges CCSSE will again utilize a 3-year cohort of participating colleges (2007 through 2009) in all of its data analyses,1 including the computation of benchmark scores. This cohort is referred to as the 2009 CCSSE Cohort.

This approach, which was instituted in 2006, increases the total number of institutions and students contributing to the national dataset; this in turn increases the reliability of the overall results. In addition, the 3-year cohort approach minimizes the impact, in any given year, of statewide consortia participation.

The 2008 CCSSE Cohort is comprised of a total of 663 institutions across 48 states, plus British Columbia, Nova Scotia, Ontario, and the Marshall Islands. Three hundred thirty-one of these member colleges are classified as small (< 4,500), 162 as medium (4,500-7,999), 112 as large (8,000-14,999), and 58 as extra-large institutions (15,000 + credit students).2 One hundred twenty-five of the Cohort member colleges are located in urban areas, 142 in suburban areas, and 396 in rural-serving areas.

Our college falls into the Small College size category and is classified as being located in a rural-serving area.

1

For returning participants, the college’s most recent year of participation is included in data analyses.

For example, if a college participated in 2007 and 2008, only the 2008 data would be used in the 3-year cohort.

2 These enrollment statistics are based on t he most recent IPEDS data with the exception of situations in which it is necessary for colleges to self-report.

159

Student Respondents Credit classes were randomly selected – stratified by time of day (morning, afternoon, and evening) – from institutional class data files to participate in the survey. Of those sampled at our institution, 401 students submitted usable surveys. The number of completed surveys produced an overall “percent of target” rate of 67%, and increase of 2% of the 2008 percentage. Percent of target rate is the ratio of the adjusted number of completed surveys to target sample sizes. (The adjusted survey count is the number of surveys that were filled out properly and did not fall into any of the exclusionary categories.)

2009 Student Respondent Profile To compare the characteristics of student respondents with the characteristics of the underlying student population for each participating college, CCSSE uses the data reported by the institution in its most recent IPEDS Enrollment Report for the following variables: gender, race and ethnicity, student age, and enrollment status (part- or fulltime). The data are aggregated to compare the 2009 CCSSE Cohort survey respondent population to the total student population of the 2009 CCSSE Cohort member colleges.

Gender (survey item #30) Of the 387 student respondents at our college who answered this item, 38% are male and 62% are female. This mirrors both the full population of Redlands Community College students, comprised of 35% males and 65% females, and the full population of the CCSSE Cohort community college students, comprised of 40% males and 60% females.

Age (survey item #29) 2009 CCSSE student respondents at Redlands Community College range in age from 18 to 64 years old. Approximately 94% are between 18 to 39 years old; 78% are 18 to 24 years old while 16% are 25 to 39 years old.

Racial Identification (survey item #34) Seventy-seven percent of student respondents identify themselves as White/nonHispanic, 4% as Hispanic/Latino/Spanish, 5% as Black or African American, and 1% as Asian. Eight percent of the student respondents are Native American. Three percent marked “other” when responding to the question, “What is your racial identification?”

International Students (survey item #33) Three percent of our students responded yes to the question, “Are you an international student or foreign national?”

160

Enrollment Status (survey item #2) Sixty-seven percent of the student respondents at Redlands Community College report attending college full-time, while 44% of the 2008 CCSSE Comparison collegesâ&#x20AC;&#x2122; total student population attended full-time. Only 33% of Redlands-surveyed students report being part-time college students, compared to 56% as reported to IPEDS by the 2009 Comparison Group. This inverse representation is a result of the sampling technique and the in-class administration process. For this reason, survey results are either weighted or disaggregated on the full-time/part-time variable so that reports will accurately reflect the underlying student population.

The following student respondent categories are weighted according to Fall 2007 IPEDS population data.

Limited English Speaking Students (survey item #32) Students with limited English speaking skills, or those whose native language is not English, comprise a significant proportion of students in community colleges. At our institution, 4% of enrolled students are non-native English speakers.

First-Generation Status (survey item #36) Approximately 43 percent of Redlands-surveyed students indicate that neither parent has earned a degree higher than a high school diploma nor has college experience; accordingly, these students are considered "first-generation" status. Thirty-four percent indicate that their mothersâ&#x20AC;&#x2122; highest level of education is a high school diploma (with no college experience), and 37% indicate that level for their fathers.

Educational Attainment (survey items #1 and #35) Eighty-one percent of the respondents report starting their college careers at this community college. Approximately 56% of students indicate that their highest level of educational attainment is a high school diploma or GED; 90% have completed fewer than 30 credit hours of college-level work; 11% report either a certificate or an associate degree; 3% have earned a bachelorâ&#x20AC;&#x2122;s degree; and 1% have earned an advanced degree.

Credit Hours Earned (survey item #23) Fifty-seven percent of surveyed students have completed fewer than 15 credit hours; 23% have completed 15-29 credit hours; and 21% have completed more than 30 credit hours.

Grades (survey item #21) Sixty percent of students report that they earned grades of B+ or higher, while 5% of students report that they earned grades of C- or lower.

External Commitments (survey item #10) Forty-four percent of students work 21 or more hours per week; 27% of students care for dependents at least 11 hours per week; and 19% of students spend more than six

161

hours per week commuting to class. All of these items indicate that students, whether part-time or full-time, have many things they do besides homework and going to class.

Selected Findings Educational Goals Determining students’ educational goals is one of the keys to assessing instructional goals and planning for degree programs growth. Below are the results from all Redlands Community College respondents in the 2009 CCSSE:

Change careers Self‐improvement/personal enjoyment Obtain or update job‐related skills

Primary/Secondary Goal

Transfer to a 4‐year college or university

Not a Goal

Obtain an associate degree Complete a certificate program 0

20

40

60

80

100

The graph above indicates that students’ primary or secondary goals at Redlands are to obtain skills or coursework that leads to self-improvement, an Associate’s degree, or transfer to a four-year institution.

162

Time on Task Understanding students and the time constraints they face is an important facet in helping them achieve the educational goals they desire.

Commuting to and from classes Providing care for dependents living with you Participating in college‐sponsored activities

5 or fewer 21 or more

Working for pay Preparing for class 0

20

40

60

80

100

The graph above indicates that students at Redlands spend at majority of time working for pay, and as a result, spend far less time preparing for class (studying, reading, writing, rehearsing, and doing homework and other degree-related activities).

163

Relationships Understanding students and the time constraints they face is an important facet in helping them achieve the educational goals they desire.

Supported by family in attending college Supported by friends in attending college Received support from college to thrive socially

Never/Very Little Often/Very Often

Interacted with students from different economic, social, ethnic, and racial backgrounds Worked with instructors on activities other than coursework 0

20

40

60

80

100

Students who are supported by friends and family are more likely to continue the pursuit of their educational goal, and at Redlands, students receive a lot of support from their family and friends, but could benefit from more contact with their instructors and other students.

164

Academic Experience Integrating student interaction into the academic experience is a key factor in helping students retain and synthesize information they have learned. .

Worked with other students outside of class to prepare assignments Worked with other students on projects during class Never/Very Little Often/Very Often

Made a class presentation

Asked questions in class/contributed to class discussions 0

20

40

60

80

100

In all categories, students at Redlands could benefit from more interaction during the academic process. The students do better at individual interactions during class, but could benefit from more collaborative learning with other students and from making class presentations.

165

Developmental Education/ESL/Study Skills/Orientation Developmental education programs and related courses that assist students in gaining knowledge and skills to better prepare them for success in degree-related coursework are very important considerations for a community college.

English as a second language course Developmental/remedial reading course Developmental/remedial writing course

Have done Plan to do

Developmental/remedial math course

No plans to do

Study skills course College orientation program or course 0

20

40

60

80

100

Most students at Redlands do not need an ESL course, due to the small percentage of international, non-native English speaking students enrolled. However, students could benefit from both study skills and orientation courses, but very few students plan to take such courses. Redlands could do better at explaining and encouraging students to take study skills and orientation courses. Also, despite over 80% of students taking the secondary assessment test (COMPASS or ASSET) and being placed into developmental math courses, over 70% of surveyed students state having no plans to take developmental math courses

166

Curricular Experiences An enriched curriculum for students that includes opportunities for growth outside of the traditional coursework is important in furthering student skills and knowledge.

Internship, field experience, co‐op experience, or clinical assignment

Honors course

Have done Plan to do

Organized learning communities

No plans to do

College orientation program or course 0

10

20

30

40

50

60

70

80

Although all students could benefit from an orientation course, not many Redlands students take it, as orientation is not a requirement. Very few courses include learning communities and honors components, and as a result, students do not include those options in their academic plans. Associate in Applied Science and Certificate programs would benefit greatly in an expansion of internship or clinical experience possibilities, but those opportunities could be broadened to include all Associate programs, thus, enriching the growth opportunities for all degree-seeking students.

167

Student Learning Acquisition of knowledge by memorization is easier for students but tends to not lead to further skills acquisition in relation to the item of knowledge. In the cognitive domain, higher level of skills involving synthesis and evaluation are the ideal goals when planning student learning.

Memorizing facts/ideas/methods Synthesizing and organizing ideas/information/experiences Making judgements about the value/soundness of information

Never/Very Little

Analyzing the basic elements of an idea/experience/theory

Often/Very Often

Applying theories/concepts to practical problems or in new situations Using information you have read/heard to perform a new skill 0

10

20

30

40

50

60

Although Redlands students report a significant amount of synthesis and evaluation, memorization appears to be the most widely reported means of learning. Faculty could help students benefit in the academic experience by increasing the types of synthesis and evaluation instructional activities.

168

Barriers to Persistence Identifying barriers that are likely to prevent students from graduation are key to helping the institution increase the likelihood that its students complete their degree programs.

Working full‐time

Caring for dependents Not Likely

Academically unprepared

Somewhat Likely Likely/Very Likely

Lack of finances Transfer to a 4‐year college or university 0

10

20

30

40

50

60

70

While all factors identified above are part of the barriers to persistence, for Redlands financial difficulties, transfer to a four-year institution, working full-time, and caring for dependents are the largest barriers. Increasing the financial options for students to continue their degree programs are the best way to increase persistence. Although degree completion is important, some students in certain academic programs do benefit from transfer prior to graduation, so decreasing the likelihood of that persistence barrier is not necessarily what the student might need.

169

Student Satisfaction with Redlands Below are graphs that indicate students overall satisfaction with Redlands.

Plans to Return

23%

Accomplished goals, not returning

22%

No current plans to return 15%

Return within next 12 months Uncertain

40%

Recommend Redlands to Others

15% Yes No 85%

170

Evaluation of Redlands Educational Experience 4% 18%

25%

Excellent Good Fair Poor

53%

Although almost three-fourths or higher majority of students indicate a positive experience with Redlands, there is room for improvement. Redlands could to a better job at encouraging students to return.

Redlands compared to other colleges When identifying items where Redlands scores above the mean when compared to other small schools that administered CCSSE in 2009, Redlands scored above the mean on five items: students that transfer to a four-year institution, students that take classes at other schools, participation in college-sponsored activities, students who worked with other classmates outside of class to prepare class assignments, and students who came to class without completing readings or assignments. The first item tells Redlands that they do better at not losing students due to transferring. Meanwhile, the second item indicates that Redlands has more students taking courses only on its campus, rather than also taking classes at other institutions. Thirdly, participation in college-related activities is higher at Redlands than its peers. Next, Redlands does a good job encouraging students to work with each other outside of class, as compared to peer institutions. Finally, Redlands has fewer students who come to class and without not complete readings or assignments. The first three items are a continuation of CCSSE 2008’s ‘above the mean’ items, and the last two are new items that Redlands has improved. One likely cause for the improvement is the opening of on-campus housing, which enriches students with community and college-related activities.

Another cause is likely because instructors are assigning more group work and encouraging students to complete assignments before coming to class.

171

However, Redlands scored below the mean in several areas, to include: certain instructional activities like class room interactions and higher levels of learning beyond memorization, certain opinions about Redlands like the amount of time students are encouraged to study and the support needed to succeed and cope with noninstructional activities, certain weekly activities and interactions with non-instructional personnel and office, including frequency of use of and satisfaction with tutoring services and frequency of use, importance of, and satisfaction with computer labs.

Many of the ‘below the mean’ indicators are related to important ancillary services to instruction. Redlands might want to expand the services offered in those areas through revamping the provision of such services, increasing funding of those services, or simply increasing awareness of the available services. For the instructional services or activities, Redlands may want to more fully integrate the ‘below the mean’ indicators into a cohesive academic plan across all subject areas. Redlands should also stress the importance and ease of use of its indirect instructional services like tutoring, financial aid, and computer labs.

Student and faculty perceptions at Redlands Following are some areas identified by a comparison of Redlands student perceptions (as measured by the Community College Survey of Student Engagement (CCSSE)) to Redlands faculty perceptions (as measured by the Community College Faculty Survey of Student Engagement (CCFSSE)). This data is from CCSSE 2007 and CCFSSE 2007; Redlands will next participate in CCFSSE in 2010. Only significant areas of discrepancy (> 20%) are indicated.

Twenty-five percent of students report they only prepare one draft of a paper, while faculty perceive only 8% do.

Zero percent of faculty report that students never come to class unprepared while 27% of students report they are always prepared.

Sixty-nine percent of students report that they never work with an instructor on non-class related activities, compared to faculty who perceive only 38% of students answered ‘never’.

Eight percent of faculty report students who never skip class, but 48% of students say they have never skipped class.

Twenty-two percent of students report ‘very much’ when asked how much they memorize information from class, but zero percent of faculty perceive students memorize class information.

172

Sixty-four percent of student report no plans or participation in a college orientation course, while over 90% of faculty point out the importance of such a course.

Twenty-three percent of faculty and 46% of students report that the college does very little to help students cope with non-academic responsibilities.

Twenty-six percent of students and zero percent of faculty report that the college does very little to help with the financial support needed to succeed in coursework.

One-hundred percent of the faculty surveyed perceive students work at least 11 hours in a paying job, while only 66% of students report doing so.

Twenty percent of students report ‘very little’ when asked about how much their courses encourage clear, effective speaking, while zero percent of faculty say that their courses do ‘very little’ to encourage such speaking.

Eight percent of faculty and 42% of students report that the coursework does very little to encourage contributing to the welfare of the community.

Thirty-nine percent of students and 15% of faculty report ‘rarely/never’ when asked about faculty referring students for academic advising/counseling.

Fifty-seven percent of students report that being academically unprepared is not likely to cause them to withdraw from college, but zero percent of faculty report unpreparedness as being an unlikely reason.

Forty-eight percent of students report ‘rarely/never’ being referred for tutoring, while 77% of faculty say that they have referred students for tutoring.

173

174

Frequency/ Start Date

At time of enrollment

4 times each semester; twice in the Summer

Quarterly

Annually/August

Description Students that are required to take the COMPASS or ASSET Placement Test by ACT are: Students who have a score of less than 19 in an ACT subtest area, students who have not taken the ACT, students who enroll at the College for the first time and are not covered by the Oklahoma State Regents for Higher Education policy relating to adult students, students who request enrollment in ENGL 1113: English Composition I, students who request enrollment in any mathematics course.

Report submitting list of students who were enrolled and have financial aid.

Dependent upon auditor-determined focus, deals primarily with the Registrarâ&#x20AC;&#x2122;s, Financial Aid, Personnel and Business Offices Report submitting list of key administrative personnel for the year.

Measure

Entry-Level Assessment

National Student Clearinghouse (NSC) reports

Internal Auditing

IPEDS Registration

IR

Registrarâ&#x20AC;&#x2122;s Office/ Controller/ Financial Aid/ Enrollment Management/IR IR/HR Offices

POISE data; randomlyselected student files for accuracy checks Organizational Chart

AAA Center

Administered by

POISE data; randomly test data for completion

Scores are submitted to advisors

Collection Method

PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION TIMELINE

REDLANDS COMMUNITY COLLEGE

175

Annually/ October

Annually /October

Annually/October

Report using prior year financial aid data and how financial aid was used.

Report submitting headcount, degreelevel and major data for prior year graduates Report submitting general institutional procedures for the year, i.e. tuition charges, financial aid budgets.

Federal DOE FISAP

IPEDS Completions

IPEDS Institutional Characteristics

Federal DOE Campus Crime Survey

Annually/ October

Annually/ October

Report listing of crimes committed on any campus property, according to specific types of crimes in accordance to federal regulations.

SENSE

Report listing headcount and financial data related to coaches and student athletes in accordance to federal regulations.

Annually/September

Assessment of institutional practices/student behaviors. The SENSE is administered to developmental, College Algebra and English Comp. I students.

Federal DOE Equity in Athletics Survey

Annually/September

Outline what is done to continue missioncritical and day-to-day duties of departments across campus

OSF/OSRHE Continuity of Operations Plan

Collection of information from relevant offices.

IR

IR/OSRHE personnel

IR/Financial Aid/ Human Resource Departments

POISE data for prior year information and projection of upcoming yearâ&#x20AC;&#x2122;s data Uploaded data from UDS data submissions

Athletic/IR departments.

RCC Chief Security Officer/ local & county law enforcement agencies/IR department.

Statistics gathered from campus, local, and county officials Statistics gathered from campus officials

IR/Retention/Student Services

Survey

Completion of OSF provide template.

VP-Finance & Campus Services/ VP-Student Services & Institutional Advancement/IR

176

Annually/October

Annually/November â&#x20AC;&#x201C; December

Report submitting a list of students who took any secondary assessment. This report includes the institutions recommendation.

RCC uses the standardized, nationally normed assessment program from ACT to help assess the learning that has taken place in continuing students Questionnaire on information security through usage, policies, and training

Annual Student Remediation Survey

Collegiate Assessment of Academic Proficiency (CAAP)

OSF Security Risk Assessment Report

Annually/December

Annually/ January or April

Annually/ January or April

Annually/January

Summarize assessment-related activities conducted across campus

Report submitting prior year fall enrollment data for cohort designation

Report submitting prior year fiscal data that has been audited

Report submitting data for employees by assigned position, salaries and fall staff counts

Redlands Institution Assessment Report

IPEDS Fall Enrollment

IPEDS Finance

IPEDS Human Resources

Annually/December

Annually/October

Report submitting aggregate enrollment data for prior academic year

IPEDS 12-month Enrollment

VP â&#x20AC;&#x201C; Finance & Campus Services/Controller/I R/external & internal auditors POISE data, Business Office reports, and auditor reports

Human Resource/IR staff

IR/OSRHE personnel

Uploaded data from UDS data submissions

Data from POISE and completed personnel folders

RCC Assessment Committee

Completion of OSRHE provided template/narrativ e report

IR/Network Operations

VP-Academic Affairs/ IR/ Retention Depart.

Assessment given to students meeting set standards Questionnaire

AAA Center/IR

IR/ OSRHE personnel

Sent electronically to OSRHE

Uploaded data from UDS data submissions

177

Annually/February

Annually/February

Annually/March

Annually/March

Every two years/ March - April

Annually/March April

Annually March - May

Report submitting prior years of fiscal data for the institution

Submit prior year headcount data and related statistics

Report submitting data on campus buildings

Report submitting data on all space inside campus buildings Assess faculty perceptions of how engage students are in RCC and compare to various norms. Allows the institution to identify areas above and below benchmarking norms.

Assess student perceptions of how engaged they are in RCC and compare to various norms. Allows RCC to identify areas above and below benchmarking norms.

Students are surveyed when applying for graduation for their future plans.

OSRHE Facilities Report

Community College Faculty Survey of Student Engagement (CCFSSE)

Community College Survey of Student Engagement (CCSSE)

Exit Survey

OSRHE Building Report

HLC Annual Non-Financials Report

HLC Annual Financials Report

IR/Physical Plant

Completion of OSRHE provided Completion of OSRHE provided template

IR/Retention Departments

Registrarâ&#x20AC;&#x2122;s Office/Testing Center

Survey given to randomly selected classes.

Given with Graduation Application

IR/Retention Departments.

VP-Finance & Campus Services/Controller/ Physical Plant/IR

Survey given to faculty of randomly selected classes

VP â&#x20AC;&#x201C; Academic Affairs/IR

VP-Finance & Campus Services/ Controller/ IR/ external & internal auditors

POISE data

POISE data, auditor reports and Business Office reports

178

Annually/April

Annually/April

Annually/April

Report submitting data for tracking of cohort graduation rates Report submitting percentage of students with declared disabilities and graduation rates.

Report submitting headcount and financial breakdown by various aid categories.

IPEDS Graduation Rates

IPEDS Spring Supplemental

IPEDS Student Financial Aid

IR/OSRHE personnel

IR

IR/Financial Aid

Uploaded data from UDS data submissions Collected data from institution and UDS submissions.

POISE data and institution publications

179

External Auditing

Alumni Survey

Writing Assessment Annually/April

Annually/Summer

Annually/ Summer

English Composition II students will write an essay of their choice form a list of prepared topics. An evaluation rubric is attached to the list of essay topics for students to review prior to writing their essays. A team of RCC faculty, from across the curriculum, evaluates the student essays. Using a holistic grading system the evaluation team assesses the studentsâ&#x20AC;&#x2122; ability to demonstrate knowledge of Standard English, to demonstrate the ability to write in an acceptable essay form, and to demonstrate critical thinking skills.

Graduates are surveyed approximately one year after graduation to learn their current education and/or employment status. To also see what components at RCC has helped them in their current education and/or employment path.

External audit of fiscal and financial aid processes. Test fiscal and financial aid policies, procedures, and data according to standards established at federal, state and institutional levels.

Reports generated from POISE and related departments

Mailed Questionnaire

Written Sample

IR

Testing Center

RCC Assessment Sub Committee/Testing Center