Big Sandy Community and Technical College (BSCTC) has an ongoing, integrated and institution-wide research-based planning, assessment, and improvement process that is consistent with the goals and mission of the institution [1], KCTCS [2] and policies of the KCTCS Board of Regents [3]. From the initial step involving annual review of the institutional mission, through the entire institutional effective planning and assessment cycle, the faculty and staff are involved in integrating input from all areas of the College. The ongoing review performed at BSCTC is consistent with the KCTCS Board of Regents Policy 4.3 [4] to improve the quality of teaching and learning and public service by reviewing the mission, goals, priorities, activities and outcomes of the College. BSCTC planning and evaluation is conducted at the institution, unit and individual levels.

The entire cycle of institutional effectiveness at BSCTC is designed to ensure fulfillment of the institutional mission. Each document is linked to others in a way which makes achievement of or progress toward success clear and logical. As evidenced in the graphic below, the pattern of institutional effectiveness is, by nature, cyclical.

BSCTC Institutional Effectiveness Flow Chart

The timeline below of the IE Calendar illustrates the flow of the process.

College-Wide Planning and Evaluation

The mission statement of BSCTC is the foundation for the planning and evaluation process and clearly states the institution's commitment "…to a belief in the dignity, worth, and uniqueness of each individual and a person's right to achieve his or her fullest potential." Based on this belief, "the College maintains a living and learning environment that promotes diversity, fosters open educational opportunities, and ensures the efficient operation of the College" [1]. This statement is consistent with the mission of KCTCS as defined in the Kentucky Postsecondary Education Improvement Act of 1997 [5] that unified the 13 community and 15 technical colleges in the Commonwealth of Kentucky.

Consolidation between Prestonsburg Community College (PCC) and Mayo Technical College (MOT) began in 2002. The KCTCS Board of Regents approved the pursuit of single accreditation and consolidation of PCC and MOT February 21, 2003. On June 23, 2003, the PCC Board of Directors endorsed the consolidation, mission statement and name change to Big Sandy Community and Technical College. KCTCS Board of Regents approved the consolidation and request to change the names of Prestonsburg Community College and Mayo Technical College to "Big Sandy Community and Technical College" [6] upon the recommendation of the KCTCS Naming Advisory Committee, the request of Dr. George Edwards (Prestonsburg Community College President and Big Sandy District CEO), the endorsement of the Prestonsburg Community College Board of Directors, and the endorsement of the Mayo Technical College Advisory Board at the August 15, 2003 board meeting. The Board of Regents also approved a revised mission statement of the consolidated college [7]. In December 2003, the Commission on Colleges approved the consolidation/merger of Prestonsburg Community College and Mayo Technical College to become effective January 2004.

In May 2005, the College developed the 2006 - 2010 Strategic Plan [8] with input from focus groups and committees, with oversight from the college Planning Council [9] and Board of Directors, and with external input from stakeholders throughout the college's service area. The strategic planning process used by the College is consistent with KCTCS Board of Regents Policies, 4.9 KCTCS Policy on Strategic Planning and Institutional Effectiveness [3] and KCTCS Administrative Policies and Procedures, 4.9.1 KCTCS Strategic Planning Process and Plan [2]. The Strategic Plan ensures the most effective use of College's resources by focusing on priorities and by providing a baseline by which to measure progress. The BSCTC Strategic Plan for 2006-2010 [8] aligned the Institution's goals with those of KCTCS [10] These goals are as follows:

1. Promote excellence in teaching and learning
2. Increase student access and success
3. Expand diversity and global awareness
4. Expand the economic development of communities and the commonwealth

Assessment plays a major role in the institutional effectiveness cycle at the College and occurs on all levels. Responses to the assessment portion of the cycle tie planning to the activity of the College for the next year. Commonly used college-wide assessment instruments are listed below:

• Retention rates
• Graduation rates
• The Student Evaluation of Instruction is administered during the last month of classes each semester. Faculty and their supervisors use the resulting reports to generate discussion concerning improvement efforts. Results are reported to the individual faculty member, as well as the Associate Dean, Provost and President [11].
• The Exit Survey of graduates is administered each semester to students who anticipate graduation that term. The results are reported to all faculty and staff [12].
• The Graduate Employer Survey requests information about the skill level of graduates from technical programs employed in the field.
• The Non-completer Survey elicits information for Perkins reporting from students in technical programs who do not return to the institution for two semesters. The survey assists in identifying areas where the college can better provide services for retention
• The Employer Survey conducted for Perkins/TEDS requests information about the skill level of technical program completers employed in the field and is reported to program coordinators.
• Evaluation of Registration survey is administered to students following the registration process each semester. This survey involves questions concerning the advising and registration process. The data are used to test the effectiveness of these processes.
• Employee Performance Planning Evaluations (PPE) are conducted each spring by supervisors. All faculty and staff are rated on their effectiveness and plans of action (special assignments), as well as their success in fulfilling development initiatives designed to enhance the employee's effectiveness [13]. Tasks identified through program and support unit assessment are assigned to personnel during the employee performance process.
• ACT CAAP.
• CCSSE, the Community College Survey of Student Engagement, will be administered in Spring 2007 to students. This national survey provides data and benchmarks for efforts in retention and students' perceptions of their role in education. The institution anticipates valuable information for planning from this data.
• Other methods of assessment include process data such as orientation evaluations, special program, participation number students/faculty/staff, and other identified quantitative data used mainly for support area assessment.

Technical programs also receive input from their respective advisory committees. As noted in the KCTCS Administrative Policies and Procedures, 4.3.4 KCTCS Program Advisory Committees [14], advisory committees meet twice yearly to ensure technical programs curriculum stays abreast of current business, service, and industrial practices. For example, minutes of the Business Studies Advisory Committee meeting indicate an update from an advisory member in the area of electronic medical records [15]. Based on this information, faculty visited a local medical center to view a demonstration of electronic medical records. This component was addressed in the records and database management course by referencing students to online demonstrations of electronic medical records.

Unit Planning and Evaluation

The unit planning and evaluation process the College uses is outlined in the Institutional Effectiveness Annual Plan and Outcomes Assessment Report. The annual plans are short-term planning vehicles for the institution. In these documents, the efforts of program, administrative and support service units intersect with institutional planning efforts. Strategies for the annual planning are the direct result of the assessment cycle. (A complete discussion of the assessment cycle may be found in CS 3.3.1).

An example of the use of the annual planning process for program improvement is demonstrated in the Institutional Effectiveness Annual Plan and Outcomes Assessment Report for the Office Systems Technology Program in the academic year 2005-2006. The report listed as a goal the following: "Seventy (70) percent of students who graduated from the Office Systems Technology Program in 2004 are employed or pursuing further education in a related field." Assessment data indicated the placement rate for this program was 71 percent. Based on this information, an improvement plan stated on this report was as follows: "In order to enhance students' knowledge of local job placement services, a unit presenting services provided by the area Office of Employment and Training will be implemented in the cooperative education/internship course during the Fall 2006 semester." This plan was implemented during the cooperative education/internship course in Fall 2006 [16a] [16b] [16c].

Program improvement through the annual planning process is further evidenced in the 2005-2006 annual plan submitted by the Automotive Technology program. A specific goal from this plan stated "At least 70% of the students earning the offered Brakes Repairer Certificate, Diploma, or AAS Degree in Automotive Service Technology at the BSCTC have the ability to demonstrate basic knowledge of hydraulic principles and design." The assessment utilized to measure the attainment of this goal was an employer survey of graduates who completed the automotive program during the 2004-2005 academic year. The survey was conducted in 2006. The results of this survey indicate the majority of surveyed employers are satisfied with program completers' performance of these basic tasks. An improvement action resulting from this item on the annual plan was the implementation of the latest National Automotive Technicians Education foundation recommended/required tasks in to the curriculum [16a] [16b] [16c].

The Dental Assisting/Dental Hygiene program also utilized the program improvement process on the program's 2005-2006 annual plan. A stipulated goal on this plan was "100% of graduates can demonstrate the ability to use a complete, reviewed medical history and preoperative vital signs to help prevent, predict and identify medical emergencies." The assessment measurement used regarding this goal was performance based. 100% of the second year dental hygiene students passed this assessment. Since 100% of the students accomplished this goal, the faculty will demonstrate clinical competencies in the treatment of patients emphasizing periodontal conditions and special patient needs [16a] [16b] [16c].

To continually improve the planning and evaluation process, the institution initiated a detailed three-year program review process. The three-year review does not take the place of the Institutional Effectiveness Annual Plan and Outcomes Assessment Report previously described. The three-year review is an additional level of review. The purpose of the three-year review is to identify trends, provide data for local and state level review, identify successes and opportunities for improvement, and determine the need to continue or alter an existing academic program. The Director of the Office of Institutional Effectiveness shares responsibility with program unit coordinators for collecting and analyzing data included in the three-year review.

Institutional Strategic Priorities and Needs Analysis

The College uses its planning and evaluation processes to set funding priorities. The College Planning Council composed of administrators and staff/faculty representatives considers initiatives, directions, and objectives from The Strategic Plan: 2006-2010 and compiles a list of potential priorities for the next planning year [9]. Unmet initiatives and objectives from the strategic plan and from the annual plans for the previous year are also considered. Once compiled, this list is ranked by the College Planning Council is included in the strategic needs analysis [17]. The institutional strategic priorities and needs analysis provide a foundation for all programs and units of the College as they begin their annual planning efforts.

The Strategic Needs Analysis (SNA) is a process that serves as a basis for the budget development process. The Planning Council is the major source of input in determining the strategic needs for the College. The annual budgeting process is directly linked to the planning and program review process in that program faculty and unit supervisors analyze their departments' needs and submit requests for funding [18]. The budget development process is evaluated annually [19].

Coordination of Planning and Evaluation

While all units and employees of the College are actively involved in institutional assessment, the Director of Institutional Effectiveness is responsible for overseeing the institutional assessment functions of the College. The institutional assessment process is reviewed annually by the Director in conjunction with the College Planning Council with the goal of making recommendations to foster excellence based on the mission of the College.

Documentation produced during the institutional effectiveness process provides evidence of a cyclical process assuring institutional commitment to excellence through planning, assessment, and continuing improvement. These documents include:

• The Institutional Mission[1]
• The Strategic Plan, 2006-2010[8]
• Institutional Strategic Needs Priorities Analysis[17]
• Annual Plans [16a] [16b] [16c]
• Annual Program Review [20a] [20b] [20c]
• IE Guidebook[21]
• Annual Institutional Effectiveness Report [16a] [16b] [16c]
• Highlights Brochure [22]

College Accomplishments

As evidenced by the following listing of accomplishments, BSCTC continues to successfully address the goals as presented in the College's Strategic Plan. An efficient planning and evaluation process has contributed to the College's emergence as a truly comprehensive and effective institution that is highly responsive to the community we serve.

Goal 1: Excellence in teaching and learning

• Center for Enrichment Resources (CER)-257 students made 1076 visits to the Prestonsburg CER. 256 students made 1634 visits to the Pikeville CER.
• Professional Development-30 individuals participated in a workshop delivered by Dr. Mary Kickels on the Learning College. 7 faculty became involved in the Content Literacy Program sponsored by the Lumina Foundation. 8 faculty attended the League for Innovation Conference focusing on sessions incorporating the Learning College concepts. 1,450 people attended 74 workshops offered at the College campuses. 86 individuals participated in external events.
• Service Learning-1,024 students and 21 faculty participated in Service-Learning Projects during the 2005-2006 academic year.

Goal 2: Student access and success

• Honors Program-The Honors Program was developed and now has 14 students participating in the Program during 2006-2007.
• Ready to Work-The Ready-to-Work Program had the following retention data: Mayo Campus reported 100% within the semester and semester-to-semester retention; the Pikeville Campus reported 95% within the semester retention and 92% semester-to-semester retention; and the Prestonsburg Campus reported 94% within the semester and 68% semester-to-semester retention.
• Scholarships-251 students received $182,000 in scholarships; three new scholarship endowments were established; Dual Credit Scholarships totaled $587,000.
• Student Activities-The Student Activities Department held 24 events during the year. A total of 16 clubs and organizations were available for student involvement during 2005-2006.
• Collegiate Beginnings-During the academic year BSCTC developed the Collegiate Beginnings Program to begin in fall 2006. High school seniors with a 3.0 cumulative GPA have two opportunities leading to tuition free scholarships at BSCTC: Quick Start and Two for One. Under the Quick Start option, one day of high school registration is held following the regular BSCTC registration. High school students may register for one tuition free course as class openings permit. The student's only cost is for books and supplies. Additional BSCTC courses taken in the same semester are assessed tuition. Under the Two for One option, any senior enrolling in the fall semester during BSCTC registration dates and paying tuition for one course is eligible to take a second course of equal credit in the spring semester of the same academic year tuition free. The student's only cost for the second course is for books and supplies.
• Dual Credit-Technical Education Program (DCTE)-During the fall 2005 semester 1,068 students enrolled for dual credit; 238 enrolled during the spring 2006 semester.

• Expanding Horizons-BSCTC partnered with the Pike County Board of Education (PCBOE) on the Expanding Horizons project. BSCTC and PCBOE used funding from the Expanding Horizons Grant to expand the Bridge Partnership math pilot that was already in place at Pike County Central High School to reach all students in all five high schools in Pike County taking math and English. The middle schools in Pike County were included in the math portion of the project.

2005-2006 Enrollment Statistics

Headcount

Average Age

Percent of BSCTC Students Taking One or More Online Course

Goal 3: Diversity and global awareness

• Constitution Day-On September 16, 2005, BSCTC held a Constitution Day celebration on the Prestonsburg Campus. Guests included Judge Sara Combs and the Honorable Barkley Sturgill.
• Minority Mentoring-Fifteen (15) minority students were mentored by the Director of Student Activities and six (6) Carl D. Perkins students were mentored by the Student Support Specialist.

Goal 4: Economic development

• Businesses Served-The CWED office served a total of 439 businesses during the 2005-2006 academic year. These classes included nearly 1700 students in a variety of training programs.
• CEO Roundtables-Three CEO Roundtables were held with over 100 attendees.
• Coal Careers Program-The Coal Careers Program was established and over 80 students have sought local careers in the coal industry.
• Kentucky WINS-The Kentucky Workforce Investment Network System (WINS) projects included Universal Oil Well Services, Albarta Oil, Kellogg's-Pikeville Plant, Booth Energy, and Excel Mining.
• Placement of Technical Program Graduates-71.28% of 2004-2005 technical program graduates were employed or continuing their education six months following their program completion.
• Truck Driving Program-The CDL Program was re-established at the Hager Hill Campus. Instruction has resulted in a permit passing rate in excess of 95% on the first exam. The actual CDL licensing test pass rate is better than 92% on the first attempt. Over 90% of program graduates are employed in the trucking industry.

Revision of Mission Statement

On December 1, 2006 the College reviewed the mission statement (see Core Requirement 2.4). As part of the planning process, the College's mission statement was revised by the Planning Council at this time. The revised mission statement will be presented [23] in the March 2007 meeting of the KCTCS Board of Regents.

Source

Location/Special Instructions

1

BSCTC Mission

http://www.bigsandy.kctcs.edu/administration/mission.html

2

KCTCS Administrative Policies and Procedures 4.9.1 KCTCS Strategic Planning Process and Plan

http://www.kctcs.edu/employee/policies/volumeII/volII4-9-1.pdf

3

KCTCS Board of Regents Policy 4.9 Kentucky Community and Technical College Policy on Strategic Planning and Institutional Effectiveness

http://www.kctcs.edu/employee/policies/volumeI/boardpolicies4-9.pdf

4

KCTCS Board of Regents Policy 4.3 KCTCS Review of Educational Units

http://www.kctcs.edu/employee/policies/volumeI/boardpolicies4-3.pdf

5

KY Postsecondary Improvement Act 1997

http://cpe.ky.gov

6

KCTCS BOR Letter 2/21/03 Approval to Pursue Merger/Consolidation page 42

http://www.kctcs.edu/organization/board/meetings/200308/
02_Executive/01a_NameChange_Pburg_07_16_1053_Agenda.pdf#page=42

7

KCTCS BOR minutes 8/15/03 pages 51-53

http://www.kctcs.edu/organization/board/meetings/200308/02_Executive/executivefull200308.pdf#page=51

8

BSCTC Strategic Plan 2006-2010

http://www.bigsandy.kctcs.edu/employees/docs/Strategic_Plan_06to10.pdf

9

Planning Council Minutes

2.5.9_Planning_Council_Minutes.pdf

10

KCTCS Strategic Mission and Goals

http://www.kctcs.edu/info/factbook2006/mission.cfm

11

Sample Faculty Evaluation of Instruction

3.7.2_7BSCTC_Stu_Eval_Fall_06.pdf

12

Sample Exit Survey

3.9.3.5EXIT_Surveys.pdf

13

Sample Performance, Planning and Evaluation Form

HR91_2006_07.pdf

14

KCTCS Administrative Policy 4.3.4 Kentucky Community and Technical College Program Advisory Committee

http://www.kctcs.edu/employee/policies/volumeII/volII4-3-4.pdf

15

Sample Advisory Committee Minutes

2.5.15_Advisory_Committee_Minutes_Jan_2007.pdf

16

Institutional Effectiveness and Outcomes Report

16a 3.3.1.4_Automotive_Technology_Program_Annual_Plans_2004_2007.pdf

16b Dental_Assisting_Annual_Plans_2004_2007.pdf

16c Office_Systems_Technology_Program_2004_2007.pdf

17

BSCTC Strategic Needs Analysis

2.5.17_SNA.pdf

18

BSCTC Strategic Budget Process

2.5.18.pdf

19

BSCTC Strategic Budget Evaluation Results

2.5.19.pdf

20

Sample Program Review

20a 2.5.20a_CAD.pdf

20b 2.5.20b_OST.pdf

20c 2.5.20c_AUTO.pdf

21

Institutional Effectiveness Guide Book

2.5.21Institutional_Effectiveness_Guidebook.pdf

22

Highlights Brochure

2.5.22_highlights_2005_2006.pdf

23

BSCTC Mission Statement (new revision)

2.5.23Action_revised_Mission.pdf