Section II
Institutional Purpose
Bainbridge College has a clearly defined Mission Statement, which appears on pages 13-15 of the 1998-2000 Catalog and pages 3-7 of the Statutes of Bainbridge College. The Mission Statement accurately describes the institution's role, characteristics, components, and operations. The Self-Study Purpose Committee examined this statement and found it to be appropriate to collegiate education as well as to the institution's role as the only comprehensive community college in southwest Georgia. Bainbridge College’s distinguishing features are its commitment to quality in education and services, its emphasis on student-centered teaching, its comprehensive curriculum with both career and transfer degree programs, and its safe and caring atmosphere. (See "Request for Nominal Group Responses on Distinguishing Features," a memorandum from Dr. Margaret D. Smith dated September 11, 1998, p. 2.)
Founded in 1973, Bainbridge College had its first statement of purpose approved by the faculty on October 5 of that year. As the College matured and changed, so did its statement of purpose. In the spring of 1988 the Institutional Purpose Committee made a comprehensive review of the statement of purpose, found it lacking, and proposed total revision. A new statement of purpose was written to be more specific, to separate statement of purpose and philosophy, and to better describe the service area of the College. The Board of Regents of the University System of Georgia approved the statement in June 1989 (See Bainbridge College 1989-1991 Catalog, pp. 18-19). Subsequent to the revised statement of 1989, few major changes occurred until 1995. On February 17, 1995, the Board of Regents of the University System of Georgia issued a memorandum regarding "Guidelines for Institutional Mission Development, with Regents' requested revisions to Core Mission Statement drafts." These guidelines were the Regents' effort to bring some standardization of statements of purpose to all 34 institutions of the University System of Georgia. With the assistance of nationally recruited consultants and University System professional staff, the College revised its Mission Statement in 1996. The Board of Regents approved this statement on July 9, 1996 (See memorandum to President Edward D. Mobley from Chancellor Stephen R. Portch dated July 30, 1996). The following year the Institutional Purpose Committee recommended that minor editorial changes be made to the Statement. These changes were approved by the College’s Academic Council on December 17, 1997. The amended Mission Statement was submitted to the Board of Regents as part of the College’s revised Statutes and was accepted by the Board on July 8, 1998. (See letters to Acting President Dr. Margaret Smith from Vice Chancellor James Muyskens, dated July 8, 1998 and April 21, 1999.) The College has a standing Institutional Purpose Review Committee which reviews the Mission Statement annually. In its most recent review (Fall 1998), the Committee found the Statement to be appropriate and recommended no further changes. (See Ad Hoc Committee to Study Purpose memorandum, September 16, 1998). Bainbridge College’s Mission Statement is comprised of three sections. The first, an introductory paragraph, identifies the College, its locale, and its educational offerings: Bainbridge College is a two-year, nonresidential college of the University System of Georgia located in the rural southwestern corner of the state. In addition to its own offerings in academic transfer and technical areas, Bainbridge College provides educational opportunities for area residents through its continuing education, joint degree programs with nearby technical institutes, upper division and graduate offerings by Valdosta State University and Albany State University, and distance learning transmissions from other academic institutions, governmental and professional agencies.Under direction of the Board of Regents, the College adopted with its sister two-year colleges in the University System the following characteristics as the second part of its Mission Statement:
Bainbridge College shares with the other two-year colleges in the University System of Georgia the following core characteristics or purposes:
In addition, Bainbridge College shares the following characteristics with its thirty-three sister institutions of the University System of Georgia:
The College’s Mission Statement concludes with a specific description of the Bainbridge College’s unique characteristics. This section describes the College’s student population and the College’s commitment to excellence in instruction, student support services, and public service. The section also highlights many of the programs and activities the College offers to support the goals of its Mission Statement:
Bainbridge College is the only comprehensive community college in southwest Georgia. Students come from the surrounding service area and other states and countries. Bainbridge College attracts students with its approach to education which includes programs in the liberal arts and technical and career training as well as noncredit activities.
This diverse student population includes many ages and socioeconomic backgrounds. All students commute to campus; approximately half attend college on full-time basis. Most students are employed. Minority enrollment approaches the percentage of the minority population in the service area. Most students receive some form of financial aid, and many are first-generation college students.
In order to serve this heterogeneous student population, Bainbridge College has developed relevant strategies to meet student needs, including flexible class scheduling, a strong developmental studies department, a peer tutorial program, professionally staffed computer laboratories, and various specialized workshops to help students improve academic skills.
Bainbridge College’s mission is three-fold: to provide transfer degrees, technical programs, and public service/continuing education courses. The College assists in area economic and community development programs and has established collaborative relationships with local businesses, industries, and cultural/civic groups. The College also supports local public education by sponsoring various academic and technical competitions and by offering ongoing cultural programs, including health and science fairs, lectures, musical programs, art exhibits, and theatrical performances for students and community.
Bainbridge College places primary emphasis on excellence in instruction. The College provides opportunities for faculty development, scholarship, and creative work that support institutional effectiveness and enhance faculty qualifications. Its faculty has one of the highest percentages of earned doctorates among two-year System institutions. Members of the faculty are active in professional and civic organizations and have accumulated a significant publication record.
Bainbridge College is an evolving institution dedicated to providing a superior learning environment. Aspirations include the exploration of interactive computer technologies; development of campus facilities to maintain breadth in programs, services, and delivery systems; continuous improvement of administrative processes; and the refinement of assessment strategies that provide reliable feedback on institutional effectiveness and educational outcomes.
The Self-Study Purpose Committee found the current version of the Mission Statement to be cited accurately in the Bainbridge College 1998-2000 Catalog, pp. 13-15, the Bainbridge College Faculty Handbook, 1998 edition, pp. 3-5, the Bainbridge College Student Handbook, 1998 edition, pp. 1-2, and the Statutes of Bainbridge College, revised edition, 1998, pp. 3-7.
During the fall semester of 1998, students, faculty, staff, and administrators were surveyed by the Purpose Committee and by the Steering Committee to determine the extent to which they believe Bainbridge College meets the goals in its Mission ( See Appendix A: Survey and Self-Study Questionnaire Results).
The Self-Study Purpose Committee concluded from the survey results, from interviews with College personnel, and from a review of College documents that the official posture and practice of Bainbridge College are consistent with the components, operations, and goals of its Mission Statement. Evidence of this consistency appears in the President's Annual Report of Institutional Progress, the annual unit plans and reports, the College Catalog and other publications, and the College budget.
The Mission Statement is the foundation of every program and operation at Bainbridge College. Subsequent sections of this Self-Study report verify that Bainbridge College's planning and evaluation processes, educational programs, educational support services, financial and physical resources, and administrative processes are adequate and appropriate to fulfill the goals of the Mission Statement.
"Return to Top"Section III
Institutional Effectiveness
Bainbridge College began in 1987 to formalize its institutional effectiveness processes. Over the past twelve years changes to methodology occurred as the planning and assessment process evolved at the College. Highlights include the creation of a planning assembly in 1988, the development of the first institutional strategic plan in 1990, a campus wide planning meeting in 1991, the development of general education outcomes in 1994, the pilot testing of assessment instruments, and the implementation of institution-wide unit planning forms and an annual one-year and five- year planning process in 1994. Since then, the College has had five years of experience with its planning and assessment process. (See Appendix A.)
The College has been engaged in planning at the individual, unit, and institutional levels on an annual basis. Planning and evaluation processes occurred at all levels of the College. In the past, college-wide evaluation activities began in June with the annual report, followed by the development of one- and five-year goals by the College’s planning units. The unit reporting process included an executive summary of the accomplishments of the unit throughout the year, an evaluation of the previous year’s one- and five-year goals including whether set goals had been reached, and a submission of new or revised one-year and five-year goals. These unit reports and plans were submitted in June to the Institutional Effectiveness and Planning Team (IEP Team), comprised of the President, the Vice President of Academic Affairs, the Vice President of Business Affairs, and the Director of Institutional Research and Development. The President and his staff used the unit plans to compose institutional goals and initiatives and to make budgetary and planning decisions. The IEP Team was responsible for using the unit plans as the source for funding priorities. As monies became available, the higher priority plans were funded and the appropriate organizational unit proceeded with implementation of the plans. The plans that were implemented were summarized in the unit’s and President’s annual reports. In September, all faculty and staff as determined by their supervisor were required to begin their individual plans. (See Appendix B for a detailed list of planning/ reporting dates for a sample year.)
In the spring and summer of 1999 under the leadership of a new President, changes were initiated in the planning process. A Planning Council was appointed to replace the Institutional Effectiveness Team. The Council is comprised of current and former students, classified staff, professional staff, faculty, and administrators. The initial membership was determined after deliberation with various planning units on campus. In the future, membership will be achieved by nominations from the heads of the eighteen planning units on campus. The planning and evaluation cycle continues in much the same manner. The College’s planning units again begin their evaluation activities in late spring with the annual report, followed by one-year and long-range planning goals. As in the past, the reporting process includes an executive summary of the accomplishments of the unit throughout the year, an evaluation of the previous year’s one-year and long-range goals, including a report on whether set goals have been reached, and a submission of new or revised one-year and long-range goals. These reports and plans are now submitted to the Planning Council, which has been charged to
In addition to its planning processes, the College has established procedures which allow it to evaluate all aspects of its operations and functions. Assessment of student outcomes is occurring for general education, career programs, and transfer function. Another evaluation measure is the planning unit reports described above, which detail the degree of success in achieving the goals of the previous year and provide documentation for new or revised one-year and long-range goals. Further, additional evaluation occurs in the annual survey of graduates, the periodic telephone survey of students who withdraw or do not return, in the Student Satisfaction Survey, and in various ad hoc surveys. Evaluation of faculty, staff, and administrators at the College occurs annually in performance reviews. (See Appendices D, E, F, G, H and I.) Faculty also are evaluated by students in their roles of advisor (Appendix J) and instructor (Appendix K). Further assessment of faculty occurs with pre- and post-tenure reviews. Tenure-track faculty participate in a comprehensive pre-tenure review after three years of performance at the rank of assistant professor or above. In addition, once tenure is awarded, all faculty are subject to another comprehensive review every five years. Finally, all administrators are evaluated annually by a selection of eight employees of the College. (See Appendices G and H.) The results of these evaluations are provided and discussed with each administrator by his/her supervisor.
3.1 Planning and Evaluation: Educational Programs
Planning and assessment at Bainbridge College focus on the two areas that
constitute the College's mission: teaching and public service. While faculty members often conduct research in their disciplines, the College does not pursue research as an official part of its mission. The Institutional Effectiveness Committee's review indicates that the College strives to engage in systematic, broad-based, interrelated, and appropriate planning and evaluation activities for its educational and public service programs.
Planning for teaching is conducted in multiple ways. The College has defined what constitutes "good" teaching. This Core Value Statement is found in the College Faculty Handbook (p. 53) and also in Appendix L of this chapter.
Evidence of planning for teaching is demonstrated in the annual schedule of classes prepared by all department/division chairs of instructional units. This plan is designed to provide an appropriate selection of courses for students. In addition, the plan incorporates a flexible schedule, with courses offered on and off campus and during daytime, evening, and weekend hours. The proposed schedules are forwarded to the Vice President of Academic Affairs so that a coordinated, comprehensive schedule of classes can be advertised to the students and faculty for planning and recruitment purposes. The comprehensive involvement of faculty in the planning of course schedules speaks to the comprehensive and interrelated nature of the planning process for teaching.
Curricular planning and development are monitored by the Academic Council which acts upon proposed curricular changes after thorough study. In addition, ongoing monitoring produces change wherever needed: i.e., Student Evaluation of Instructor and Student Evaluation of Advisor. (See Appendices H and G.)
Evaluation of teaching at Bainbridge College is broad-based, systematic, interrelated, and appropriate. The Bainbridge College Assessment Team functioned as the standing committee to support the assessment of general education (Appendix M ), the transfer function (Appendix N), and career programs. (See Resource Manual for Career Program Student Learning Outcomes.) For example, in the area of general education, oral communication was assessed four times with the result that the rating sheet was revised and an impressive success rate was achieved. In the area of written communication, numerous assessments were conducted producing revised rater sheets, more emphasis on style, and an effort to standardize essay evaluation procedures among classes. (See Appendix O.) Transfer function assessments were conducted in written communication, multiculturalism, mathematical reasoning and history. Career outcomes were assessed in drafting, automotive, industrial maintenance, and electronic technology programs and in secretarial science, including the pre-employment skills outcome in the Human Relations classes for all of these programs. The Director of Institutional Research coordinated the data collection, prepared the data analyses, and forwarded the results to faculty from the discipline where the student learning outcome data were collected. These results were used to determine whether improvements were needed based on the information derived from the assessment results. The chair and a subcommittee of faculty from the discipline or career program which the outcome addressed forwarded findings and recommendations to the Director of Institutional Research and Development. Although the assessment process was established, the Bainbridge College Assessment Team did not consistently review all of the data on an annual basis. Therefore, the President initiated in the summer of 1999 a new reporting form, "Student Learning Outcomes Department/Division Chair’s One-Year Plan for Improvement", to show closure between the assessment of outcomes and improvements. (See Appendix M.)
In addition to all of the above, the College evaluates instructional planning and teaching in other ways. In each of the past three years special task forces and ad hoc work groups studied success rates of students taking Biology 2111 and 2112, Anatomy and Physiology I and II; best practices relative to Regents’ Essay Test Preparation and remediation; duplication among math courses; and gaps in course content as students progressed through various math courses. Evaluation of teaching also is conducted through the review of class syllabi, student evaluations of instructor (conducted each semester in the academic year and used in performance reviews), unit head evaluations, instructor self-evaluations, and surveys including the annual graduating student exit survey, non-returning student survey, and periodic surveys conducted by the Division of Technical Studies of employer satisfaction and job acquisition. That all planning and evaluation activities are conducted on a regular schedule speaks to a systematic nature.
Short courses, noncredit courses, and institutes for both adults and youth provided by the Division of Continuing Education and Public Service are evaluated regularly. The Division asks participants in every program to complete a questionnaire which evaluates the effectiveness of the instructor and the program and which inquires about participants’ interest in additional program topics not currently being offered. The Director also analyzes enrollment statistics to determine the need for individual courses. The Division has implemented the following changes as a result of these evaluations: a change of instructor, a change in the content of a course, a change in the length of a course, a change in the time of day or evening or day of the week a course is offered, and the development of new courses and the locating of instructors to teach them.
Bainbridge College keeps records on students, including program completion rates, state licensing examination pass rates, and job placement rates. Evaluation of state licensing examination pass rates for the LPN program resulted in the implementation of a new course entitled State Board Review, LPNU 1150. In Arts and Sciences, graduation cannot occur without passing the Regents’ Test, a System-wide exam of reading and writing competencies. Assessment of the general education written communication student learning outcome and the examination of Regents’ Test results led to use of practice essays as part of students’ grades in English 1102 and coordination with the Learning Center for test preparation.
Bainbridge College has established a clearly defined purpose appropriate to collegiate education. (See Chapter 2 of this report.) The educational student learning outcomes (Appendices M, N and Resource Manual referenced earlier) defined by Bainbridge College are consistent with the institution’s purpose. The institution has developed and implemented procedures to evaluate the extent to which these educational outcomes are being achieved and has used the results of those evaluations conducted to date to improve educational programs, services, and operations. Maintenance of the documentation for such closure was diverse; however, the adoption of the new "Student Learning Outcomes Department/Division Chair’s One Year Plan for Improvement" form will provide documentation of improvements that have followed from evaluations. (See Section 3.3.)
3.2 Planning and Evaluation: Administrative and Educational Support Services.
The Institutional Effectiveness Committee identified the College’s planning units which provide administrative and educational support services. Since the institution’s organizational chart did not depict all of the units which provide services, the Committee defined a planning unit based on the following criteria: a separate office with a title; an identifiable person with a title such as chair, director, coordinator, supervisor, vice president or president; a separate budget for the office/person; and a budget with some degree of permanence. The result was a chart (Appendix Q) identifying the following planning units:
Division of Continuing Education
Learning Center
Library
Office of Academic Affairs
Office of Administrative Computing
Office of Admissions and Records
Office of Business Affairs
Office of Career Development and Counseling
Office of College Relations
Office of Computer Services
Office of Financial Aid
Office of Institutional Research and Development
Office of Plant Operations
Office of the President
Office of Student Services
This planning chart does not reflect the official organizational chart of the College. A corollary effect of the Committee's efforts was the development of just such a revised organizational chart. (See Appendix R.) The Committee believes that this revision more accurately represents the organization and structure of the College. Therefore, the Committee suggests that the College examine the revision of the College organizational chart for adoption.
Each planning unit listed above has on file a mission statement which supports the institution’s purpose and goals. All units prepared annual and five-year plans which included a series of specific goals from which the institutional goals were developed. The institution’s procedures for evaluation permitted each planning unit to determine the extent to which its goals were being achieved. However, the Institutional Effectiveness Committee was unable to identify a systematic institutional process to evaluate formally the effectiveness of all individual units. The inconsistencies in evaluation may explain why the responses to the Self-Study Questionnaire of the faculty and staff indicated that between 39 and 56 percent of the faculty and between 12 and 38 percent of the staff were unaware of or did not understand the evaluation process. The Committee believed that additional steps were needed to show the College "closing the loop" in its planning and evaluation process. Therefore, the new planning process described on the second page of this chapter was implemented in June of 1999 to assure evaluation of effectiveness of support units. These additional steps have now been taken. The one-year objective planning form was modified and includes a new category: "assessment standard." The assessment standard requires the planning unit to specify the desired benchmark by which the accomplishment of the objective will be measured prior to implementing planning for the coming year. Additionally, all long-range goals are linked to one-year objectives in that long-range goals are reached as the one-year objectives are fulfilled. The actions taken to achieve the objective and goal to which it is linked are reported on the new evaluation form and require the planning unit to report how the results compare to the assessment standard. The final step, indicating the intended use of assessment results, is reported on the objective form and provides summary documentation for setting new annual objectives, thus closing the loop of planning, budgeting, and assessment. Finally, all planning units are using a survey instrument to assess their functions as derived from their mission statements.
3.3 Institutional Research
Bainbridge College is committed to an effective planning and evaluation process which includes institutional research. Evidence of this commitment is the College’s dedication of institutional funds for the full-time position of Institutional Research and Development in 1993. This individual reports administratively and functionally to the President and serves an integral role in the institutional planning and evaluation processes at Bainbridge College. The institutional research function is centralized in the Office of Institutional Research and Development, located in the Oak Center, office #903. The Director of Institutional Research is responsible for the following duties:
The duties of the Director of Institutional Research have increased in number and magnitude since the position was created in 1993. No additional staff have been added and until 1999 no increase in space had been allotted to the Office.
In addition to these concerns, the Committee discovered that a number of surveys are conducted by offices across campus. Further, the results and analyses of the surveys are not archived in a centralized place. While it is deemed acceptable for offices to administer their own survey instruments, the situation raises the question of institutional coordination. Therefore, the Committee recommends that the institution review the allocation of responsibilities, duties, and resources of the Office of Institutional Research and Development.
In a finding similar to its review of the other planning units which provide administrative and educational support services, the Committee was unable to identify a process to address in a systematic way the use of assessment results for the improvement of the institutional research office and institutional function. However, the College’s process is constantly improving, and reporting and planning activities have integrated procedures to link goals and assessment results to improvement measures and opportunities for change based on predefined criteria.
Recommendations
3.3: The Committee recommends that the institution review the allocation of responsibilities,
duties, and resources of the Office of Institutional Research and Development.
Suggestions
3.2: The Committee suggests that the College examine the revision of the College organizational chart for adoption.
"Return to Top"Section IV
Educational Program
4.1 General Requirements of the Educational Program
As described in its mission statement (Catalog, pp, 13-15), Bainbridge College has a three-fold purpose: to provide transfer degrees, technical programs, and public service/continuing education courses. All aspects of the educational programs at Bainbridge College are clearly related to this principal focus, as the College strives to provide educational opportunities for area residents through its academic transfer and technical areas, continuing education, joint degree programs with nearby technical institutes, upper division and graduate offerings by Valdosta State University and Albany State University, and distance learning transmissions to other sites and from other academic institutions and governmental and professional agencies (p. 13).
In order to fulfill its educational mission, Bainbridge College maintains a core curriculum consistent with University System of Georgia (USG) guidelines to ensure transferability of courses to USG institutions. This core provides study in humanities, mathematics, natural sciences, social sciences, and the major field. At the present time, the College offers 38 programs of study (Catalog, pp. 68-134) leading to associate of art (AA) transfer degrees, associate of applied science (AAS) terminal degrees, technical certificates, and specialized certificates (Catalog, p. 18). In addition to its own programs of study, Bainbridge College offers cooperative programs through special arrangements made with Albany Technical Institute and Thomas Technical Institute, thus allowing students to combine general education courses from Bainbridge College with technical career diploma and/or degree programs from these institutions to earn an associate of applied science degree at BC.
Bainbridge College’s faculty is competent, experienced, and well prepared. Of the 50 full-time faculty members listed in the 1998-2000 Catalog, 42 (84%) have master's degrees, and 23 (46%) hold doctoral degrees (pp. 179-184). According to the 1998 edition of Bainbridge College Fast Facts, 52% of full-time teaching faculty held doctoral degrees, 16% held a master's plus additional study, 18% held master's degrees, 6% held bachelor's degrees, and 8% held less than a bachelor's degree. Faculty qualifications are discussed in detail in Section 4.8.
Likewise, the College provides adequate library/learning resources. According to its annual report for 1999, the BC Library houses 34,462 books in paper volumes and 26,643 titles, 7,651 microform units, 428 paper and microform subscriptions, and 1,749 audiovisual materials. Since September of 1995, Bainbridge College has provided access to GALILEO (an acronym for Georgia Library Learning On-Line), an innovative resource sponsored by the University System of Georgia and shared by libraries throughout the state that includes more than one hundred databases for faculty and student use, both on and off campus. Ten computers with GALILEO and Internet access currently are located in the BC Library. In January 1999, the College became the first two-year college in Georgia to be provided access to the GALILEO Interconnected Libraries (GIL) system, an automated statewide library system with a single electronic catalog of all library holdings in the University System. Students and faculty can search any individual library catalog and are accorded universal borrowing privileges throughout the state's academic libraries.
Since 1996, the Bainbridge College Learning Center has provided free student tutoring in academic and technical subjects. Appropriate computer resources are provided to faculty, staff, and students at Bainbridge College through the Office of Computer Services. Currently, faculty and staff have been provided with 97 desktop and 45 laptop computers. Network and Internet access is available, with ten servers supporting the College's academic and administrative functions. An additional 250 computers are assigned to labs and classrooms.
Bainbridge College's student enrollment and financial resources are sufficient to support an effective educational program. As of fall semester 1998, 1050 students were enrolled at Bainbridge College. System records show a total expenditure per EFT student as $7,635 in FY97, a figure greater than the total for eight of the other two-year colleges in Georgia. This figure also falls above three of the four-year USG colleges (University System of Georgia Expenditures Per EFT for Fiscal Year 1997).
Bainbridge College ensures appropriate levels of student achievement and equivalent quality of its programs through a variety of methods of instruction. While the current graduation rate is only 20% (meaning that 20% of the first-time, full-time students who entered in the fall of 1994 had been graduated by the spring of 1998), this percentage is attributed to BC's largely nontraditional student population, many of whom choose not to earn a degree. Instead, often these students enroll to improve technical skills or to earn academic credits which they transfer to another institution. In order to ensure student achievement, class sizes are limited (the average in 1997 was 20 students and the faculty/student ratio was one to eighteen, according to BC Fast Facts), and entrance standards established by the USG including the completion of the high school College Preparatory Curriculum (CPC) must be met for admission to all associate of arts programs. Achievement is further assured through the USG's Regents' Testing program, which assesses competencies in reading and composition for all transfer degree-seeking students throughout the 34 member institutions of the University System of Georgia. Student support is also provided through the Minority Affairs program, the Developmental Studies Department, and the Learning Center.
4.2.1 Undergraduate Admission
General admission policies at Bainbridge College are established by the University System of Georgia's Board of Regents and are outlined in its Catalog (pp. 19-27) as well as on the USG website (http://www.peachnet.edu/admin/acaff/handbook), which defines minimum system-wide standards for admission. The Board of Regents has the authority to determine the size and character of the student body at Bainbridge College (Policy Manual, p. 400.10). In the University System of Georgia, individual institutions have the prerogative of setting more stringent admissions criteria but are required to meet the minimum criteria set forth by the System. The only current exception that Bainbridge College makes to USG admissions guidelines is in regard to the Compass placement test, from which a student may be exempted at Bainbridge College if he has an SAT verbal score of 480 and an SAT math score of 440 ( a slightly higher standard than required by other some other institutions). Such local exceptions to USG admission standards must be approved by the Academic Council as well as by a majority faculty vote prior to the administration's recommendation of such action to the Board of Regents. However, the current Statutes (p. 11) do not list such a procedure as the responsibility of Academic Council, and there does not seem to be a clearly established written procedure at Bainbridge College for verifying this process. It is therefore recommended that the Bainbridge College Statutes be updated to identify the Bainbridge College Academic Council as the body designated to recommend to the faculty for its approval any institutional admission policies that are more stringent than USG policies.
With regard to the implementation of admission policies at Bainbridge College, the Office of Admissions and Records is responsible for administering such policies, which are clearly identified in the Catalog (pp. 19-25). This office provides information to prospective students, evaluates applications for admission, and notifies students of their admission status. Admissions testing is coordinated by the College counselor. Because Bainbridge College offers both transfer and technical programs, some variations do occur in admissions requirements. For example, all applicants to Bainbridge College must be at least sixteen years of age except for those who seek admission to the licensed practical nursing (LPN) program, who must be at least seventeen. Admissions requirements for transfer degree programs are listed in the Catalog (p. 19), with those for technical programs following on pages 20-21. All applications are processed through the Office of Admissions, which provides institution-wide coordination of all admissions policies and procedures and ensures that admissions policies are consistent with the educational purposes of the institution under USG guidelines.
In order to ensure that students who are admitted to Bainbridge College have reasonable potential for academic success, the College follows USG guidelines for qualitative and quantitative admissions test scores. Beginning in the summer of 1999, all students who seek admission to transfer degree programs must score at least 330 points on the verbal portion of the Scholastic Aptitude Test (SAT) and 310 points on the mathematical portion of the SAT and have a minimum high school academic GPA of 1.8 (Catalog, p. 19).
Prospective freshmen students who find themselves lacking in certain fundamental skills necessary to make appropriate progress in regular college coursework must enroll in special remedial classes under the aegis of BC's Developmental Studies Department. Placement scores that require students to enroll in such remedial classes are listed in the Catalog (p. 52). These classes are also open to students who feel the need for additional preparation even if they are not required to take such courses because of low admissions test scores. The Chairman of the Developmental Studies Department regularly reviews admissions test scores to ensure accurate placement and reports any concerns to the Director of Admissions. For example, during 1998-99 academic year, upon the recommendation of Developmental Studies instructors, the Academic Council approved a measure, which was later passed by the faculty, to raise the Compass English placement score to 60.
The University System also requires additional coursework for students who have not met the high school College Preparatory Curriculum (CPC) requirements. These individuals are assigned to special academic advisors and must complete additional coursework in which they earn at least a C before earning college credit (Catalog , pp. 22-24).
Admissions appeals are handled by the BC Admissions Committee, which consists of the Director of Admissions and Records, the Vice President of Academic Affairs, the Dean of Students, and two faculty members appointed by the President (Statutes, p. 12).
According to the Director of Admissions, her office regularly evaluates its admissions standards and procedures to ensure that they are consistent with USG policies prior to the publication of its biennial catalog. If changes occur on a system level between catalog cycles, they are communicated in writing by the Board of Regents (BOR) to all member institutions. These changes to existing admissions policies are implemented at Bainbridge College by the Director of Admissions, who communicates them to other College personnel. This committee has interviewed the Director of Admissions and Records and has examined the College's current advertising and recruiting materials (including the current catalog as well as credit and continuing education class schedules and the fall semester outreach report for 1998-99) and has concluded that all recruiting activities and material accurately and truthfully portray the institution.
Graduation from a BOR-approved high school is required for beginning freshmen in the transfer degree (AA) programs of study at Bainbridge College (Catalog, p. 19). However, there are several admissions classifications that are exempt from this requirement. First, Bainbridge College does accept students into career degree (AAS) programs upon the submission of proof of the applicant's successful completion of the General Equivalency Diploma (GED), as explained on p. 20 of the current catalog. Second, the College does not require either a high school diploma or a GED for students seeking admission to one of its technical certificate programs (Catalog, p. 20), with the exception of the LPN program (p. 22). Third, high school students may seek joint enrollment in degree programs at the College provided that they are high school juniors or seniors or are sixteen years of age and "on track" in the USG College Preparatory Curriculum, discussed above (Catalog, p. 21). Finally, high school students seeking joint enrollment in certificate programs at Bainbridge College must be high school juniors or seniors and make certain minimum acceptable scores on the Compass Placement Exam (Catalog, p. 21).
The Bainbridge College Catalog states that most minimum admission requirements are set by the Georgia Board of Regents and are "firm" (p. 19). To ensure compliance with USG standards, the BC Admissions Office maintains admissions files for all enrolled students containing all documentation required for admission. According to the Assistant Director of Admissions, state auditors routinely examine a random sampling of student folders to determine that all documents necessary for admission have consistently been verified. Admissions Office personnel also periodically check student folders to ascertain that established procedures are being followed.
Evidence from several sources indicates that Bainbridge College admits students whose interests and capabilities are consistent with institutional admissions policies. This evidence includes the following:
*Bainbridge College students perform well on the Regents' Testing Program (an average of 74% of BC's first-time examinees passed both portions of the test during the past five years).
*course completion data for students in technical programs: a division average of 91% of students enrolled at midterm during FY97 completed their coursework (Table 5, Annual Report FY98 - Division of Technical Studies).
Students who wish to transfer to Bainbridge College from other institutions are required to meet the same CPC and admissions test requirements as beginning freshmen if they have been out of high school for less than five years. All transfer students are required to submit official transcripts from all previously attended post-secondary institutions. Additionally, official high school transcripts and/or appropriate entrance examinations may be required in some cases (Catalog, p. 20).
According to the Assistant Director of Admissions and Records, Bainbridge College does not have such admission classifications as "good standing, " "admission on probation," and "provisional admission" for transfer students. An applicant who has fewer than 15 semester hours of transfer credit from another institution must meet all requirements for freshman admission.
The administration at Bainbridge College recognizes that learning may result from a variety of experiences and activities as well as from formal classroom instruction. Therefore, the College is committed to a policy that allows for the award of credit by examination. One of the instruments that the College employs for the award of such credit is the College Level Examination Program (CLEP). The regulations that govern the awarding of credit, the required scores, the hours of credit awarded, and all additional requirements are published in the Catalog (pp. 48-50). These examinations and the resulting award of credit meet commonly accepted practice and relate to the student's program of study. CLEP scores and the amount of credit awarded are kept on file in the Admissions Office as a part of the student's permanent record.
Students may also be awarded credit by examination by earning acceptable scores on departmental challenge examinations for prior work experience, military experience, other educational experiences, or courses taken at non-accredited institutions (Catalog, p. 48). Qualified faculty in the appropriate area are given the responsibility for developing, administering, and grading these departmental challenge examinations. The tests given and the scores achieved are kept on file in departmental offices and a letter of verification is sent to the Admissions Office to be placed in the student's permanent record. Committee members interviewed several administrators but could not locate an official policy regarding these exams, nor does it appear that the Academic Council has addressed this issue. Various faculty members who spoke with members of the Committee expressed concern about the award of credit by this means as the tests are nonstandardized and often cannot address student competencies in many areas covered in an actual classroom setting (for example, research and use of the Internet in ENGL 1101 or 1102 classes). The Committee therefore suggests that the institution develop appropriate challenge exams to assess accurately student competencies.
The College also awards Advanced Placement (AP) credit for students who make acceptable scores on College Board Advanced Placement Program examinations. Courses for which AP credit may be awarded are listed in the Catalog (p. 25). Additionally, the College provides credit for experience toward the Safety and First Aid physical education requirements for active duty military personnel, military veterans, and emergency medical technicians who provide acceptable proof that they have met the requirements of the course. For example, prospective students have shown evidence of CPR and American Red Cross certification and have been deemed exempt from the Safety and First Aid requirement.
Bainbridge College also awards credit for experiential learning by examination. Students who wish to receive credit for experiential learning may do so either through the CLEP program or through the locally developed departmental challenge examinations, as discussed above.
According to the Director of Admissions, admissions personnel evaluate the transcripts of transfer students in a timely manner, usually within one week of receipt. All previous courses taken within the student's area of concentration that can be accepted in accordance with both the College's and the Board of Regents' policies are credited to the student's record. Students are then mailed a copy of the results of their transcript evaluation, and information of transfer credit is posted to the student's permanent record. In all cases, transcript evaluations are completed and the results posted by the end of the student's first term of enrollment.
Bainbridge College accepts transfer credit from all sister USG institutions according to procedures established by the Board of Regents. Transfer information regarding the University System of Georgia can be found on the Core Curriculum web page for the Board of Regents (http://www.peachnet.edu/admin/accaff/newcore/). The web page details transferability issues among USG institutions.
Bainbridge College evaluates student academic records from non-USG institutions following the guidelines set forth in Transfer Credit Practices of Designated Institutions, a document published by the American Association of Collegiate Registrars and Admissions Officers and used by most U.S. colleges to ensure coherence in transferability issues. Copies of this document are housed in the Admissions Office and consulted to determine whether an institution is accredited, by whom it is accredited, and if its courses are generally accepted for transfer credit.
Although Bainbridge College has not yet been asked to accept a web course for transfer credit, in theory it could do so if the class had been offered by a regionally accredited institution. If it were not, the student would have to pass a challenge exam covering the material before credit could be awarded at Bainbridge College. Likewise, it has always been the policy of Bainbridge College not to transfer any technical school courses as academic courses. Transfer degree seeking students who have completed technical courses elsewhere do have the option of taking a challenge exam or a CLEP exam at Bainbridge College covering the material from these technical courses to ensure that they meet academic standards for transfer credit. Career courses from technical schools can be transferred to Bainbridge College if the college offers an equivalent course.
Bainbridge College has clearly defined policies regarding academic probation, academic suspension, and readmission for students (Catalog, pp. 45-46). Students who have been placed on academic suspension have full access to the College's appeals procedure, as outlined in the Catalog (p. 46) and the Student Handbook (p. 36). Because the College does not permanently dismiss students for academic reasons, there is not a policy for academic dismissal. Minutes of the Admissions Committee meetings verify that the readmission of students suspended for academic reasons is consistent with the academic policies of the institution. These minutes are maintained in the Admissions Office.
4.2.2 Undergraduate Completion Requirements
Each degree program at Bainbridge College requires an appropriate sequence of courses leading to the degree. These programs of study along with the sequence of required courses for each degree are published in the Catalog (pp. 67-134). Students also may review descriptions of all courses as well as any required prerequisites for each course offered at Bainbridge College in the Catalog (pp. 135-176). The Catalog further specifies the total credits for each degree and the number of credits and electives to be earned in each program of study (pp. 67-134) as well as standards for satisfactory progress (pp. 45-47) and other graduation requirements (pp. 26-28).
As required by USG Core Curriculum guidelines (published at the USG website), all transfer degree programs at Bainbridge College contain a basic core of general education courses. The website lists ten principles that are common to all 34 USG institutions, noting that each institution's core curriculum shall
1. Encourage the development of written and oral communication skills and critical thinking within the broader academic context.
2. Permit opportunities for interdisciplinary learning.
3. Include offerings that reflect the special characteristics of the institutions.
4. Feature international components that increase global awareness and introduce the students to different cultural perspectives.
5. Include an informed use of information technology.
6. Employ pedagogy designed to increase intellectual curiosity and to initiate a continuing interest in the subject matter,
7. Feature courses that are challenging and rigorous and provide learning experiences that distinguish a field.
8. Introduce the methods used by technical and scientific professionals such as the evaluation of empirical data, problem recognition, problem definition, the application of scientific principles, and logical problem solving.
9. Be cohesive and provide entry to both specialized studies in the student's chosen field and remaining courses (whether upper or lower division) in the institution's general education curriculum, and
10. Be designed with the assumption that students have met an admissions standard to the institution (with appropriate academic support provided for those who have not).
Bainbridge College has designed and reviewed its curriculum to incorporate these principles. For example, the Faculty Handbook states that "all faculty members have an obligation to work toward the full development of the basic skills of oral and written communication and of computational skills for all students" (Appendix A, p. 2). In addition, all degree-seeking students are required to take two courses in freshman English, which include written composition skills, an introduction to information technology, library orientation, beginning logic, and critical thinking. Degree-seeking students also take a course in oral communications as well as a two-course sequence in interdisciplinary humanities, which surveys world cultures and introduces cultural perspectives from the world's great religions as well as the achievements of past civilizations. Further study is required of degree-seeking students in mathematics, science, and social science, all of which stress problem solving and the scientific method. Assessment of these principles occurs in the College’s systematic assessment of general education outcomes. (See Chapter Three for further discussion.)
With regard to general education credit hours, all transfer degree (AA) programs contain 42 semester hours of general education courses: in most programs, 9 hours in Essential Skills (English composition and mathematics), 5 hours in Institutional Options (human communications or study abroad and wellness), 6 hours in Humanities/Fine Arts, 10 hours in Science, Mathematics, and Technology, and 12 hours in Social Science (including history and American government). Students seeking AA degrees in mathematics, nursing, or sciences also earn 42 semester hours in general education course work in the following areas: 9 hours in Essential Skills, 4 hours in Institutional Options, 6 hours in Humanities/Fine Arts, 11 hours in Science, Mathematics, and Technology, and 12 hours in Social Science. The AAS terminal degree programs also contain 26 hours of general education courses.
Bainbridge College demonstrates the competencies of its degree program graduates in several ways. First, basic reading and writing are assessed by the USG requirement that all transfer degree-seeking students must pass the state Regents' Test (Catalog, p. 26), which is administered each semester and graded by faculty raters outside of the student's own institution. Competency in oral communication is attained by the requirement that each degree-seeking student must pass a speech class. Additionally, many other academic classes require oral presentations.
Mathematics skills are initially demonstrated by admissions testing criteria. Degree-seeking students who do not score at least a 30 on the Compass College Placement Test are required to enroll in developmental classes in mathematics. As mentioned above, students in degree programs are then required to pass at least one college level mathematics class in the area of "essential" skills. Certificate students also are required to pass courses in business or technical mathematics in order to be graduated from Bainbridge College.
Bainbridge College also has determined its desired learning outcomes in general education, transfer areas, and career programs (see Chapter 3, "Institutional Effectiveness"). Each year the College collects data to determine the extent to which students have acquired the desired learning outcomes. The Director of Institutional Research coordinates the data collection and prepares the data analyses. The academic chair who supervises faculty from the discipline from which the student learning outcome data are collected then convenes the appropriate subcommittee to interpret the results and to determine whether improvements are needed based on the information derived from the assessment results. Next, the subcommittee's findings and recommendations are forwarded to the Vice President of Academic Affairs and the Bainbridge College Assessment Team for documentation and approval of implementation where needed. On all data that are gathered, bivariate correlation is used to measure the relationship of students' scores on each locally developed instrument with their college GPA, high school GPA, and cumulative quarter hours. Additionally, a third analysis, the measure of agreement between the reviewers, yields the degree of interrater concordance when the method of data collection requires a rating by one or more reviewers.
The data from the assessment activities are used in one or more of the following ways: to establish baseline data, describe performance, describe dimensions of performance, identify improvement opportunities in the instrumentation and assessment methodology, determine if processes meet course objectives, and measure outcomes for improvement efforts. Brainstorming, spreadsheets, statistical analyses, and tabular data are utilized in the measurement of data.
Students learn the basic use of computers in various ways. With the advent of web-based registration, students use computers to enroll in classes at Bainbridge College. They also use the library’s computer catalogue to locate books and are provided with access to the web and to GALILEO databases in the library. All English composition classes at Bainbridge College (required of all degree-seeking students) include computer activities, and at least 70% of these classes are taught in a computer lab. Students word process their papers and are introduced to the Internet as well as to web-based research techniques. Some faculty members in English and humanities also incorporate listserve discussion groups and require students to establish e-mail accounts in order to correspond with each other and their professor as a part of their class requirements. Additionally, most science classes require computer use, as do many social science classes. For example, computerized temperature probes are used in chemistry to measure temperature changes that occur during chemical reactions, melting points and boiling points. In addition, the temperature probes are used in physics to measure temperature changes during mixing of different amounts of heated material. Again in physics classes, students use computers to measure different aspects of motion. The distance from the detector, speed, and acceleration can be determined. Simulation software also is used to study the relationship between friction, force, speed, and energy. Other software is used to see how electrically charged particles interact with one another. In addition to these required classes, most degree-seeking students can elect to take CSCI 1301 (Computer Science I) as a part of Area D ("Science, Mathematics, and Technology") of the core curriculum.
Likewise, students in technical areas receive many opportunities to learn the basic use of computers. In addition to the English courses required of both AA and AAS degree-seeking students in the core curriculum area of "Essential Skills," virtually all technical courses offered both to AAS and certificate students include a substantial computer component. All certificate students at Bainbridge College are also required to take a course in communications skills, which also includes a computer component.
Student perceptions indicate that the College is effective in its efforts to ensure that they become computer literate. Of the 569 students who were asked about their knowledge of and access to computers at Bainbridge College in the Self Study Questionnaire in the fall of 1998, a significant majority responded affirmatively regarding the availability of computer technology at BC. (This data includes both degree-seeking and technical students.) When asked to express their opinions on the statement "Bainbridge College provided me with adequate computer resources," 88% of all students expressed agreement. Likewise, 89% of student respondents agreed with the statement "I am competent in the basic use of computers."
Further analysis of available data confirms the Self Study Questionnaire survey results. According the Director of Institutional Research, graduating sophomores were surveyed about computer literacy in the graduate exit questionnaire in the summer of 1998. In response to the question "How well did BC help you acquire a broad, general education about a variety of subjects, including your ability to use computers?", all nine students answering the survey responded affirmatively, with five rating their instruction as excellent, two as above average, and two as average. Since this was the first survey of Bainbridge College graduates to include a question regarding computer literacy, its findings are encouraging.
Since almost 90% of the students polled in the Self Study Questionnaire and the 1998 graduate exit survey feel competent in the basic use of computers, one can assume that many students come to Bainbridge College already computer literate and do not need additional instruction in the basic use of computers or are provided adequate instruction while at Bainbridge College. Based on available data, the committee has concluded that Bainbridge College does in fact ensure that its students learn basic computer skills.
As discussed in the preceding paragraphs and referenced in the Catalog, Bainbridge College defines what is meant by each area of concentration and states the number of credits required for each program of study (pp. 67-134). Each transfer degree requires at least 18 semester hours of courses related to the program of study, which include "lower-division courses related to the discipline(s) of the program and courses which are prerequisite to major courses at higher levels" (USG Core Curriculum). According to the Catalog, students who are awarded degrees at Bainbridge College must complete 18 semester hours at Bainbridge College (p. 27), thus exceeding the SACS requirement that at least 25 percent of the total semester hours required for instruction be earned through the institution awarding the degree.
All credit courses at Bainbridge College are applicable to the College's own degree or certificate programs or are classified as developmental classes for institutional credit only.
4.2.3 Undergraduate Curriculum
As the only comprehensive community college in southwest Georgia, Bainbridge College serves a diverse student population. It is one of four institutions of the University System of Georgia that offers both transfer degree and technical programs, as referenced in its mission statement (Catalog, p. 14). The Degrees and Certificates Conferred Reports for FY98 reports the following breakdown:
Associate of Arts 80 45%
Associate of Applied Science 38 21%
Certificate 60 34%
Goals of the core curriculum for transfer degree seeking students have been discussed in preceding paragraphs. However, since approximately half of the students at Bainbridge College historically have sought specific training for immediate employment through the College's Division of Technical Studies, specialized curricula have been developed to support the various technical programs, as described in the Catalog (pp. 68-134).
All curricula at Bainbridge College have been deemed directly related and appropriate to the ability and preparation of the students it admits. Because two-year colleges traditionally function as virtual "open door" institutions, care must be taken to select appropriate entrance tests and to place students appropriately, as discussed in the preceding section on admissions requirements. For students who are not prepared for immediate entry into college level coursework, the College offers a developmental studies program (Catalog, pp. 51-53). Any Bainbridge College student who finds himself in academic difficulty may seek free tutorial assistance through the Learning Center. In addition, the Minority Affairs Program provides mentors for minority students (Catalog, p. 51).
Analysis of enrollment data for FY97-98 reveals that there were 2,614 students enrolled at Bainbridge College, whose academic standing during their last term of enrollment was as follows:
Good Standing 2,256 86%
Academic Probation 254 10%
Suspension 104 4%
These figures indicate that the curricula are appropriate to the ability and preparation of the students admitted to Bainbridge College. To assess students' knowledge in selected areas, a testing procedure has been developed by the Office of Institutional Research, as detailed in Transfer Program Student Learning Outcomes, which defines the desired outcomes for student knowledge in core areas and analyzes the results according to detailed assessment criteria. (See Appendix )
Bainbridge College has a clearly defined process by which the curriculum is established, reviewed, and evaluated. The Academic Affairs Handbook (Section 2.03.02) of the USG Board of Regents defines policy for the establishment of new academic programs as well as for the "termination of educational programs, degrees or majors." New degree programs cannot be added to the curricula of any USG institution unless they are recommended by its president, the Chancellor, and the Committee on Education and approved by the Board of Regents. Prior to submission of a proposal for a new program to the Board, BC's Academic Council must vote to recommend for approval by the faculty any new courses (Statutes, p. 11). These recommendations originate with the faculty, whose responsibilities include the review and proposal of "additions, deletions, and revisions to the Core Curriculum and to the various program curricula" (Faculty Handbook, Appendix A, p. 2).
The curriculum review process at Bainbridge College is broad based, recognizing the various roles of the faculty, the administration, and the governing board. Annually, as academic heads submit their end-of-the-year reports and plans, a signed review of the curriculum is prepared, which identifies needed changes in the curriculum. In addition, division chairs work with their faculty in reviewing the curriculum and developing new courses. Examples of past changes include new courses in math (Math 1101, Mathematical Modeling) and wellness (HWEL 2000, Comprehensive Wellness). Finally, as noted above, the Academic Council, which is charged with "defining the academic goals of the college and maintaining high academic standards" (Statutes, p. 11), reviews all curricular changes and determines whether these changes should be recommended for approval by the faculty. The composition of the Academic Council also speaks to the broad based character of the College’s curriculum review. The Council is comprised of representatives from the administration (the Vice President of Academic Affairs and Dean of the Faculty, the Dean of Students, Division and Department Chairmen, the Library Director, and the Director of Continuing Education), two elected faculty members, and two students.
Bainbridge College has a process which also recognizes the roles of the faculty, the administration, and the governing board in its curriculum review. During FY98, a trial implementation of the Bainbridge College Academic Program Review Process was undertaken, with targeted areas for review, including career programs, transfer programs, and learning support courses. Among the purposes listed in this process (p. 1) are the following relevant items:
*improve and recognize the curricular effectiveness of undergraduate transfer education and career programs
*involve faculty and administrators including external peers and accrediting agencies to complement the institutional effectiveness component of program evaluation
To ensure the quality of its curricula, Bainbridge College assigns the responsibility for program coordination for its degree programs, in both transfer and technical areas, to persons who are academically qualified in each field. The chairmen for both the Division of Arts and Sciences and the Division of Technical Studies hold appropriate credentials in their respective fields (Catalog, pp. 178-184; transcripts on file in the Office of the Vice President of Academic Affairs). Both chairmen work closely with faculty in the development and review of College curriculum (Statutes, p. 28). Bainbridge College, as a two-year institution, does not offer majors as such but rather lists "programs of study." In each of these curricular areas, at least one-full time faculty member with appropriate credentials has the primary teaching assignment in the program. The Vice President of Academic Affairs evaluates and maintains all faculty credentials with assistance provided by the Division Chairmen, as discussed in section 4.8.
As discussed in preceding paragraphs, the Board of Regents of the University System of Georgia approves all degrees offered by Bainbridge College (Academic Affairs Handbook, Section 2.18.01) as well as the administrative structures of its various member units (Section 1.07). The Academic Approval Process includes four areas of documentation:
1. Central Office approval
2. Board of Regents approval
3. Board Policy Manual citation and
4. Academic Affairs Handbook citation.
Distance learning activities in USG member institutions are under the auspices of a system-level Administrative Committee on Distance Learning and Instructional Technology (DLIT), whose Phase 1 Report "focuses primarily on planning and policy issues relating to distance learning and the use of distance learning technologies by the University System of Georgia" (http://www.peachnet.edu/oitt/dlit/section1.html). The DLIT is responsible for approving and coordinating all System distance learning offerings, including GSAMS and web courses. However, off-campus courses, as discussed in section 4.8.2.4, are not approved by the DLIT. Rather, USG presidents submit proposals to the Chancellor that meet criteria established by the Board of Regents (BOR) for off-campus centers where entire degree programs are available. Because the off-campus courses that Bainbridge College provides in Cairo, Colquitt, and Blakely are not complete degree sequences, they do not fit into that category. These courses provide access to higher education in outlying communities and allow working students to take a larger course load due to the convenient location of selected courses closer to their homes. BC's off-campus courses are coded and reported as such in all USG reports of off-campus instruction. Likewise, BOR approval is not mandated for an occasional web or GSAMS (an acronym for "Georgia Statewide Academic and Medical System") interactive video course except for those listed with the Southern Regional Electronic Campus (SREC), which has designated the University System of Georgia as the review agent for those multi-state listings by the Southern Regional Educational Board (SREB).
The University System of Georgia currently is exploring a mechanism to coordinate distance offerings as well as to secure from SACS a system wide approval/accreditation for distance learning at all Georgia public colleges and universities. As technology is the focus for the USG Board of Regents in 1999-2000, further recommendations and refinements regarding distance learning will likely result from their activities.
Both faculty and administration at Bainbridge College are responsible for the development of all academic programs. The Faculty Handbook states that "Bainbridge College faculty members must stay current with the University System of Georgia's Core Curriculum and must exercise leadership in presenting to the Bainbridge College Academic Council proposals for additions, deletions, and revisions to the Core Curriculum and to the various program curricula" (p. 2). All programs of study as well as the addition of new courses must be approved by the College's Academic Council (Statutes, p. 11), whose broad based constitution has been discussed above. Further responsibility for implementing and monitoring the general curricular policy and academic programs approved by the Board of Regents is assigned to the administration and faculty in the Statutes (p. 28), which charges the division chairs to "work with colleagues in the division or department for the improvement of instruction, the planning of courses, the development of the curriculum, the selection of teaching resources, and the evaluation of students." In addition, the Faculty Handbook requires that "faculty members monitor the curriculum for relevance and for the integration of new and related supporting materials" (Appendix A, p. 2). Recent evidence of the faculty and administration’s review of the curriculum is the adoption of a new core curriculum in 1998 as the College converted to a semester calendar.
As a member institution of the University System, Bainbridge College follows USG Core Curriculum guidelines, which assure that completed areas of study will transfer between the various institutions comprising the University System of Georgia (Academic Affairs Handbook, Section 2.04.01). In addition to its transfer degree programs, Bainbridge College has cooperative programs with Thomas Technical Institute (TTI) and Albany Technical Institute (ATI). Students can earn an associate of applied science degree by taking specified courses at each institution, as described in the Bainbridge College Catalog (p. 18). The policies governing such cooperative arrangements between USG institutions and technical institutes are described in the Academic Affairs Handbook, Section 2.18.03. To date, the ATI program has not been active. However, administrators from Bainbridge College meet annually with representatives from TTI to review the agreement and to make any necessary modifications. The Office of Academic Affairs maintains course syllabi for each course for which the Colleges accept credit toward the award of a degree earned with credits from the two institutions as outlined in the agreement. The College also maintains a data sheet for every faculty member who teaches the courses it accepts in the agreement. The Director of Admissions currently is finalizing a brochure which reflects the semester change relative to the programs. In addition, Bainbridge College has articulation agreements with Darton College, Thomas College in business and criminal justice, and Florida State University regarding the completion of the associate of arts degree and is exploring an agreement with Troy State University in Alabama for students who wish to transfer into its education program. Bainbridge College does have a "two plus two" program with Valdosta State University leading to a Bachelor of Science in Business Administration. Students are able to complete all requirements for the degree at the College.
Bainbridge College has entered into a programmatic agreement with Bainbridge High School to "encourage postsecondary education and to eliminate undue entrance delays, duplication of course content, or loss of credit" (Tech Prep Articulation Agreement). This Agreement further states that "Bainbridge High School students will earn postsecondary credit if they meet the criteria jointly established by the secondary and postsecondary instructional, student services, and administrative personnel." The College ensures that any credit it awards is at the collegiate level through its Contract for Articulation, which states,"a student must meet the required competencies (to include passage of a hands-on lab assignment test and/or a written exam over competency areas) and receive at least a grade of 85 in the secondary courses in order to transfer credit to the postsecondary institute." When the student is graduated from high school, he must then enroll at Bainbridge College within one academic year of his graduation date to receive credit for these articulated courses and must meet all regular admissions criteria for certificate students. Currently, the articulated courses are in the area of automotive services. According to the Director of Admissions and Records, the articulation agreement will be evaluated on a regular basis by checking the successful number of students who complete the program, which began in 1997. In order to ensure the academic quality and integrity of these articulated courses, Bainbridge High School should provide documentation to Bainbridge College that the high school instructors for the articulated courses have sufficient credentials to satisfy the College's accreditation standards. (Tech Prep Criteria for Articulated Programs of Study). However, this committee has not been able to locate any such documentation. It is therefore recommended that documentation of the credentials of high school instructors who teach courses for which college credit is awarded be maintained by the Office of Academic Affairs.
4.2.4 Undergraduate Instruction
According to its mission statement, Bainbridge College "places primary emphasis on excellence in instruction" (Catalog, p. 14). In order to meet this goal, the faculty of Bainbridge College employs instructional techniques and policies that are in accord with the stated purpose of the institution and that are appropriate to the stated goals of individual courses, as supported by syllabi on file in the office of the Vice President of Academic Affairs. Through admissions testing and prerequisites, students are placed in courses which most closely match their skills and educational attainment.
Bainbridge College uses several methods to evaluate and improve instruction. First, students at Bainbridge College are given the opportunity to evaluate their instructors on a regular basis. During the past several years, student evaluations were administered at the end of fall quarter. However, the faculty recently decided to conduct student evaluations of faculty at the end of each semester rather than at the end of fall semester only. The surveys conducted in the fall of 1998 asked students to agree or disagree with the statement "I was provided with an opportunity to evaluate my instructors at Bainbridge College." Of the 572 respondents, almost 89% agreed with the statement, with 297 (52%) expressing strong agreement and 211 (37%) expressing agreement. The results of these semester evaluations are tabulated and reviewed by the Office of the Vice President of Academic Affairs and division chairs and are returned to the faculty member early in the following semester. Faculty members also assess their own instructional competencies as a part of their annual self-evaluation. Then, as part of their annual performance review, faculty members meet with their division/department chair to discuss the results of student evaluations and their own assessment of their instructional competencies. The student evaluations and the performance review made by division chairs are considered by the Vice President of Academic Affairs when she determines merit pay for faculty members.
Responses from students on the sophomore exit questionnaire also reveal student satisfaction with the quality of education that they received at Bainbridge College. For example, in the period 1996-1998, an average of 96% of the 268 students surveyed agreed with the statement "If you had it to do over again, would you attend BC?" In addition, 93% of these students expressed satisfaction with the quality of instruction in their major field.
When faculty members were asked in recent surveys to agree or disagree with the statement "A variety of measures are used to evaluate the effectiveness of the instructional program in which I teach," 61% of the 34 respondents expressed agreement, with 10 faculty members agreeing strongly (29%) and 11 agreeing (32%). No opinion was expressed by 5 respondents (14%), while 3 people (8%) disagreed and 5 (14%) disagreed strongly. These data, supported by several anonymous narrative comments attached to the survey, seem to indicate that some faculty members are not aware of all of the measures that assess instruction at Bainbridge College.
In addition to routine student evaluations, all graduating students are asked to complete a sophomore exit questionnaire, which includes questions on the effectiveness of instruction at Bainbridge College and allows students to comment confidentially on their experiences with specific instructors at the College. These questionnaires are administered by the Office of Admissions and Records, and the resulting data is analyzed by the Office of Institutional Research, with summaries provided to division chairs to share with appropriate faculty members. However, in past semesters, this data has not always been circulated to faculty members in all divisions, which may explain in part the survey results discussed above. In order to increase the awareness of the faculty of the variety of measures that are used to evaluate instructional effectiveness, the committee therefore suggests that data from sophomore exit questionnaires be shared routinely with appropriate faculty members as needed in order to improve instruction.
The nature of the content of each course at Bainbridge College is described in the Catalog (pp. 135-176). Students are given clear guidelines about course goals, requirements, methods of evaluation, and other pertinent information by their instructors, who provide them with written syllabi, which they discuss with their students at the beginning of each semester. In a recent survey, 89% of student respondents agreed with the statement, " I was provided with written information about the goals and requirements of my courses at BC." The Committee reviewed several syllabi from both academic and technical courses and found that they all contained the appropriate information.
In developing its courses, Bainbridge College uses several means to assure that methods of instruction are appropriate to the goals of each course and the capabilities of the students. Such factors as class size, course content, the length of the class, the appropriate facility, and appropriate technology are considered. Faculty use a variety of instructional methods, depending on the particular academic discipline. For example, composition instructors employ peer editing exercises, collaborative writing assignments, computer technology, group discussions, and individual conferences to help their students develop their writing skills. Composition class size is limited to 25 students, and instructors may request that these classes be scheduled in a computer lab. Likewise, chemistry and biology classes meet in laboratory settings with access to computer technology, and instructors reinforce lectures with practical laboratory experiences. In technical areas, classroom instruction often is augmented by laboratory experience or clinical work, and course content is developed jointly by faculty members and an instructional coordinator. Interviews conducted by the committee with BC faculty and students revealed that methods of instruction are widely considered appropriate to the abilities of the students.
Bainbridge College encourages its faculty to experiment with innovative technologies and new methods, and both the College and the University System have provided financial and technical support for such efforts. One example is the recent USG program to connect teachers and technology. Since its inception in 1995, several Bainbridge College professors have participated in state-level training through the USG Teaching and Technology Institute, which covers all costs and provides some release time for faculty participants. These faculty members develop instructional technology that is shared with other participants in the program as well as with other faculty at their home institutions. To date, BC professors in English, mathematics, physics, and reading have participated in this program. Additionally, in the spring of 1996, the President of Bainbridge College (since retired), assisted by the Director of Computer Services, conducted a special seminar in the development of multimedia presentations for classroom use for several faculty volunteers. His work in this area was subsequently published in a national education journal. The faculty members who participated in the seminar have incorporated multimedia components into their classrooms, which include the areas of biology, anatomy, psychology, mathematics, and humanities.
Bainbridge College also has provided distance learning in the areas of English composition, speech, and algebra with support provided to these professors by the Instructional Technology Coordinator. In the case of algebra, this format was not successful and the class was converted into a traditional off-campus class.
Student performance at Bainbridge College is evaluated by a variety of means, as evidenced by a review of syllabi and course examination files and discussions with BC faculty. Evaluation measures include such diverse methods as objective and essay exams, in-class and out-of-class essays, speeches, portfolios, projects, lab reports, and computer programming assignments. In addition to the instructors' evaluation of students in their classes, state wide evaluation is performed though the USG Regents' Test in composition and reading as well as by the state board examination for licensed practical nursing (both discussed above). Finally, the College measures student learning through its comprehensive assessment of predetermined student learning outcomes in three areas: general education, transfer degree, and career programs.
The faculty's concern for quality and its efforts to discern levels of student performance is reflected in a variety of ways. Many instructors use pre- and post-tests to assess student improvement during their courses. Others use individual student conferences to evaluate student performance and to motivate students to perform to the best of their abilities. In addition, laboratory assignments, demonstrations, and videotapes of student presentations all are used by BC faculty. Many instructors in the technical division use student learning objective exams and portfolios and compare their students' performances to established competencies in their respective fields.
Bainbridge College publishes its grading system and method of computation of a student's grade point average (GPA) in its Catalog (pp. 43-44), and individual instructors follow this institutional policy in the establishment of their own grading standards, which they publish in their class syllabi. According the Statutes (p. 30), one of the duties of faculty members is "communicating in writing with students by way of a course syllabus, regarding such matters as grading policies, course requirements, reading assignments, and any other relevant material deemed appropriate for the mutual benefit of the student or faculty member." Based on the very small number of grade appeals received in the Office of the Vice President for Academic Affairs (which have averaged about one per academic year for the past eight years), the grading system at Bainbridge College is understood and judged to be fair by its students.
The effectiveness of the instructional program at Bainbridge College is evaluated in a number of ways. Faculty members complete annual self-evaluations, in which they critique their own effectiveness. Students evaluate the instructional program each semester as well as at the time of their graduation. This data is monitored by the administration and reflected in its annual review of faculty performance. In addition, each semester a report of grade distribution by faculty is provided to the Vice President of Academic Affairs who in turn provides a summary report for division/department chairs. Other independent methods, such as the performance of students on the USG Regents' Test (required of all transfer degree-seeking students) or on state licensing examinations (required of licensed practical nursing students) also measure the effectiveness of the instructional program. In addition, the University System tracks the progress of transfer students in senior level institutions, and the Technical Division periodically surveys the employers of its former students. Area business and industry leaders also serve on the Technical Division's advisory committees and suggest technical updates when appropriate.
With regard to the College's desired general student learning outcomes, the College is in its fifth cycle of assessment. During the fall of 1997, students were assessed on their ability to apply the five constructs comprising the scientific method in all PER 102 and POL 101 (now PHED 1020 and POLS 1101) classes using two different assessment instruments: a hands-on practical application and essay respectively. Sixty-six percent of the students scored 75% or better on four of the five constructs. On the construct entitled observation, the students scored 69%. In the future, additional emphasis will be placed on this construct when teaching the scientific method. Because a discernible difference in the scoring by the different raters was evident, a training session will be held for the evaluators to achieve greater agreement in the scoring process in the future.
In the transfer function, assessment of student learning outcomes addressed students' knowledge of the context and chronology of American history. Because transfer-seeking students have the option of taking either HIS 251 or HIS 252 (recently renumbered as HIST 2111 and HIST 2112) in their programs of study, two different assessment instruments were used. Each instrument was comprised of fifty multiple-choice questions. All students who took HIS 251 passed each of the three constructs with a score of 75% or better. Additionally, 71% of the students earned a cumulative score of 75 or higher and answered an average of 40% of the fifty test questions correctly. The students scored the lowest on the second construct. The faculty member concluded that an additional examination would be incorporated when the content was taught again to ensure that students grasped the particular period of American history covered by the construct. Additionally, specific multiple-choice questions were edited for content and wording based on the results of the item analysis. The analyses revealed that the students earning the lowest course grade also earned the lowest assessment score.
Data were collected fall, winter, and spring quarters of FY98 on this same outcome with students who took HIS 252. Upon each administration of the instrument, questions were refined to increase the test's reliability. After the first administration, the faculty reasoned that students may take the activity more seriously if the assessment score were tabulated as the equivalent of a class quiz. When the faculty member acted upon this assumption for the second administration, students' scores rose sharply, giving credence to his supposition. Another observation after the second and third assessment activities was the almost absolute correlation between student grade-point averages and assessment scores.
Career programs in which outcomes assessment was conducted were as follows: Industrial Maintenance, Electronics, and Automotive Technologies. Additionally, students were assessed on their knowledge and understanding of job seeking skills (job application, resume¢ and interview). In Industrial Maintenance Technology, students were assessed on their ability to perform basic machine shop operations. Using the performance test method of assessment, students demonstrated their skills in producing a finished hammer to a specified level on four competencies. Each of the students met the minimum score on all competencies.
Students in Electronics Technology were required to demonstrate an understanding of D-C Generators and D-C motors and motor controls. The method of assessment was a 50-question multiple-choice test which addressed a total of six constructs. Students' overall scores ranged from 89% to 100%. Additionally, all students earned a passing score on each construct.
A concern relative to the assessment of student learning outcomes in Automotive Technology is the very small number of students available at the end of their program of study to take the tests. Students in this program become employed full time prior to graduation because of the high-level demand for automotive technicians in the area. The Automotive Technology Program learning outcome calls for the application by the student of the operational theory of basic automotive systems to diagnose and repair automotive problems. Again, a multiple-choice test was used as the assessment instrument, with questions focusing on eight constructs. Only one student was far enough along in his program of study to stand for the exam, and the student passed with a score of 81%.
Of the 27 career students who were required to prepare a resume¢ , complete a job application, and take an objective test to demonstrate their knowledge and comprehension of job seeking skills, all passed the criteria. The faculty attributed the students' passing scores on each individual criterion to the improvements made last year when the instrumentation was implemented as a pilot assessment activity.
A study of GED students now enrolled at Bainbridge College also was conducted to discern if there were constants which might be established as indicators of their success in college. While more data will need to be collected in the future before definitive indicators can be substantiated, it appears the data show that students who persist for three quarters attain an acceptable GPA. The preliminary conclusion was that students will need to be monitored closely to ensure they take advantage of all appropriate academic support services so that they can stay enrolled for at least two consecutive semesters.
In addition to the above effectiveness activities, a task force was appointed to develop a program review process. The work group's charge was to design a cyclical process for reviewing the quality and effectiveness of the academic programs at Bainbridge College. Criteria, forms, documentation, and time lines to accomplish the task were included in the charge. The instrument is ready for pilot implementation during Spring 1999.
During Fall 1998 the assessment activities focused on student learning outcomes as follows: multiculturalism (general education); mathematics (transfer function); and IMT, ELC, AMC, Pre-employment Skills, and Keyboarding (career programs). The analyses of data generated from the different instruments are not yet completed.
Bainbridge College follows the guidelines established by the University System of Georgia in the formulation of its schedule, which require 50 minutes of class time each week for a 15-week period to receive one semester hour of credit. Bainbridge College meets this requirement for the total minutes of instruction for all classes, regardless of the number of class meetings per week.
Within this framework of these total hours per week, the College offers classes in several different time formats. The average class at the College is for three semester hours of credit, but scheduling varies among areas of study. Some three semester credit hour classes meet for 50 minutes a day for three days each week, some meet 75 minutes on two days a week, and others meet 150 minutes on one day a week. Accelerated courses are offered during the summer semesters. Also, during the spring semester of 1999, the College experimented with an accelerated "A/B" split session, during which two seven-week classes were held during the regular semester in order to allow motivated students to proceed more rapidly with their studies. These classes met for twice as many hours each week but for half as many weeks, thus meeting the time standard required by the University System. However, in order to allow students adequate time for preparation, reflection, and analysis of the subject matter, these classes in these shortened time frames usually are scheduled to meet fewer days a week. Only regular, qualified full-time faculty who have taught these courses under regular semester conditions are scheduled to teach in an accelerated format.
Bainbridge College makes many efforts to provide students with a learning environment in which scholarly and creative achievement is encouraged. Each semester, students who demonstrate academic achievement are included in the Dean’s List (full-time students) and Honors List (part-time students). Students are notified of this honor with personal letters from the Vice President of Academic Affairs and Dean of the Faculty, and their names are published in all area newspapers. Each year, faculty members from all disciplines nominate their outstanding students for inclusion in Who's Who Among Students in American Junior Colleges. Technical students compete annually for the prestigious Georgia Occupational Award of Leadership (GOAL) and are eligible for the Work Ethics awards program. Several faculty members demonstrate their concerns for the recognition of student achievement by volunteering to sponsor student honorary societies, including Phi Theta Kappa (general academic honor students), Alpha Beta Gamma (business honor students), and Sigma Kappa Delta (English honor students). Also, the College hosts an annual Honors Night for faculty, staff, administrators, and students at the end of each academic year and participates in the annual Academic Recognition Day in the Georgia Legislature.
Students also are provided with opportunities for intellectual growth and exposure to cultural events through the Arts and Science Division's Forum series, the Library Film Series, the Humanities video series, the Minority Advisement Program (MAP) and the Lyceum Committee's various programs, which historically have included lectures by authors, poets, and scientists, as well as musical, theatrical, and dance productions. The Lyceum Committee also cooperates with the Library in bringing art exhibits to campus and in purchasing art works for the College's permanent collection. The newly formed Creative Arts Club has hosted a series of successful coffee houses, in which students, faculty, and professional writers have read their works. During recent years, BC's acting troupe, The Shadowbox Players, has presented performances showcasing minority writers and actors both on and off campus, and in the spring of 1999, a Shakespearean program was presented.
Many other cultural and personal development opportunities are available to students through participation in the College's continuing education offerings. Students also are made aware of cultural activities in the community, including the annual Riverside Artsfest, productions of Bainbridge Little Theatre, and programs by the Decatur County Arts Council. According to 73% of the faculty and 87% of the students recently surveyed, Bainbridge College provides an atmosphere where scholarly and creative achievement are encouraged.
All clinical experiences in which the College is involved are closely supervised by College personnel, including the clinical agreements for the licensed practical nursing program with Bainbridge Memorial Hospital and Miller County Hospital, for which Bainbridge College awards credit to the students who participate. Bainbridge College also has a clinical agreement with the Decatur County Ambulance Service to support its emergency medical technician (EMT) program. Bainbridge College EMT students can ride in an ambulance as observers with certified EMTs.
Curricular content at Bainbridge College is regularly enhanced by the participation of its faculty members in professional conferences and workshops relating to their areas of specialization. These professional development activities allow faculty members to stay current in practices in their field of specialization. In addition, faculty representatives from each institution of the University System of Georgia meet at least annually in academic discipline committees, the University System Academic Advisory Committees, to discuss curricula, teaching methods, program changes, and course and program policies. In turn, the Academic Advisory Committees make recommendations to the Chancellor's staff concerning policy on programs of study in their respective disciplines and minutes of such proceedings are shared with USG faculty members. To further aid faculty members in staying current in their fields, the College Library subscribes to a wide variety of professional journals covering both pedagogical and scholarly areas of interest. In addition, periodic workshops are available to BC faculty members throughout the academic year, many on such innovative technological subjects as web page construction or the use of PowerPoint software to create multimedia class presentations. Several faculty members have participated in web conferences and viewed System distance learning broadcasts. Faculty in technical areas use state standards in the development of their courses and attend periodic meetings of their Advisory Councils. The Division of Technical Studies also conducts periodic surveys and interviews with area private business and industries to ensure that its offerings are consonant with current business practices. Specific details of professional development activities and involvement in the improvement of curriculum are detailed in the annual faculty self-evaluations, on file in the Office of the Vice President of Academic Affairs and Dean of the Faculty.
As a member institution of the University System of Georgia, Bainbridge College follows established System guidelines for program length, clock hours, and credit hours, all of which the Board of Regents has deemed appropriate for the degrees and credentials offered at Bainbridge College. The Board also establishes tuition and fee charges each year for all 34 member institutions, and Bainbridge College follows this state-mandated formula.
4.2.5 Academic Advising of Undergraduate Students
Bainbridge College conducts a systematic, effective academic advisement program. Each student is assigned an advisor based on the program of study or career area in which the student has enrolled. The pool of academic advisors includes teaching faculty, two of the three division chairs, admissions officers, and some adminstrative personnel who hold academic rank. Through use of the state Banner records system, these faculty and staff members can access all pertinent admissions and academic information concerning their advisees. Banner records include the student's area of study, any college preparatory course deficiencies, relevant holds on the student's records, admissions test information, courses completed, grades earned, and Regents' Test status (for degree-seeking students). Advisors use this information in conjunction with the current catalog and class schedule to help each advisee select appropriate courses for his/her academic goals. Advisors are available during regular office hours and registration periods to assist students with academic advisement.
Because of a low number of respondents to past requests by the administration for students to return evaluation forms regarding the advisement process, a new procedure was piloted in Fall 1998, under which students were asked to complete an evaluation instrument on advisement in the same class period in which they evaluated faculty effectiveness. In addition, the SACS survey asked students to respond to the statement "Bainbridge College provided me with effective academic advisement." Of the 572 students who responded to the SACS survey, 80% (453) expressed agreement, with 11% (65) having no opinion, 7% (41) disagreeing, and 2% (13) disagreeing strongly. Even stronger approval of the academic advisement process was recorded in the sophomore exit questionnaires for 1996-1998, with an average of 93% of students expressing satisfaction with their academic advisors. (In fact, in that same time period, only 5 of the 286 students completing the surveys expressed any degree of dissatisfaction with BC's academic advisement process.)
During summer preregistration in April 1999, a new registration system was implemented, under which students with 30 or more semester hours could register electronically using the web-based Banner system without first seeing an academic advisor. Also, academic advisors now have the ability actually to register electronically the students who come to them for academic advisement. Both of these new procedures should expedite the previously cumbersome registration process and should free admissions office personnel to assist in the advisement process, which currently reveals some inequities in the number of advisees assigned to teaching faculty.
Traditionally, advisors at Bainbridge College have been assigned on the basis of a student's initial designated program of study with the rationale that a student will receive the best academic and career advice from a professional familiar with that particular field. However, because students do not choose areas of study in equal numbers, faculty members who teach in popular programs (for example, nursing and business areas) have been assigned significantly more advisees than those in less sought areas. In addition, as many students who come to Bainbridge College need developmental coursework before enrolling in college level coursework, College administrators assign these students to advisors in the Developmental Studies Department because these faculty members are best informed about developmental requirements. Likewise, students with CPC deficiencies are assigned to specially trained advisors.
When faculty members were asked to respond to the statement "I am assigned a reasonable number of advisees" on the recent SACS survey, 76% (26) of the 34 respondents expressed agreement, 6% (2) had no opinion, 12% (4) disagreed, and 6% (2) disagreed strongly. This finding as well as interviews conducted by the Committee with several of the faculty members with large advising loads generally tends to support the administration's decision to assign students to advisees with specialized knowledge of the student's program of study even if some inequities result. However, recent interviews with many faculty members reveal a general consensus that the advisement process could be improved if persons who hold faculty rank but who do not actually teach also were assigned advisees now that web-based registration is a reality, thus expanding the pool of available advisors now that most admissions personnel and other administrative staff need no longer man registration stations now that Banner is in use.
During the fall of 1999, a total of 1,149 advisees were assigned to 37 advisors. If these advisees were divided equally, advisors would be assigned approximately 31 students. However, because advisors were assigned students who wish to pursue study in the faculty member's area of expertise, a range of 1 to 78 students actually were assigned (Table of Students and Advisors, Fall 1999, Appendix ). In fact, according to this table, many of the advisors with the fewest numbers of advisees do not actually teach classes and therefore should have time to assist additional students. For example, the College Counselor and the Coordinator of the Learning Center have but four advisees each. Further, of the persons listed in the current catalog as holding faculty rank, at least eight have no advisees at all. Some of these eight faculty members have other pressing obligations during registration, but others might be able to advise students during peak times. Inequities also are apparent in the assignment of advisees to department/division chairs: one currently has 43 advisees, one has 27 advisees, and one has no advisees. Based on these findings, this committee therefore suggests that steps be taken by the administration to reduce so far as possible the current inequities that exist within the assignment of advisees.
Bainbridge College, under the leadership of the Office of Student Services, conducts an orientation for all new full- and part-time students at the beginning of each fall semester. Included are general introductions to college life and to the College's administrative personnel, distribution of packets of informational materials, general sessions on how to compute grade point averages and how to use the catalog, and group and individual sessions with academic advisors. When asked to respond to the statement on the recent SACS survey, "Bainbridge College provided me with an effective orientation program," of the 571 student respondents, 70% (399 students) expressed agreement, 20% (112) had no opinion, 7% (44) disagreed, and 3% (16) disagreed strongly. Although the survey was administered in the fall of 1998 when most students should have participated in an orientation program, it is possible that the 20% of those surveyed who did not feel that they had been effectively oriented might have entered during a previous winter, spring, or summer quarter when orientation was not available. Although the logistics of conducting a full-fledged program present difficulties in semesters other than in the fall, some institutions conduct a sort of "virtual" orientation through campus web pages. The Committee therefore suggests that the administration explore options to expand the orientation program through the use of technology.
As discussed in the preceding paragraphs, Bainbridge College routinely evaluates its advisement program. In addition, the College also routinely evaluates its orientation program by asking participants to fill out a ratings sheet at the end of the session. Of the 22 students who completed an evaluation form during orientation in the fall of 1998, all gave either "good" or "average" ratings to the information presented in the general sessions, as well as to the presenters for the student information sessions. No "poor" responses were given for any section of the evaluation form, although only a small percentage of those students who participated in orientation actually returned their forms. The Committee therefore suggests that steps be taken in future semesters to obtain a higher rate of return of the orientation evaluation forms.
3. Graduate Program
As a two-year institution, Bainbridge College has no graduate program.
4.4 Publications
Bainbridge College produces a wide array of publications which inform the College community of the many educational opportunities offered by the College. Major publications include the College Catalog (published every two years), the Student Handbook (newly revised in 1998), and the Fall/Spring/Summer class schedules. Brochures and handouts concerning such areas as admissions and financial aid, technical studies programs, career/counseling services, Learning Center services, Minority Affairs Program (MAP), joint programs with other educational institutions, etc., are published and distributed for student use. In addition, different divisions and student organizations publish numerous ad hoc flyers to market classes and announce College events and activities.
The BC Report, a biannual publication funded by the Office of College Relations, showcases the academic and professional accomplishments of the faculty, staff, and alumni. Two thousand copies are distributed to faculty, staff, students, alumni, legislators, Foundation members, Board of Regents board members, and area corporations. Periodic newsletters, the Fatlighter and the ………….are also published by the Learning Center and the Division of Technical Studies. The Bainbridge College Statutes were revised in 1998 and distributed to faculty and staff. A BC Fact Book was created in 1993 and was last revised in 1998. It is distributed to targeted populations such as new alumni, College faculty and staff, potential students, Foundation donors, and visiting dignitaries.
Lastly, the College has a web home page that provides information about the various services and offerings of the College. These web pages are updated regularly in an attempt to include all catalog information to potential and active Bainbridge College students through the Internet.
The Director of College Relations publicizes the services and activities of Bainbridge College. This includes writing frequent newspaper features highlighting the achievements of students, faculty, staff, and administrators; providing for newspaper, radio, and television advertising to publicize programs and offerings; and submitting public service announcements. The Director of College Relations submits regularly to twelve area newspapers, twelve radio stations, and six TV stations. Overall, publications are made available to the community by mail-outs, distribution across campus, dispersal to business and industry human relations offices, placement at the public library, distribution to area high schools, and dissemination to service area employers. Up to 15,000 semester schedules are printed and made available to new and returning students, potential students, area businesses and industries, and those inquiring about admission.
In the fall of 1998, Educational Subcommittee C reviewed a variety of College publications and determined that these publications were accurate and consistent in describing the institution. The committee compared the College Catalog and the Student Handbook and found them to be consistent and accurate concerning entrance requirements and procedures, admissions criteria and policies, rules of conduct, degree completion requirements, refund policies, class attendance policies, drop and add policies, and College costs. The Spring 1999 Class Schedule was reviewed and compared to the Catalog and Student Handbook. Information such as admissions requirements and refund policies were consistent and accurate. Together, the Student Handbook, College Catalog, and Class Schedule contained the College’s mission statement, described student support services and student activities, listed and described all educational programs, contained the academic calendar, provided for a comprehensive list of faculty and degrees, and explained grievance procedures. A sampling of other informational brochures and flyers proved them to be accurate as well.
This committee concluded that stating the College’s mission, giving a flavor of College activities, highlighting the achievements of faculty, and providing accessible information about educational programs and College policies were all examples of good educational practice. Overall, the Committee felt that the publications that were reviewed reflected the character and purpose of the College. According to the Self-Study Questionnaire, the following results were obtained concerning publications (see Appendix : SSQ Results). Ninety-five percent of students and 91% of faculty, administrators and staff who offered an opinion agreed that the program and policy description in the College Catalog were clear and accurate. Ninety-six percent of students and 95 % of faculty, administrators, and staff who offered an opinion agreed that Bainbridge College publications were consistent in their description of programs and policies. Ninety-six percent of students and 96% of faculty, administrators, and staff who offered an opinion agreed that College publications were readily available to students and the public throughout the service area. Ninety-eight percent of students and 96% of faculty, administrators, and staff who offered an opinion agreed that the College Catalog and Student Handbook clearly stated policies for student attendance and withdrawal.
The committee found that the procedures for writing and distributing College
publications consisted of review and approval by either the Director of College Relations or the planning unit for which the publications was produced. However, this seemed to be an informal process without a written policy. It is suggested that this publication review procedure become more formalized with a written policy statement. This policy statement should include guidelines for the use of the Board of Regents publication statement.
The Bainbridge College Catalog has undergone extensive modification as the College has changed from a quarter to a semester system. There are some inadvertent errors in terms of omissions, typos, etc., that need to be changed before the next edition. At the present time there is no clear procedure for reporting these errors as they are discovered. It is suggested that a procedure be instituted to report College Catalog errors and that a specific person be designated to collect them for revision.
4.5 Distance Learning Programs
Bainbridge College serves a five-county area in Southwest Georgia and one county, Gadsen County, in North Florida. The College is committed to using new interactive technologies to provide wider access to educational opportunities for students in its service area. This commitment is clearly stated in the College Mission Statement and can be concretely observed in the new Maple Building on campus that houses two state-of-the-art electronic classrooms, a Valdosta State University on-site coordinator who is responsible for upper division courses, a conference room, and offices for the computer staff. Also, a new staff position has been added-- Education Technology Services Coordinator--to offer technical training and support for faculty and staff. Through distance learning programs, students in the College’s service area are given more opportunities to continue their education at sites closer to their own homes.
Distance learning opportunities are afforded students in two ways: Bainbridge College instructors travel to off-campus facilities to teach credit courses and courses are broadcast from and received at the Bainbridge College campus via the Georgia Statewide Academic and Medical System (GSAMS). GSAMS is a two-way interactive video system set up in the State of Georgia for transmitting courses and workshops to facilities all over the state. Within the GSAMS system are 400 potential hook-up sites. Bainbridge College has offered courses in math, English, and speech with its GSAMS facilities. In the fall of 1999, the College received its first foreign language course, Beginning Russian Language and Literature, from Valdosta State University through the GSAMS network. Finally, in response to the specific requests from the various communities in its service area, Bainbridge College has offered off campus on-site courses in math, English, history, sociology, speech, economics, and political science in Cairo, Colquitt, and Blakely, Georgia with Bainbridge College faculty.
Courses taught through distance learning are designed to provide the same high quality instruction that students receive in on-campus classes. Faculty teaching at remote sites or by GSAMS are provided with technical support services and resources necessary for teaching classes as they would on the Bainbridge College campus. In addition, some host sites may provide classroom facilitators.
Interviews with Bainbridge College faculty who have taught off-campus courses at a distant location or by GSAMS indicated that they have used many of the same teaching methodologies that they use on campus although they have had to modify their presentation style to better accommodate two-way audio/visual hook-ups. A review of course syllabi of instructors teaching an off-campus course and the same course on campus indicated that the requirements are the same for both groups of students. A survey of the final grade reports for courses taught off campus and on campus by the same instructors during the same quarter/semester showed no differences in grade distribution or in class retention rates. Of the students responding to the Self-Study Questionnaire, 93% felt that the off-campus courses were effective and 95% felt that the off-campus courses were consistent in content and instruction. Of the faculty, administration and staff responding to this questionnaire, 81% felt that off-campus courses were effective and 86% felt that off-campus courses were consistent in content and instruction (see Appendix : SSQ Results). Student evaluations are administered to each class at the end of the semester and used in the same manner as on-campus evaluations. A comparison of student evaluations on campus to student evaluations of instructors of off-campus and GSAMS courses showed no significant differences. All of these measures indicate that off-campus offerings are effective and consistent in quality and are in accord with the College’s mission to employ "technology to advance educational purposes, including instructional technology, student support services, and distance education . . . ."
Further evidence of the relevance of the College’s distance education offerings to its Mission Statement can be seen in the many upper-level undergraduate courses and graduate courses students may receive at Bainbridge College. Consistent with its mission to establish "collaborative relationships with other System inst