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HENRY FORD COLLEGE

DATA AND INTEGRITY

Continuous Process Improvement Plan

Fall 2014

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Thank You The CPI Team would like to thank President Stanley Jensen and Team Sponsor Becky Chadwick for their guidance throughout this process. We would also like to thank those individuals who took the time to share with us how they utilize the various HFC systems. The input was invaluable to our goal. HFC Personnel Gail Bock

Chad Austin

Adam Cloutier, Ph.D.

Kevin Culler

David Cunningham

Holly Diamond

Jennifer Ernst

Janice Gilliland

Peter Kim, Ph.D.

Gary Sagasnki

Maureen Webster, Ph.D.

Chris Buczynski, Ph.D.

Al Cackowski

Sujatha Chakkaravathi

External Colleges Davenport University

Keene State College

Macomb Community College

Schoolcraft College

Walsh College

Wayne State University

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Table of Contents

Process Improvement Team ………………………………………………………………………… 3

Background Information ……………………………………………………………………………. 4

Project Statement …………………………………………………………………………………….. 8

Data Collection and Analysis

Operational Definitions …………………………………………………………………….. 9

Description of the Current Process ..………………………………………………………. 11

Cause and Effect Diagram ………………………………………………………………….. 12

Relationship Diagram ..……………………………………………………………………… 13

Survey ……………………………………………………………………..…………………. 14

Force Field Analysis …………………………………………………………………………. 16

Case Studies ..………………………………………………………………………………… 17

Recommendations

Data Integrity Oversight Committee .……………………………………………………. 22

CPI Team Recommendations .…………………………………………………………….. 24

Steering Committee Feedback ..……………………………………………………………. 27

Implementation Timeline .…….……………………………………………………………. 28

Engrafting and Monitoring Plan …………………………………………………………… 29

Future CPI Teams .……….………………………………………………………………….. 31

Appendix A: Specific Data Integrity and Process Problems Requiring Resolution...……………. 32

Appendix B: Open-Ended Responses to Survey ………………………….…………..……………. 50

Appendix C: HFC Campus Data Policy ………………………………………………..……………. 55

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Process Improvement Team Team Sponsor: Becky Chadwick, M.P.A. Vice President, Information, Marketing and Effectiveness bchadwick@hfcc.edu Team Lead: David Maier, Ph.D. Academic Coordinator and Faculty, Computer Information Systems Department djmaier@hfcc.edu Team Scribe: Lisa Masi Document Retention lmasi@hfcc.edu Team Member: Al Burrell, M.B.A. Director, Information Technology Services aburrell@hfcc.edu Team Member: Rick Michalski , M.P.P. Institutional Research Analyst, Information, Marketing and Effectiveness rmichalski@hfcc.edu Team Member: Karen Sadanowicz Supervisor, Registration Team Leader khsadanowicz@hfcc.edu Team Member: Brian Stewart, M.S. Adjunct Faculty, Computer Information Systems Department bnstewart@hfcc.edu

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Background Information

This publication is a Continuous Process Improvement (CPI) report on the topic of data

integrity. The overall goal is to improve the accuracy and consistency of data and information in

the college to better serve the students and other key stakeholders, e.g. departments,

administrators, cabinet, board of trustees, federal government, higher learning commission.

Henry Ford College has many computer systems that store student and curriculum data, for

example: Colleague, the Curriculum web site (courses.hfcc), and the HFC public web site

(www.hfcc). There have been significant inconsistencies between the data and information in

these three locations viewable to the public. In addition, changes are sometimes made to data

and systems without coordination with other areas of the college causing subsequent problems.

Improving the integrity of data and the data management and change process is critical to

student success, resource utilization, decision-making, and reporting. This CPI team was tasked

analyzing the current state of data integrity at the college.

Consistent with the philosophy of continuous process improvement, the work of this CPI is

related to and a continuation of work done by two previous CPI teams: the Winter 2014 College

Catalog CPI team and the Winter 2014 e-Advising CPI team. Both teams analyzed the process

and integrity of data and information in the college catalog. The Catalog team drew the

following conclusions in their report:

1. “Management of the catalog has devolved from a single editor to a leaderless group,

with various entities taking “ownership” of various sections of the document. In the case

of course and program information, there is not even a specific entity to claim

ownership.” (p. 5)

2. “HFCC’s web presence and investment in modules in Ellucian (formerly Datatel)

Colleague (HANK) such as Degree Audit have led to multiple versions of catalog

information being available. The versions are maintained independently, so they are not

necessary in agreement with each other, nor with official college documents. The

problem became a crisis last year, when the disorganization became so profound that we

were unable to produce a catalog. ” (p. 5)

3. “In 2012, a second group began to look at the catalog structure. The group reached an

impasse that blocked production of the 2013 catalog.” (p. 5)

4. “The information is various versions of the catalog is often inaccurate, outdated,

incomplete, or otherwise incompatible.” (p. 7)

5. “Course and program information presents the biggest problem in accuracy and

currency.” (p. 19)

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6. “Information about courses and programs is held in at least 4 separate, independent

repositories… The information in these repositories is ent3ered and maintained

separately and there is no editorial check to ensure consistency with the official versions

as approved by College Council.” (p. 20)

7. “Inaccurate information negatively effects student planning, scheduling and advising.”

(p. 26)

8. “Attempts to improve the catalog have suffered from a lack of planning.” (p. 27)

9. “The college employs incompatible software packages to store information, present it to

students, and produce the catalog.” (p. 27)

Page 41 of the Winter 2014 CPI report outlined the positive results it anticipated if an accurate

college catalog could be produced. These anticipated results highlight the importance of

bringing integrity to the data and potential ramifications if the integrity problems are not

corrected.

“The Higher Learning Commission won’t refuse us accreditation because we don’t have

a catalog.

We won’t be threatened with lawsuits because catalog information is inaccurate.

It will remove a very bad image of the college.

Not having a current catalog is a major negative for the college.

o It casts doubt on the organization of the college (“Canʼ t you get your act

together enough to put out a catalog?”)

o It creates frustration among prospective students (“How can I decide what I

want to take if there is no good place to look it up?)

o It creates frustration among current students (“What are the degree and program

requirements I need to fulfill?”)

o It makes the job of advisors hard (“What are the current programs and how do I

advise students about them?”)

o It puts us at a disadvantage with high school guidance counselors (“I don’t know

if HFCC is a good fit for you because I don’t have a current catalog.”)

Having inaccurate catalog information is bad for the students.

They don’t know with surety what their degree requirements are.

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They don’t know what programs are currently active.

They don’t have access to current academic policies.” (p 41)

The e-Advising team drew the following conclusions in their report:

The issue of inconsistent program requirement data across resources causes problems

for current students and advisors. It is imperative that approved program requirement

changes be disseminated between resources in a timely and accurate fashion. Any

proposed e-advising system implementation will fail without accurate program

requirement data. (p. 13)

The e-Advising CPI team conducted a survey on the topic of advising. A small sample

of the responses include:

o “Website program information and online catalog information are frequently

inaccurate. This has gotten noticeably worse in the last year. There is no one who

seems to know how changes occur nor who can make corrections.

o Website need to get corrected

o TRY TO ALIGN WEBSITE INFO WITH PROGRAM EVALUATION AND WEB

ADVISOR BETTER- SINCE TO NEWBIE TO THE SITE WILL NOT

UNDERSTAND HOW TO GET TO PROGRAM EVALUATION OR WEB

ADVISOR INITIALLY -THE SITE NEEDS TO BE UPDATED ACCORDINGLY-

WEB ADVISOR AS WELL HAS ISSUES IN PRE REQ FIELDS

o There should only be ONE source of information as it pertains to curriculum

information. That source should either be HANK or feed into HANK. At the

moment there are too many sources of information and no one is for certain

which information is correct.

o Systems need to clearly link to each other. I've found that the course names,

descriptions, and prerequisites do not match across any systems.

o Sometimes there are issues with accuracy of course information (i.e., pre-

requisites) on the website. I suggest making sure that this information is correct

and up to date.

o I've noticed quite a few inconsistencies between the website and program

evaluation - that makes it hard to inform the student correctly. It would be nice

to get everything aligned between systems.” (p. 31)

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The Winter 2014 College Catalog CPI team made numerous recommendations, some of which

have been implemented and are helping to improve the situation. Nevertheless, significant

problems in data integrity still exist. A small sample of ongoing data integrity problems that

have continued since the Winter 2014 CPI team’s report include (outlined further in Appendix

B):

1. Degree changes approved by college council and published on public web site (www)

not entered into Hank for years and thus students not required to enroll in required

courses. This is a detriment to the students acquiring knowledge and skill identified as

needed by industry and/or four-year transfer institutions. Once the new degree

requirements were entered into Hank, the degree programs that the students were in

became inactive.

2. Pre-requisites missing from courses, which can result in students failing courses,

walking away from classes and the college, which also may impact tuition refunds and

may cause transfer problems.

3. Course information (course descriptions) inconsistent and inaccurate between the three

public web sites (in some cases five to ten years out of date).

4. Data and information being changed without communication and coordination with

affected areas resulting in subsequent inconsistencies and problems, e.g. course

descriptions, general education requirements, etc.

5. Student graduations denied because documented course substitutions lost.

6. Student graduations denied because even after a program is made inactive, students are

still shown their program evaluation online in the inactive program with no indication

that it is inactive.

7. As a result of all of the above issues, a significant amount of time and resources are

being inefficiently used to correct ongoing problems that should not be occurring.

Because of the ongoing data integrity problems and the ability of decisions impacting data to be

made without coordination and communication with affected areas, little or no accountability,

and in some cases unclear process ownership, continued efforts and additional

recommendations are needed to resolve the problem and create systems and processes that

effectively manage data and information at the college.

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Project Statement To improve the integrity of data as measured by improvements in the accuracy and consistency

of the data, communications, and protocols.

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Operational Definitions

1. Certificate: A college-level credential, often with fewer requirements than an Associate Degree,

and for work in a specific field. Certificate programs do not require students take general

educational requirements.

2. Colleague: Ellucianʼ s (formerly Datatel) name for one of their Student Information System

(SIS) software packages. Colleague provides tools for managing HFC's Student, Financial, and

Human Resources systems. (See HANK).

3. Courses website: An internal Drupal website (courses.hfcc.edu) built to house all HFC Course

and Program related material. The Courses Website is intended to be the authoritative source

for all such information, which is then distributed to HANK, the Catalog and other HFC

Websites as described by the processes outlined in this report. The Courses Website also acts as

a transfer point for data extracted from HANK using WebFOCUS for display on websites.

4. Data: Facts, details, statistics, and specifics about a particular subject. For example, the address

of a student, the description of a course, and the classroom which a course has been assigned.

Data is information in raw, unprocessed form, from which business decisions cannot be made.

For data to become information, it must be consistent, accurate, and reliable.

5. Datatel: The software vendor that originally developed Colleague. Datatel was combined with

SunGard in 2012 to form Ellucian. Some HFC employees will still refer to HANK as Datatel

6. Data Integrity: Refers to maintaining and assuring the accuracy and consistency of data over

its entire life-cycle and is a critical aspect to the design, implementation and usage of any

system which stores, processes, or retrieves data. All characteristics of the data including

business rules, rules for how pieces of data relate. Dates, definitions and lineage must be

correct for data to be complete. Any unintended changes to data as the result of a storage,

retrieval or processing operation, including malicious intent, unexpected hardware failure, and

human error, is failure of data integrity.

7. Data Owner (Data Custodian): Person or persons responsible for the data entry, maintenance,

integrity and granting of permissions to access or modify system data.

8. Degree: A national-level credential conferred by a college or university signifying that the

recipient has satisfactorily completed a prescriptive and rigorous course of study.

9. Drupal: An open source content management platform powering millions of websites and

applications. This application runs on a web server to create dynamic and interactive web

pages. It’s built, used, and supported by an active and diverse community of people around the

world. (modified from: https://drupal.org)

10. Ellucian: An educational software vendor based in Fairfax, Virginia. The company was formed

through the 2012 combination of educational software rivals Datatel, Inc. and SunGard Higher

Education.

11. External Stakeholder (External Constituent): Individuals who are impacted by Henry Ford

College’s policies and procedures including but not limited to: prospective students, alumni,

parents, and the community at large.

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12. HANK: HFCC's local branding of the Ellucian Colleague system. It stands for Henry Ford's

Automated Network of Knowledge.

13. Henry Ford College Public Website: An external facing website (www.hfcc.edu) which houses

resources for HFC stakeholders. Current ownership of the public website is shared between ITS

and Marketing.

14. Higher Learning Commission (HLC): HFC’s accrediting body.

15. Information: Data that is (1) accurate and timely, (2) specific and organized for a purpose, (3)

presented within a context that gives it meaning and relevance, (4) has minimized variability,

and (5) can lead to an increase in understanding and decrease in uncertainty.

16. Internal Stakeholder (Internal Constituent): All Henry Ford College students and employees

including but not limited to: currently enrolled students, student workers, support staff, full-

time and adjunct faculty, administrators, cabinet members, and HFC President.

17. Policies: Sets of rules and regulations that help standardize work done at HFC and when

followed reduce data integrity issues. This CPI team does distinguish between College Policies

(passed by governing bodies), and procedures (typically set up by departments). Our CPI team

does not concern regulations (imposed by outside entities) as part of Policies.

18. Procedures: The sequence of actions required to carry out a policy.

19. Security Access Level: Permissions given to a Henry Ford College system user as to what they

can access on a computer network, system database, or website.

20. Security Protocol: Rules and regulations that define how a access levels are granted or revoked

for a given user.

21. Stakeholder: An individual or entity that has a vested interest in Henry Ford College by being

involved in or affected by a course of action.

22. SuperUser: An account of a user on an HFC system that has the ability to make permanent

unmonitored system modifications without the need for approval or supervision. SuperUsers

are often referred to as, Administrator, root, dba, or admin, and have system privileges that far

exceed a normal user.

23. System: Combination of hardware, software, users, and interfaces that house data. For

purposes of the CPI team, we are investigating: Colleague/HANK, WebAdvisor, Courses

Website, and the Public Website.

24. Term: An academic semester.

25. WebAdvisor: A web application that allows students, faculty, and staff to access the HANK

system for class information, grades, and HR details

26. WebFOCUS: A reporting tool used by the College to extract data from the HANK system.

27. Workflow: The sequence of industrial, administrative, or other processes through which a piece

of work passes from initiation to completion. The CPI team includes documentation and

training as part of the workflow process.

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Description of the Current Process

The current process reflects a system that isn’t cohesive or efficient in resolving data integrity

issues. Various departments attempt to resolve data integrity issues independently. Too often

departments and divisors work in silos, allocating time and resources specifically to the

objectives of the individual department or division and not coordinating these objectives and

timelines across departments and divisions, therefore creating a disjointed or misaligned

process.

Several recommendations made by the Winter 2014 College Catalog CPI team have been

implemented.

1. The college’s part-time Curriculum Specialist position has been converted into a full-

time position.

2. A full-time Project Assistant position has been created and filled to work on producing

the college catalog.

3. The curriculum web site (courses.hfcc.edu) and HFC public web site (www) are more

synchronized than a year earlier.

These implementations are helping to improve the data integrity issues. However, significant

data integrity problems still exist (e.g. see Background Information and Appendix B). The

cause-and-effect diagram, relationship diagram, survey, and force field analysis on the

subsequent five pages of this report detail the causes and effects of the continued data integrity

problems.

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Cause-and-Effect Analysis

Staff turnover Lack of integration between

systems, e.g. Curriculum,

Hank, www, etc.

Poor Data Integrity and

Security Protocols

People

Protocols and Policies

Internal Processes

No structure/unifying committee

Too many superusers

Everything is an emergency

Need for training

Lack of knowledge of existing reports

Lack of communication/coordination of

data changes (working in silos)

Security/work protocols not enforced

No ownership of processes

Staffing levels

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Relationship Diagram

Data Integrity Requirements

Results (and ranked in order of influence as cause):

Key Element Cause Effect Rank

Process Ownership 6 0 1

Accountability 5 1 2

Communication and Coordination 4 2 3

Policies and Procedures 3 3 4

Priority Setting 2 4 5

Planning 1 5 6

Training 0 6 7

Communication

and Coordination

Planning

Procedures and

Processes

Process

Ownership

Training

Accountability

Priority

Setting

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Survey

The Data Integrity CPI team created a seven question survey to gather feedback from key

internal stakeholders (administrators, executives, staff, and faculty) on their perceptions of the

causes of the data integrity problems. 34 responses were received between October 27 and

November 4, 2014. Below are the responses ranked in order of the cause’s perceived impact in

data integrity problems (0 represents Strongly Disagree, 5 represents Strongly Agree).

Q6: Data integrity issues are caused by a lack of communication and/or coordination

Responses: 34 Average: 4.47 Q3: Data integrity issues are caused by people not following instituted processes and/or

procedures.

Responses: 34 Average: 4.31 Q2: Data integrity issues are caused by poor, or a lack of processes and/or procedures.

Responses: 34 Average: 4.28 Q7: Data integrity issues are caused by the use of a poorly designed data management

system, or due to data existing in multiple locations

Responses: 34 Average: 4.27

Q1: Data integrity issues are caused by poor, or a lack of, training.

Responses: 34 Average: 4.21 Q5: Data integrity issues are caused by responses to real or perceived emergencies

Responses: 34 Average: 3.70 Q4: Data integrity issues are caused by poor, or a lack of security protocols

Responses: 34 Average: 3.34

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Survey

Below is the distribution of survey responses.

0

2

4

6

8

10

12

14

16

18

20

Q1 Q2 Q3 Q4 Q5 Q6 Q7

StronglyDisagree

Disagree

Neither DisagreeNor Agree

Agree

Strongly Agree

N/A

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Force Field Analysis Desired Change: Improved Data Integrity

Driving Forces Restraining Forces

Need for consistent and accurate data and information for students and key stakeholders

No ownership of systems and processes

Need to make good decisions

Government reporting requirements, e.g. State, Federal, etc.

Many separate systems storing same data

Higher Learning Commission requirements and accreditation

Work in silos and lack of communication and coordination and training

Need to improve graduation and retention rates and completion of correct program requirements

Need for improved communication, coordination, and protocols regarding data integrity

Institution needs to identify data integrity problem as a priority to fix

Need to produce accurate information for consumers and stakeholders, e.g. college catalog.

Non-enforcement of procedures

Need to ensure financial aid dispersed correctly

Staffing levels

Need to utilize resources more efficiently Work (and data changes with ripples effects) made under perceived state of emergency

Avoid lawsuits No formal review of security protocols by departments

Need for good public image Employee resistance to change

Actions:

1. Need to correct current data inconsistencies and inaccuracies.

2. Need for improved process ownership, accountability, and communication and

coordination of decision that impact data integrity moving forward to ensure data

inconsistencies and inaccuracies are not reintroduced and data and system changes are

not made that have negative subsequences ramifications.

3. Need to produce college catalog with content consistent with course and program

information in Hank.

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Case Studies

Macomb Community College

The CPI team interviewed the Director of Institutional Research at Macomb Community

College (MCC) on October 30, 2014. They indicated they had similar problems as HFC is

having caused by well-meaning decision-making occurring in silos, creating problematic

situations elsewhere in the system/process.

As a result, MCC created a Data Integrity and IT Security Committee (IIS) comprised of key

senior administrators in all affected areas. The committee meets monthly and makes

recommendations on all data-related decisions, e.g. vetting changes to data, deciding how to

correct data integrity issues, purchase decisions on new software and data management

systems, etc.

The data change procedure at MCC was outlined in the interview:

Requestor submits request to immediate administrator.

That administrator, if approves, sends it to their most senior administrator (for HFC, VP

level).

o If that administrator approves, he or she will forward the request to IIS.

IIS reviews, identifies stakeholders, and determines if the request is small or large

(dependent upon man-hours and resource(s) it will take to complete request)

o When a request is escalated to large IIS forwards request to senior administrator

in most affected area.

Requestor is then required to submit to IIS or senior administrator charged with

decision-making:

o What they want done, why they want it done, how long it will take, who is

impacted, potential benefits, and possible problems

IIS or senior administrator reassess stakeholders, shares request with them, and receives

their feedback, thoughts, and concerns.

IIS or senior administrator makes the decision whether or not to implement.

Finally, the interviewee at MCC indicated that this process takes a lot time and suggested we be

cognizant of this if we implement a similar process.

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Davenport University

The CPI team interviewed an Institutional Research Analyst at Davenport University on

November 6, 2014.

Davenport uses oversight committees as a data change control process. They have a Banner

Reporting Team (BRT) and a Data Integrity Reporting Team (DIRT).

BRT is comprised of higher-level decision makers, who make decisions as to who owns which

changes and would implement a new process.

DIRT is comprised of more technical experts who govern if and what changes actually do occur.

Both committees are comprised of experts from each affected area of the college.

At Davenport, each piece of data is owned by the department that enters it. IR and IT do not

have ownership of the data, though IT sets security parameters and IR pulls from it. But

ownership lies with the entering department.

“The data we can pull out is only as good as the data that is put in.”

Eric also mentioned a “Data Cookbook” that they created at Davenport. The Cookbook was

created in 2 steps:

1) Defining data terms (which includes several variations of say, “enrollment”). But they

are the terms as used by Davenport when communicating to each other and in reporting

out for institutional purposes (not to be confused with terms created by 3rd

parties for

reporting purposes; Fed Gov, State Gov, Non-profits, etc.).

2) Analysts, who code to pull that information, then add to the terms the programing

language they would write to obtain such data.

As an example, each definition (where possible) would include:

Enrollment: the number of students enrolled in certain types of courses, between this date and

that date.

Select [table1].[field1], [table2].[field3]

From [table1] Join [table2]

On [table1].[field1] = [table2].[field1]

Where [table2].[field5] – [table2].[field4] = “some calculation”

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Pace University

Office of the Provost

Banner Reporting/Data Integrity Committee

Chair: Barbara Pennipede, Assistant Vice President,

Planning, Assessment and Institutional Research

The Banner Reporting/Data Integrity Committee began as the Banner Reporting Task Force in

March 2006 to address the problems encountered as a result of the implementation of the

Banner Student Module. The membership of the original task force was comprised of

representatives of the Provost’s Cabinet and representatives from appropriate areas of DoIT.

The Banner Task Force was eventually merged with the Data Integrity Committee as the goals

and the membership of the two groups were closely aligned. The membership of the Committee

has been further broadened to welcome representation of the academic areas that were

members of the former Deans Banner Reporting Task Force.

The primary goal of the Committee is the definition of data terms and labels critical to the

reporting process. These definitions are couched in the context of the Banner environment and

appropriate to Pace University. The Data Definitions project reflects an ongoing discussion; the

definitions will continue to evolve over time.

The Banner Reporting/Data Integrity Committee usually meets on bi-weekly Tuesdays via

telephone conference. If you would like to be a part of the Committee or would like to submit

items for discussion, please contact Barbara Pennipede or Joy Tatusko.

http://www.pace.edu/provost/banner-reporting-data-integrity-0

University of Missouri

Office of the Provost

Data Integrity and Reporting Committee

The Data Integrity and Reporting Group is responsible for the coordination of all

internal and external data reporting efforts, meeting state and federal reporting

compliance requirements, and ensuring that data in the official system(s) of record

meets UMKC business policies.

Charge/Responsibilities

Defines needed core data sets and reports

Develops a calendar for routinely producing these data sets and reports

Designs a systematic process for handling ad hoc data requests

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Identifies and resolves any related data integrity issues to ensure that reported data

are reliable and appropriate for their intended

use(s)

Creates a centralized repository containing the documentation and data definitions

http://www.umkc.edu/provost/committees/data-integrity-and-reporting/

Iona College

Office of the President

Integrity in Reporting Committee

The Integrity in Reporting Committee was established at the request of President Joseph Nyre,

PhD. The Integrity in Reporting Committee is a mechanism for transparent communication and

review of information concerning on-going efforts to ensure reliability of critical data reported

by Iona College.

The establishment of the Integrity in Reporting Committee is one of many steps taken by the

College to uphold the integrity and legacy of Iona's mission and core values as an educational

institution.

The Integrity in Reporting Committee consists of a cross-section of key administrators, staff,

and faculty representatives or liaisons. The Committee is collaborative, meets regularly, and is

committed to frequent reporting and periodic updates.

The members of the Committee are MaryEllen Callaghan, Charles Carlson, Jamie Fogarty, Dr.

Andrew Braunstein, Dr. James Carroll, Corey Wrinn and Dr. Joseph Wycoff

http://www.iona.edu/About/Office-of-the-President/Integrity-in-Reporting-Committee.aspx

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Keene State College

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CPI Team Recommendations

Our CPI team has identified two primary high-level needs to address this problem:

1. The need to correct current data inconsistencies and inaccuracies.

2. The need for improved process ownership, accountability, and communication and

coordination of decisions that impact data integrity moving forward to ensure data

inconsistencies and inaccuracies are not reintroduced and data and system changes are

not made that have negative consequences involving data, reporting, and business

ramifications.

The Data Integrity CPI team makes the following recommendations:

1. Formation of a data integrity organizational structure consisting of the Data Integrity

Committee.

Ongoing responsibilities:

a. Clearly define process ownership and accountability for college data and

integrity.

b. Review, communicate, coordinate, and approve change recommendations

(not work in silos).

i. Analyze, vet, and account for implications (“ripples”) of changes

across college systems

ii. Provide change control process

c. Adhere to and continue to refine the College Data Policy, developed by the

Data Integrity CPI team.

d. Perform semi-annual review of the integrity of the data in the college systems

(e.g. program and course information) published to the Data and Integrity

issue tracking web site.

Since the Data Integrity Committee will be a working committee, the following two

requirements exist in order for the committee’s efforts to be successful:

Attendance by members and completion of accepted tasks must be required.

Authority and accountability will lie with the Information Technology

Committee to follow-up on recommendations made by the Data Integrity

Committee for prioritization and additional resources needed to correct data

integrity problems.

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Immediate responsibility:

a. It is recommended the committee meet monthly and immediately review the

integrity of program and course data to ensure it is accurate and consistent

between the many systems within which it is stored and viewable in.

Page 42 of the Winter 2014 College Catalog CPI team indicates that IT Services

added reporting tools to the Courses Website to help compare Course Masters to

Hank data. Since a review of course descriptions between Hank and the HFC public

web site and the Curriculum web in October 2014 (six months later) still showed

significant inaccurate and inconsistent information, an inquiry was made by this CPI

team on the status of this report, if it was created, and if so, if it was being used. It

was discovered the report was not complete and does not appear to be being used.

Without a single data source or automatically synchronized systems and without

running and reviewing such an audit report that compares the data in the various

systems, and assigning resources to correct identified data integrity issues,

continued inaccuracies and inconsistencies are likely to exist, as they have for years.

b. Implement and utilize an issue tracking software (e.g. DataAdmin web site, similar to

WebAdmin and HankAdmin) where data integrity issues and problems can be

submitted, prioritized, and tracked as completed, as well as significant data changes

proposed, reviewed, prioritized, approved/denied, marked as completed, audited, and

reported.

c. Hire a consultant to review how the system is currently being used and make

recommendations how it can be used more effectively to improve processes, data

integrity, and services to students and internal stakeholders (e.g. advisors, institutional

research, programs, etc.). Of primary focus, the Data Integrity CPI team recommends

the consultant assist in the feasibility and cost-benefit analysis of implementing an

automated process to synchronize the systems, i.e. Curriculum web site to

Hank/WebAdvisor.

Estimated cost: 32 hours (4 days) x $250/hour = $8,000

Additional requirements for these recommendations to be successful:

As evident in the analysis done by the Winter 2014 Catalog CPI team, the Winter 2014 e-

Advising CPI team and several data integrity groups and efforts formed and disbanded

before that, serious data integrity problems have existed at the college for years.

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As evident in Appendix B and C of this report, significant data integrity issues still

remain that are having significant negative consequences for all stakeholders, including

students.

To resolve these data integrity issues and prevent future ones from occurring, the Data

Integrity CPI team would like to re-emphasize the three most influential needs (derived

from the causes of the problems) identified in the relationship diagram in this report, as

well as the recommendations:

There must be process ownership.

There must be accountability.

There must be better communication and coordination of data changes, e.g.

vetting and approval, not working in silos.

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Data Integrity Oversight Committee The Data Integrity CPI team recommends the creation of a Data Integrity Oversight Committee with the following mission:

“The Data Integrity Oversight Committee is responsible for identifying, prioritizing, correcting, and ensuring the ongoing integrity of data in the college. The Committee will recommend resource allocation to accomplish these changes when necessary.”

The Data Integrity Oversight Committee will meet monthly and consist of a cross-section of key administrators, staff, and faculty representatives, or liaisons. The Committee will be chaired by a Vice President, which can rotate, who will serve as a liaison to the College Cabinet and Information Technology Committee (currently being discussed/planned for) and work to obtain approval for any recommended resources to resolve data integrity issues. The CPI recommends the Vice President of Information, Marketing, and Effectiveness serve as the first Chair of the Committee for at least the first year.

Data Integrity Oversight Committee Membership

* Members must attend meetings, but may invite guests as special resources. Other guests are welcome. The Committee has the following charges:

1. Clearly define process ownership and accountability for college data and integrity. 2. Identify, prioritize, and correct data integrity problems, e.g. data, procedures,

processes. 3. Ensure ongoing data integrity by acting as a vetting and approval committee for

significant data changes, i.e. significant data changes must be presented to this committee for approval before being implemented.

Issue tracking software

(DataAdmin)

Chair (rotating), Vice President, Becky Chadwick Director, Executive Director of Enrollment Services and Registrar, Holly Diamond

Director, Teaching and Learning Support Services, Dr. Adam Cloutier Executive Director of Financial Operations and Financial Aid, Kevin Culler

Chair, College Council, Larry Smyrski Associate Dean, Dr. Paul Fisher Associate Dean, Randy Knight

Director, Advising and Counseling, Dr. Imad Nouri Co-Chair of Academic Council/College Senate, Dr. Eric Radar

Institutional Research Representative, Dr. Chris Buczynski Information Technology Services Representative, Jerry Kondraciuk

CPI Transition Team

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Requests to correct data issues (e.g. inaccuracies, inconsistencies, etc.) can be made to the Committee by anyone, e.g. cabinet, administrators, faculty, etc.

The CPI also recommends the following be done immediately:

Implement and utilize an issue tracking software (e.g. DataAdmin web site, similar to WebAdmin and HankAdmin) where data integrity issues and problems can be submitted, prioritized, and tracked as completed, as well as significant data changes proposed, reviewed, prioritized, approved/denied, marked as completed, audited, and reported.

Perform an audit of the current state of data integrity and begin immediately correction.

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Steering Committee Feedback

CPI Team: Data Integrity

Date: December 1, 2014 Sponsor: Becky Chadwick

Recommendations for Improvement

Support

Yes Yes with

changes

No

1. Formation of Data Integrity Committee with the mission, charge, and

membership defined on pages 22-25 of CPI report.

2. Implementation of data integrity issue tracking software for the

purposes defined on page 26 of CPI report.

3. Hire a consultant for the purposes described on page 23 of the CPI

report. Estimated cost: $8,000.

4. Communicate the Security Policy to the Data Integrity and/or IT

Oversight Committee for review and implementation.

Team Feedback Meeting – Date: ____________________

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Implementation Timeline

Task Jan 2015

Feb 2015

July 2015

1. Formation of Data Integrity Oversight Committee with the mission, charge, and membership defined on pages 22-25 of CPI report.

a. First committee meeting

2. Implementation of data integrity issue tracking software for the purposes defined on page 26 of CPI report.

a. Review options for a collaborative web site for the DIOC

b. Review options to use an existing internal issue tracking system.

c. Implementation of data integrity issue tracking software

d. Enter discovered data integrity issues in tracking system.

3. Consider a consultant for the purposes described on page 23 of the CPI report.

a. Identify processes and data integrity improvements. b. Estimated cost: $8,000.

4. Issue Tracker open to general college public

5. Communicate the Security Policy to the Data Integrity and/or IT Oversight Committee for review and implementation.

6. Committee report to the CPI team with number of data integrity issues submitted and completed in the Issue Tracking system

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Engrafting and Monitoring Plan

Engrafting

1. Establishment of Committee and Issue Tracking System (second week of January):

a. Notify Data Integrity Oversight Committee members of their commitment and

the 1st meeting date

b. Disseminate Campus Data Policy (Cabinet and Committee)

c. Identify and notify person(s) charged with creating Issue Tracker System

2. Issue Tracker in place (end of January)

a. CPI Team enters known data integrity issues

3. Committee meets (end of January):

a. Briefed by CPI Team and Committee Chair (VP)

b. Review Campus Data Policy

c. Review issues from Issue Tracker

i. Analyze, prioritize, distinguish

d. Sets next meeting

4. Committee meets (end of February):

a. Considers consultant

b. Issue Tracker open to general college public

c. Deliver Campus Data Policy to Information Technology Oversight Committee

for review, approval, and implementation.

Monitoring

5. Data Integrity Oversight Committee will report to the CPI team in six months the number of

data integrity issues submitted and completed in the Issue Tracking system.

a. Survey employees who submitted issues to tracking system to find out their level

of satisfaction with the issue resolution.

b. Once initial monitoring takes place, Data Integrity Oversight Committee self-

monitors and reports to committee chair.

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Future CPI Teams

Based on the research and analysis done by the Data Integrity CPI team, the following future

CPI initiatives are suggested.

1. Information Technology Oversight Committee

a. A committee to take responsibility for identifying, prioritizing, correcting, and

ensuring the ongoing integrity of data in the college. The committee will

recommend resource allocation to accomplish these changes when necessary.

2. Academic Technology Oversight Committee

a. A committee to helps shape academic technology on campus. Contributes to the

development and integration of academic technology on campus and makes

recommendations to ITOC.

3. Enterprise Information Oversight Committee

a. A committee to give guidance and direction for Enterprise Information Systems.

Makes recommendations to ITOC regarding requests for new information

systems, implementation priorities, and reviews security access to information

systems.

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Appendix A – Specific Data Integrity and Process

Problems Requiring Resolution

Hank/WebAdvisor/Curriculum/WWW

1. Inconsistent course information (course descriptions, course titles, and pre-requires) between three web sites (WebAdvisor, www, and courses). This problem has been widespread and ongoing for years. A meeting was held in April 2014 to address it and set a short-term timeline to correct it. A document was presented showing just a sample of the inconsistencies.

a. Courses had different titles, different course descriptions, and different or missing pre-requisites in all three public web sites. The inconsistencies existed in a large number of courses in department across the college, e.g. ACT, ART, AUTO, CIS, DRAF, ELEC, ELI, ENT, HOSP, PLGL, TCM, etc.

b. In the case where pre-requisites were missing in WebAdvisor (while present at www and courses), students were allowed to register for classes they were not prepared for and often times failed. In other cases when the student complained, de-registrations and refunds had to be given.

c. The document also summarized required courses that disappeared from WebAdvisor program evaluations (for active programs and where college council approved program documents were available). The disappearance of required courses from program evaluations have numerous implications: required workplace skills are not provided, Perkins assessment and Program assessments scores may be lowered, low enrollment, etc.

d. In February 2014 it was discovered program changes made to a degree in 2011 were never made in Hank/WebAdvisor and action was supposed to be taken at that time to correct it. Thus, students were being admitted to an outdated program (2005 degree requirements). In October 2014, it was discovered, the 2011 and 2012 degree changes made and approved for this program were still never entered into Hank. As a result, more students were placed into an outdated program. And, to the correct the situation, the 2011 and 2012 degrees had to be entered into the system, thereby making the 2005 degree inactive (as more than three years had passed since the 2011 degree requirements) since the 2011 degree was the next best program to place the students into. Since students had been looking at the 2005 degree requirements, they may not have been taking the correct classes to graduate per the 2011 degree requirements. Thus, in order to try to assist students, the department will try to write course substitutions for the students. And again, this may have negative assessment implications. This example is one among many.

e. Six months after this meeting, in October 2014, another manual audit (of a sample of courses) was done and again found widespread inconsistent course descriptions between the three public HFC web sites (WebAdvisor, www, and courses).

f. On October 18, 2014, the day these examples were being assembled, a faculty member emailed a member of the CPI team asking if they would help promote a Winter 2015 course offering. The course is MATH 275 Discrete Mathematics (an

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advanced math class). The CPI team member looked up the Winter course offering in WebAdvisor and found it had no pre-requisite listed. However, the course does have a pre-requisite, which is Math 180 Calculus which is listed on the www web site. With the WebAdvsior pre-requisite data missing, students not prepared for the course would be allowed to register. Since this occurred on a wide spread basis before, is an ongoing problem, and it is not known why it is occurring, no known auditing/review process, there is way to know how many more cases of this are occurring.

Possible solutions: a) system to automatically sync Hank/WebAdvisor to courses/curriculum web site, b) produce and review reports that compare data in two locations, c) system to submit and track inconsistencies.

2. Missing course substitutions. Course substitutions submitted to facilitate a student’s

graduation are being lost. Currently, there is no formal document tracking. After a substitution is signed by the Vice President, there is no verification of its receipt from the Registrar to either the department that submitted it or to the student. The student only finds out if the substitution was lost when they receive an email from the Registrar that their graduation application was denied. Possible solution: a) implement document tracking for course substitutions, and b) inform students when the course substitution is approved.

3. Inactive programs still listed for students in WebAdvisor program evaluations. HFC programs become inactive (and thus students cannot graduate under them) there years after the next change to the program. However, when a program becomes inactive, students in that program are not currently notified in any way. And, when they log into WebAdvisor and review their Program Evaluation, they receive the program evaluation for the inactive program. Not knowing it is inactive (because it does not indicate such on the program evaluation), the students very often apply to graduate only to receive an email from the Registrar sometime later indicating their graduation application was denied.

Possible solution: a) there should be a process in place to ensure students are notified a program is becoming inactive, and b) inactive programs should indicate such on program evaluations.

4. In September 2014 when Fall classes started, it was discovered the course descriptions for a

large number of courses at the college were changed over the summer and the changes were not approved by faculty or know by faculty. As a result, we classes started all syllabi has different course descriptions than the public web site and it was discovered both non-substitutive changes and substantive changes had been made, which then required meetings to revert the substantive changes back.

Possible solution: a) data integrity committee and change control/approval b) improved communication and coordination.

5. Program web pages on the curriculum (courses.hfcc) and HFC public web site (www) were

recently changed to specify what General Education courses are available for each General Education outcome. While specifying this information is important for HLC accreditation and best practices, the manner in which it was done is likely to cause serious problems for

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some students. The change listed all available General Education courses available at the college for each Gen Ed outcome. However, certain programs prescribe a specific Gen Ed course for particular outcome. For example, the CIS AAS program specifies CIS 100 for the Computer Literacy outcome. Similar prescriptions exist (or will exist)) for other Gen Ed outcomes, e.g. Civics and Culture, Communication, Quantitative Literacy, etc. However, the program web site reads: “Complete at least one course”. In programs that prescribe a specific Gen Ed course, if a student follows this direction and chooses of the courses from the list without knowing the specific degree requirement for Gen Ed, they may very likely spend money on three to five credit hours of course work and four months of effort on a course that will in no way apply towards their degree (i.e. taking a Gen Ed course that was not prescribed by their program). Possible solutions: communicate and coordinate needs and data/information changes before making them on live web sites.

Other

6. Programs have been created without consideration of financial aid implications. Pre-nursing was given as an example.

7. Inconsistent credit/contact hours listed on course master vs. Hank/WebAdvisor. Incorrect contact hours listed in Hank can impact faculty teaching assignments which could cause incorrect pay (thus causing manual checks). Staff hiring and job code/pay cycle coding issues. Please note - This is more an internal procedural/processing issue, but still has negative data reporting/financial implications. If pay date deadlines are missed, manual checks (which are $50.00 each to process) are subsequently needed. As a result of some of these issues, Payroll has issued 120+ manual checks in the last month. It was suggested Payroll be contacted if further information desired.

8. Non-credit class reporting issues. Some course/student registrations were over a year old before they were entered into Hank. Note – it is believed all non-credit registrations are currently up to date.

9. Academic Program Codes. During Colleague implementation, a decision was made to use a generic catalog year (2001-2002) in the catalog field of the system when creating academic program codes. The year within the code indicated when a change to the program requirements occurred*. Based on research, HFC is the only college that maintained academic program codes in this manner and the decision has had a negative impact for reporting. This has resulted in many different academic program codes used to identify the same program.

In response to the issues caused, HFC has implemented use of the catalog year as intended

by Colleague (highlighted below). Here is an example:

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[Program Code] [Hank Program Title (free form text)] [Catalog Year]

AUTOT.AAS Auto Technology 2013-2014, 2014-2015

AUTOT.AAS.2002 Auto Technology – Est 2002 2001-2002

AUTOT.AAS.2005 Auto Technology – Est 2005 2001-2002

AUTOT.AAS.2008 Auto Technology 2001-2002

AUTOT.AAS.2009 Auto Technology 2001-2002

AUTOT.AS.1985 Auto Technology – Est 1985 2001-2002

Had Colleague been implemented using catalog year as intended by the software

company the above highlighted program code could be used to identify all students in

the Auto Technology program. Since this isn’t the case, a series of academic program

codes must be identified and reported on for a single academic program.

This is just one example of how the decisions made in the past regarding academic

program codes has had a negative impact on other areas within the college. Overall, the

process is inefficient, cumbersome, and potentially inconsistent.

10. Work-arounds. The system does not work for you, but you need to get your job done. Example: There are 50-60 TIF fund “departments”. These were probably created because it was the only way to move money around. If you run a report by departments you now have these included; they are not actual departments.

11. Self-reporting errors: Student self-reports as FTIAC when isn’t, or not as FTIAC when is.

12. Miscodes: A student is reported as FTIAC on his/her application; and then we receive

transcripts for them from another college (Could be a result of self-reporting or reporting

errors).

13. Fields that are not mutually exclusive: A student can be both an International Student and a

FTIAC; but a field may only let you choose one as an option (further, there is no objective

reason why whoever is entering the data is to choose one over the other in such an instance).

14. Also, a student may apply in fall of 2010, but not take a class until winter of 2012. At other

colleges, if a student applies for the fall semester and does not take classes, they cannot

register until they fill out a different form. This form notifies registration to go back and

change the students start date. Without a process/procedure, their start date never gets

updated and the student can be counted as a student all of those years without ever taking a

class.

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The following analysis is the result of manual review performed on October 13-14, 2014 of just a small sample randomly chosen courses and shows significant inconsistencies in course information between the three public web sites. Despite efforts to correct these issues in Winter 2014, these inconsistencies as well as inconsistencies in program information and pre-requisites are still being discovered on a case-by-case and manual basis as no process appears to be implemented to review and correct them. Course www.hfcc.edu WebAdvisor courses.hfcc.edu

CIS 100 Covers computer hardware, the use of the Internet for communication, e-commerce, information retrieval, the social impact of technology, computer security, networking, and industry-related careers. Also introduces students to the Windows operating system, Internet browsers, e-mail, word processing, spreadsheets, databases, and presentation software

Survey the field of computer technology and information management. Covers computer hardware, the use of the Internet for communication, e-commerce, information retrieval, the social impact of technology, computer security, networking, and industry-related careers. Also introduces students to the Windows operating system, Internet browsers, e-mail, word processing, spreadsheets, and presentation software using computer laboratory sessions. This course satisfies the HFC Computer Literacy Requirement

Survey the field of computer technology and information management. Covers computer hardware, the use of the Internet for communication, e-commerce, information retrieval, the social impact of technology, computer security, networking, and industry-related careers. Also introduces students to the Windows operating system, Internet browsers, e-mail, word processing, spreadsheets, and presentation software using computer laboratory sessions. This course satisfies the HFC Computer Literacy Requirement

CIS 122 Introduces website usability, web page authoring, the Internet, networking, and security fundamentals. Also provides an overview of Web programming and development in HTML, CSS, and PHP.

A beginning course familiarizing the student with website usability, web page authoring, the Internet, networking, and security fundamentals. Skills obtained will include introduction to web programming and development in HTML, ASP and Fireworks (note: this has been fixed sometimes between 10/13 and 1/14 – see screenshot PDFs of both states)

An introductory-level course covering website usability, web page authoring, the Internet, networking, and security fundamentals. Skills demonstrated will include beginning Web programming and development in HTML, CSS, and PHP.

CIS 124 Covers the installation and configuration of the Windows Server operating system, connecting client workstations, Active Directory and Server management, system

An introductory-level course that explores the installation and configuration of the Windows Server operating system, connecting client workstations, Active Directory and Server management,

An introductory-level course that explores the installation and configuration of the Windows Server operating system, connecting client workstations, Active

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monitoring and maintenance as well as the configuration of network printing.

system monitoring and maintenance as well as the configuration of network printing.

Directory and Server management, system monitoring and maintenance as well as the configuration of network printing

CIS 126 Covers HyperText Markup Language (HTML) coding practices for both current and future browsers. Examines use of HTML5, XHTML, Javascript, Cascading Style Sheets (CSS), and Validation according to the guidelines of the World Wide Web Consortium (W3C). Coursework requires the creation of a website using HTML5 and CSS.

This course will provide students with a comprehensive mastery of HyperText Markup Language (HTML) coding practices for both current and future browsers. Additional topics include an understanding and use of HTML5, XHTML, Cascading Style Sheets (CSS), and Validation according to the guidelines of the World Wide Web Consortium (W3C). The use of Javascript will be introduced. Students will create an entire website using HTML5 and CSS. (note: this has been fixed sometimes between 10/13 and 1/14 – see screenshot PDFs)

Covers HyperText Markup Language (HTML) coding practices for both current and future browsers. Uses HTML5, XHTML, Cascading Style Sheets (CSS) extensively, and validates according to the guidelines of the World Wide Web Consortium (W3C). Introduces JavaScript language. Includes the creation and publishing of a website using HTML5 and CSS

CIS 170 An intermediate-level course which introduces a compiler and the “C” programming language. Explores how to design, code, test, and debug programs using the “C” language

An intermediate course familiarizing the student with a compiler and the "C" programming language. These features are taught through detailed lectures and coding laboratory assignments. Students design, code, test and debug programs using the "C" language. (note: this has been changed since 10-13 – see screenshots – now consistent with www, but not courses.hfcc).

Covers HyperText Markup Language (HTML) coding practices for both current and future browsers. Uses HTML5, XHTML, Cascading Style Sheets (CSS) extensively, and validates according to the guidelines of the World Wide Web Consortium (W3C). Introduces JavaScript language. Includes the creation and publishing of a website using HTML5 and CSS

CNT 220 The last in a series of four courses designed to help prepare students for the Cisco Certified Network Associate (CCNA) certification. Discusses the wide area network (WAN) technologies and network services required by converged applications in a

This course is the last in a series of four courses designed to help prepare students for the Cisco Certified Network Associate (CCNA) certification. This course discusses the wide area network (WAN) technologies and network services required by converged applications in a

The last in a series of four courses designed to help prepare students for CCNA (Cisco Certified Network Associate) certification. Discusses the wide area network (WAN) technologies and network services required by converged applications in a

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complex network. Covers the selection criteria of network devices and WAN technologies to meet network requirements, how to configure and troubleshoot network devices and resolve issues with data link protocols, and explores how to implement Internet Protocol Security (IPsec) and virtual private network (VPN) operations in a complex network. NOTE: Course topics help students prepare for the CCNA Security certification exam, but the exam is not included in this course. Industry certification exams are administered by an independent testing agency.

complex network. The course enables students to understand the selection criteria of network devices and WAN technologies to meet network requirements. Students learn how to configure and troubleshoot network devices and resolve issues with data link protocols. Students will also develop the knowledge and skills needed to implement Internet Protocol Security (IPsec) and virtual private network (VPN) operations in a complex network.

complex network. Covers the selection criteria of network devices and WAN technologies to meet network requirements, how to configure and troubleshoot network devices and resolve issues with data link protocols, and explores how to implement Internet Protocol Security (IPsec) and virtual private network (VPN) operations in a complex network through laboratory exercises and detailed lectures. NOTE: Course topics help students prepare for the CCNA Routing and Switching certification exam, but the exam is not included in this course. Industry certification exams are administered by an independent testing agency.

CIS 230 An advanced course covering theory and application in areas such as the standard template library, object oriented constructs, data and classes, and migrating from “C” to “C++

An advanced-level course expanding upon arrays, pointers, structures, and file I/O. Covers theory and application in areas such as the standard template library, object oriented constructs, data and classes, and migrating from "C" to "C++.

An advanced-level course expanding upon arrays, pointers, structures, and file I/O. Covers theory and application in areas such as the standard template library, object oriented constructs, data and classes, and migrating from “C” to “C++.”

BBA 131 Presents an integrated examination of the American business system and the operations of business organizations. Covers theories of management and their application, production, operations, marketing, and financial management of firms

This survey course presents an overall integrated picture of American business and its operations. Included are such topics as forms of business ownership, management, internal organization, production, marketing, short-term and long-term financing, insurance, accounting principles, business law, and the relationship of government to business

Presents an integrated examination of the American business system and the operations of business organizations. Covers theories of management and their application, production, operations, marketing, and financial management of firms

BBA 153 Examines the principal functions of a customer service representative, the

This course helps students understand the principal functions of a customer service

Examines the principal functions of a customer service representative, the

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skills needed to succeed in the workplace, and the knowledge to advance into a leadership role within the service industry. Emphasizes effective communication skills, positive attitudes, problem solving, strategies for coping with challenging and dissatisfied customers, retention of customers, methods of measuring customer satisfaction, technology and customer service, and motivational techniques. NOTE: Upon successful completion of this course, students may choose to take the exam for National Professional Certification in Customer Service from the National Retail Federation (NRF) Foundation. This exam is not included in this course.

representative, the skills needed to succeed in the workplace, and the knowledge to advance into a leadership role within the service industry. Special areas of emphasis include effective communication skills, positive attitudes, problem solving, strategies for coping with challenging and dissatisfied customers, retention of customers, methods of measuring customer satisfaction, and motivational techniques. Upon successful completion of this course, students will qualify to test for a Professional Certification in Customer Service from the National Retail Federation Foundation.

skills needed to succeed in the workplace, and the knowledge to advance into a leadership role within the service industry. Emphasizes effective communication skills, positive attitudes, problem solving, strategies for coping with challenging and dissatisfied customers, retention of customers, methods of measuring customer satisfaction, technology and customer service, and motivational techniques. NOTE: Upon successful completion of this course, students may choose to take the exam for National Professional Certification in Customer Service from the National Retail Federation (NRF) Foundation. This exam is not included in this course

BEC 132 Offers an overview of macroeconomics and microeconomics. Discusses markets, supply and demand equilibrium, firm decision making, aggregate output, monetary and fiscal policy, and the principles of international trade.

This course provides an overview of the topics covered in BEC 151-Macro Economics and BEC 152-Micro Economics, including the influence on total output, particularly monetary and fiscal policy; detailed analysis of firm decision-making in both product and resource markets; and the principles of international trade. This course serves those students needing only one economics course or those students who want to learn more about the free enterprise system

Offers an overview of macroeconomics and microeconomics. Discusses markets, supply and demand equilibrium, firm decision making, aggregate output, monetary and fiscal policy, and the principles of international trade

BEC 152 Examines how decision makers address the central economic problem of scarcity through markets and other mechanisms. Covers price theory, the elements of a market system, consumer behavior,

This is a required course for Business Administration majors planning to transfer to four-year colleges. Delineates the theoretical underpinnings of disaggregative economic analysis. Specific areas of study include the price

Examines how decision makers address the central economic problem of scarcity through markets and other mechanisms. Covers price theory, the elements of a market system, consumer behavior,

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production theory, market structures, labor markets, market imperfections, and government intervention

system, market imperfections, labor unions, governmental interventions, and international economics

production theory, market structures, labor markets, market imperfections, and government intervention

BBA 231 Examines written, oral, and listening skills as used in a business environment with a major focus on how to properly construct and edit both internal and external documents. Presents proven theories to utilize principles and styles of effective written communication to analyze case studies; to create appropriate documents; and to compose business letters, memos, and employment-related documents. Methods to develop proper planning, organizing, and outlining skills are presented.

This course introduces the basic principles and practices underlying business communication. This course is designed to improve business-writing skills by helping students prepare effective business documents that are clear, concise, coherent, complete, courteous, and correct. Some of the documents are created in the classroom using personal computers.

Examines written, oral, and listening skills as used in a business environment with a major focus on how to properly construct and edit both internal and external documents. Presents proven theories to utilize principles and styles of effective written communication to analyze case studies; to create appropriate documents; and to compose business letters, memos, and employment-related documents. Methods to develop proper planning, organizing, and outlining skills are presented

PLGL 225

Explores how to identify complex legal issues and research them using electronic research tools. Covers how to synthesize multiple sources of law, draft a comprehensive statement of current law, and then apply that law to a hypothetical fact scenario. Also discusses how to present results in an objective memorandum and/or a persuasive brief

This course is the third of three legal research and writing courses. This course enhances students' legal analysis skills by teaching students to identify complex legal issues and research them using electronic research tools. Students will synthesize multiple sources of law to craft a comprehensive statement of current law and then apply that law to a hypothetical fact scenario. Students will present their results in an objective memoranda and a persuasive brief

Explores how to identify complex legal issues and research them using electronic research tools. Covers how to synthesize multiple sources of law, draft a comprehensive statement of current law, and then apply that law to a hypothetical fact scenario. Also covers presenting results in an objective memorandum and/or a persuasive brief

PLGL 235

Explores the fundamental principles of contract law. Covers the elements of contract formation and breach under common law and Article II of the Uniform Commercial Code (UCC). Discusses the laws of secured transactions under Article IX of the UCC, Bankruptcy Laws, and the

This course provides students with the fundamental principles of contract law. Students will examine the elements of contract formation and breach, as well as laws related to the sale of goods under Article II of the Uniform Commercial Code. Students will examine the laws of secured transactions under

Explores the fundamental principles of contract law. Covers the elements of contract formation and breach under common law and Article II of the Uniform Commercial Code (UCC). Discusses the laws of secured transactions under Article IX of the UCC, Bankruptcy Laws, and the

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laws and practices of collecting debt upon default.

Article IX of the Uniform Commercial Code and basic elements of the Bankruptcy Code. Students will then examine laws pertaining to the acquisition of personal property and the collection of debt associated with the default.

laws and practices of collecting debt upon default

BIO 234 Covers special senses, endocrine, circulatory, lymphatic, immunity, respiratory and digestive systems, metabolism and energetics, urinary system, fluid, electrolyte and acid/base balance, and the reproductive system. Labs are sequenced with lecture and reinforce the lecture content. Three hours of lecture and two hours of lab per week

Covers special senses, endocrine, circulatory, lymphatic, immunity, respiratory, digestive, urinary and reproductive systems. Labs are sequenced with and reinforce lecture content. Three hours of lecture and two hours of lab per week

Covers special senses, endocrine, circulatory, lymphatic, immunity, respiratory and digestive systems, metabolism and energetics, urinary system, fluid, electrolyte and acid/base balance, and the reproductive system. Labs are sequenced with lecture and reinforce the lecture content. Three hours of lecture and two hours of lab per week.

ACT 136 Introduces building information modeling (BIM) using Revit Architecture software, parametric software which is a complete design and documentation solution that supports all phases of design, drawing production, and schedule development for a given project. Topics include setup, drawing and editing commands, view creation, styles, dimensioning, annotation, sections, detailing, walls, doors, windows, roofs, three-dimensional (3-D) presentation, rendering, families, and printing.

This is an intermediate-level course introducing the student to building information modeling (BIM) using Revit Architecture software. This parametric software is a complete design and documentation solution that supports all phases of design, drawing production, and schedule development for a given project. Topics include setup, drawing and editing commands, view creation, sytles, dimensioning, annotation, sections, detailing, walls, doors, windows, roofs, three-dimensional (3D) presentation, rendering, families, and printing. The efficient use of Revit Architecture is covered as it relates to each assignment. Pre-requisites: ACT 101 and ACT 116

Introduces building information modeling (BIM) using Revit Architecture software, parametric software which is a complete design and documentation solution that supports all phases of design, drawing production, and schedule development for a given project. Topics include setup, drawing and editing commands, view creation, styles, dimensioning, annotation, sections, detailing, walls, doors, windows, roofs, three-dimensional (3-D) presentation, rendering, families, and printing

ACT 233 Explores methods used in developing and drawing details for a commercial

An advanced course in which the student becomes acquainted with methods used

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building. Details include site, foundation, structural, and wall and roof conditions. Also covers window and door details, commercial stairs, and other typical commercial details. Completion of or concurrent enrollment in ACT 211 is strongly recommended

in developing and drawing details for a commercial building. Details include site, foundation, structural, wall and roof conditions. Also studied are window and door details, commercial stairs and other typical commercial details

AH 100 Presents health and disease medical terminology in relation to human structure and function. Introduces key elements in the formation and modification of medical terms which then is applied to specific body systems. Note: since the textbook for this course presents at an 11th grade reading level, it is strongly recommended that a student have a minimum score of 82 on the Compass Reading Test.

An in-depth presentation of medical language which serves as a solid foundation for students interested in health care, medicine, nursing, pharmacy, physical therapy, or related areas. Medical terminology for both health and disease is presented in relation to human structure and function. This course seeks to build a framework by introducing the key elements in the formation and modification of medical terms which then is applied to specific body systems

ANTH 151

Traces the culture and history of Native Americans from their earliest origins in the New World through the consequences of American colonization. Also addresses current issues that face Native American populations. Several cultures from various regions of North America will be studied in depth through mediums such as ethnography, biography, fiction, and film

Traces the culture and history of Native Americans from their earliest origins in the New World through the consequences of American colonization. The course will also address current issues that face Native American populations. Several cultures from various regions of North America will be studied in depth through mediums such as ethnography, biography, fiction, and film

EDU 202 EDU 202 is a required 45-clock hour practicum, to be taken concurrently with the corresponding section of EDU 201 – Introduction to Education. Course assignments for students enrolled in EDU 202 will be coordinated between the

EDU 202 is a required 45-clock hour practicum, to be taken concurrently with the corresponding section of EDU 201. Course assignments for students enrolled in EDU 202 will be coordinated between the EDU 201 instructor and the coordinating teacher

EDU 202 is a required 45-clock hour practicum, to be taken concurrently with the corresponding section of EDU 201 – Introduction to Education. Course assignments for students enrolled in EDU 202 will be coordinated between the

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EDU 201 instructor and the coordinating teacher assigned school practicum. Course topics include: the profession of teaching, the process of becoming an educator, managing a classroom, various career paths in education, teacher certification and endorsement. Activities allow students to interact with and use State resources located on the Michigan Department of Education website. (See EDU 201 for more information.) This course is not to be taken concurrently with PSY 152. Field experience hours in PSY 152 do not count for pre-student teaching hours in EDU 202.

assigned school practicum. Course topics include: the profession of teaching, the process of becoming an educator, as well as the various career paths in education, certification and endorsement. Activities allow students to interact with and use resources such as the

GLCE’s, Entry-Level Standards for Michigan Teachers (ELSMT), Michigan Curriculum Framework (MCF), and Universal Design for Learning (UDL). (See EDU 201 for more information.) This course is not to be taken concurrently with PSY 152. Service learning hours in PSY 152 do not count for pre-student teaching hours in EDU 202

EDU 201 instructor and the coordinating teacher assigned school practicum. Course topics include: the profession of teaching, the process of becoming an educator, managing a classroom, various career paths in education, teacher certification and endorsement. Activities allow students to interact with and use State resources located on the Michigan Department of Education website. (See EDU 201 for more information.)

MGT 240 Presents creative problem solving concepts, including visualization and mental models. Examines mental blocks, idea generation, evaluation, implementation, and communication

This course is a workshop allowing students to experience the creative problem-solving process individually and in teams. Creative problem-solving concepts are presented including visualization and mental models. Mental blocks, idea generation, evaluation, and implementation are examined. The role of communication in a creative problem-solving context is discussed

MOA 165

This course is designed to build upon the knowledge gained in MOA-100, and MOA-110 The process of electronic claims preparation is practiced through classroom simulations The student will use medical office computer applications to establish patient, insurance, facility data bases. This information allows the user to prepare

This lab lecture course focuses upon the physician office billing process. Both paper and electronic claims are presented with an emphasis on correctly billing primary, as well as secondary claims

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statements, bill insurance companies, post payments to the patient account, and generate statements and other financial documents utilized in the physician’s office

MTT 130 An entry-level course covering the following manufacturing inspection methods: layout, surface plate techniques, tool and instrument reading and uses, and floor and receiving inspection. Also discusses surface finish measurement, introduction to SPC techniques, and GDT. Laboratory activities

A beginning course that covers the following manufacturing inspection methods: layout, surface plate techniques, tool and instrument reading and uses, and floor and receiving inspection. Surface finish measurement, introduction to SPC techniques, and GDT are integral portions of this course

INTR 284 Explores how to integrate the interior design process into a small-scale, non-residential design project focusing on functional and aesthetic elements, and the integral relationship to user needs. Also discusses how to incorporate human factors, Universal Design principles, and building codes into the design process. Emphasizes environmentally responsible product selection and specification

This studio course integrates the interior design process into a small-scale non-residential design project focusing on functional and aesthetic elements and the integral relationship to user needs. The course incorporates human factors, Universal Design principles and building codes. Environmentally responsible product selection and specification will result from research and evidence-based design

AUTO 108

A study of basic automotive electricity theory and principles. Covers voltage, amperage, Ohm’s law, accessories, and lighting as well as series and parallel circuits. Also discusses the various meters that are used in the service of automobiles. Emphasizes circuit diagnosis and troubleshooting.

A study of basic automotive electricity theory and principles. Voltage, amperage

and Ohm’s law will be covered as well as series and parallel circuits. An introduction to the various meters that are used in the service of automobiles will also be discussed. Circuit diagnosis and troubleshooting will be an integral part of this course. Accessories and lighting will also be covered

ART 216 Explores a broad range of traditional and contemporary approaches to

A continuation of ART 116 - Painting I. A broad range of traditional and contemporary

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painting. approaches to painting are explored.

ENT 259 A course covering the necessary building-plant maintenance procedures and process skills, knowledge and competencies for persons seeking positions as building and plant multi-skilled facilities or power plant technicians. Electrical, mechanical equipment, and systems in building and plants are covered for management of maintenance with hands-on interfacing to plan projects and the required maintenance, upgrading, commissioning - re-commissioning, sustainability, energy management and repair, along with continuing oversight to insure safety, efficiency along with economical continuity of operation. Plant visits may be required.

An advanced course covering the necessary building-plant maintenance procedures and process skills, knowledge, and competencies for persons seeking positions as building and plant multi-skilled facilities or power plant technicians. Electrical and mechanical equipment and systems in buildings and plants are covered for management of maintenance, with hands-on interfacing to plan project and the required maintenance and repair, along with continuing oversight to insure continuity of operation.

A course covering the necessary building-plant maintenance procedures and process skills, knowledge and competencies for persons seeking positions as building and plant multi-skilled facilities or power plant technicians. Electrical, mechanical equipment, and systems in building and plants are covered for management of maintenance with hands-on interfacing to plan projects and the required maintenance, upgrading, commissioning - re-commissioning, sustainability, energy management and repair, along with continuing oversight to insure safety, efficiency along with economical continuity of operation. Plant visits may be required

TCM 157 An intensive introduction to digital video editing, using an industry standard software editing program in the Telecommunication computer video lab. Covers both hardware and software issues, and explores how to complete short editing exercises.

An intensive workshop introduction to digital video editing, using an industry standard software editing program in the Telecommunication computer video lab. Both hardware and software issues will be covered, and several short editing exercises will be completed with Final Cut Pro for Macintosh

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Small sample of data integrity (e.g. missing/incorrect course pre-requisites) issues covered at April 2, 2014 meeting Course Num courses.hfcc.edu www.hfcc.edu WebAdvisor

CIS 105 CIS 100 None

CIS 111 CIS 122 or CIS 125 or CIS 130 or CIS 170 or Permission of Instructor

One semester of any programming language or work-related experience

None

CIS 112 CIS 100 or concurrent enrollment in CIS 100

CIS 100 CIS 100

CIS 124 CIS 112 or CNT 110 CIS 112 CIS 112

CIS 114 CIS 112 or CNT 110 CIS 112 CIS 112

CIS 125 CIS 100 or concurrent enrollment in CIS 100

CIS 100 or concurrent enrollment in CIS 100

None

CIS 130 CIS 125 or permission of instructor

CIS 125 or work related experience

None

CIS 172 CIS 122 or CIS 126 or Permission of Instructor

CIS 126 CIS 126

CIS 215 (CIS 111 or CIS 270) and CIS 130

CIS 111 (or CIS 270) and CIS 130

None

CIS 220 CIS 111, CIS 125, and (CIS 122 or CIS 130 or CIS 170)

CIS 111, CIS 125 and one or more CIS course

None

CIS 227 CIS 126 and ART 107 CIS 126 and ART 107 None

CIS 230 CIS 170 CIS 170 None

CIS 270 CIS 111 or permission of instructor

CIS 111 or permission of instructor

CIS 111

AUTO 292 Appears to be missing from both Approved and Draft sections

Requires instructor permission

None

AUTO 293 AUTO 105, AUTO 110, and AUTO 160; or department permission

AUTO 105, AUTO 110, AUTO 150, and AUTO 160; or department permission

AUTO 100

AUTO 294 AUTO 105, AUTO 110, Auto 120, Auto 150, and AUTO 160; or department permission

AUTO 105, AUTO 110, AUTO 120, AUTO 131, AUTO 140, AUTO 142, AUTO 145, AUTO 150, AUTO 160, AUTO 220, and AUTO 237; or department permission

None

ACT 175 ACT 100 and ACT 116 ACT 100 and ACT 116 ACT 116

ENT 104 ENT 103 or ENT 103 concurrent or instructor permission

Completion of or concurrent enrollment in ENT 107

None

ENT 109 Prerequisites: ENT 101, ENT 103, ENT 103, ENT 104, ENT 105, ENT 106, ENT 108, and ENT 113 Co-requisites: Completion of or concurrent enrollment in ENT 119

Prerequisites: ENT 101, ENT 103, ENT 103, ENT 104, ENT 105, ENT 106, ENT 108, and ENT 113 Co-requisites: Completion of or concurrent enrollment in ENT 119

None

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ENT 119 Prerequisites: ENT 101, ENT 103, ENT 104, ENT 105, and ENT 113 Co-requisites: ENT 113

ENT 101, ENT 103, ENT 104, ENT 105, and ENT 113

None

ENT 145 None Completion of or concurrent enrollment in ENT 141

None

ENT 219 ENT 103, ENT 105, ENT 104, ENT 113, and ENT 119

ENT 104, ENT 113, and ENT 119

None

ENT 212 Equivalent field experience to ENT 103 or equivalent electrical course. Recommended: ENT 104, 105 or equivalent heating/cooling courses or instructor permission.

Equivalent field experience to ENT 103 or equivalent electrical course

None

ENT 230 ENT 100 & 200-level classes or verifiable experience with registered Michigan Mechanical Contractor, apprenticeship, or other listed Mechanical Contractor. Verification letter or W-2 reflecting field experience

ENT 108 None

ENT 259 Suggest ENT 141, Suggested Enrolled in Power-Bldg Engineer Program

Enrolled in Power/Building Engineering program, and suggested completion of or concurrent enrollment in ENT 141; or permission of the instructor

None

ENT 260 ENT 101, ENT 103, ENT 104, ENT 105, ENT 113, ENT 119, and ENT 219

ENT 101, ENT 103, ENT 104, ENT 105, ENT 108, ENT 113, ENT 119 and ENT 219

None

HOSP 105 A score of 43 or above on the ASSET Reading Test, or 82 or above on the Compass Test, or satisfactory completion of ENG 081 Developmental College Reading.

Take ENG-test 081, take ENG 081 (min grade S) and take Eng 132

HOSP-109 HOSP-105, A score of 43 or above on the Asset Reading Test, or 82 or above on the Compass Test, Test, or satisfactory completion of ENG 081 Developmental College Reading

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131

HOSP-110 A score of 43 or above on the Asset Reading Test, or 82 or above on the

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and

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Compass Test, Test, or satisfactory completion of ENG 081 Developmental College Reading

ENG 131

HOSP-121 A score of 43 or above on the Asset Reading Test, or 82 or above on the Compass Test, Test, or satisfactory completion of ENG 081 Developmental College Reading

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131

HOSP-124 A score of 43 or above on the Asset Reading Test, or 82 or above on the Compass Test, Test, or satisfactory completion of ENG 081 Developmental College Reading

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131

HOSP-125 A score of 43 or above on the Asset Reading Test, or 82 or above on the Compass Test, Test, or satisfactory completion of ENG 081 Developmental College Reading

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131

HOSP-130 None Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131

HOSP-140 HOSP-105 or HOSP 125 or HOSP 285

Take HOSP 105, Take HOSP 125 or 285

HOSP-150 None Take HOSP -140

HOSP-160 Completed or concurrent enrollment in HOSP 110

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131

HOSP-170 MTH 104 or higher, HOSP-140, successful completion of Computer Literacy Test or BCA 140 with a grade of "C" or better

HOSP 110, HOSP 140, MATH 104 (or higher MATH course)

Take HOSP-140

HOSP-241 HOSP-241 Take HOSP 231

HOSP-245 HOSP-105, A score of 43 or above on the Asset Reading Test, or 82 or above on the Compass Test, Test, or satisfactory completion of ENG 081 Developmental College Reading

Take 1 group: ENG test 081, ENG 081 with minimum grade S, and ENG 131 Take HOSP-105

ART 242 ART 141 & 142 or ART 141 and ART 142 or ART 142

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Ceramics 3 Permission from Instructor * ART 141 redundant

permission of the instructor

ELEC 295 ELEC 115 ELEC 215 None

DRAF 120 Pre-requisites: DRAF 110 Co-requisites: DRAF 110

Completion of or concurrent enrollment in DRAF 110

None

DRAF 260 Pre-requisites: DRAF 110 and DRAF 120 Co-requisites: DRAF 130 and DRAF 142

DRAF 110 AND DRAF 120. Completion of or concurrent enrollment in DRAF 130 and DRAF 142

Take 1 group; Take DRAF-123 DRAF 125 DRAF 127 Take DRAF 110 DRAF 120 DRAF 130 DRAF 142

DRAF 127 DRAF 123 DRAF 123 Completion of or concurrent enrollment in DRAF 125

DRAF 123

TCM 258 Video Production II

TCM 241 and TCM 257 None

TCM 261 Broadcast Journalism

ENG 131 and TCM 251 None

Barring existence of a single data source or an automated process (script) to synchronize the

Hank/WebAdvisor with the Curriculum web site, this data correction process may need to

be manual. A report should be run to compare the data (e.g. course titles, descriptions, pre-

requisites, credit hours, etc.) in the three locations and then correct all inaccuracies and

inconsistencies.

Perform a feasibility and cost-benefit analysis of implementing an automated process to

synchronize the systems. To a large extent, the Curriculum (courses.hfcc) web site is now

synchronized with the HFC public web site (www). The primary inaccuracies and

consistencies that remain are in the WebAdvisor system. Thus, the additional

synchronization process/script would eliminate the need for manual data entry into

Hank/WebAdvisor and synchronize it with the Curriculum web site.

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Appendix B – Open-Ended Responses to Survey

Question 1: What, if any, data integrity issues have you found during your time at the College?

Degree audit and course entry issues. Additions/deletions/updates never implemented.

Students in more than one active/inactive program. Students with duplicate ID's.

In the past, when I have identified an issue and attempted to report it there is no place

and/or protocol for reporting these issues so they can be resolved. Given this is the case,

problems with data persist and are never resolved there by compounding the problem.

Program codes not entered into HANK. 2) Students not enrolled in the appropriate

program. (This is often a student issue, but I have seen it being the college's issue as

well.) 3) Inconsistencies in using HANK fields for certain types of information. One

employee puts it in this field, another uses this field, some just don't do it at all.... 4)

Inconsistent data, period. HANK says one thing, the website says another thing, and the

catalog says a third thing. How about we have one source and just keep that up-to-date

and maintained?

Misalignment between: 1) courses.hfcc.edu 2) HANK 3) HFC website 4) WebAdvisor

Program Codes (some have a year indicator, which should be a separate field).

How information in HANK is built under different school codes which can be confusing

for external credit and other sources of information.

For a school that presents itself as being transparent, I have found that data about our

student population, budget information, and other general informational data is very

difficult to find, if there at all. We need to be tracking the success of our academic

programs. How many students are enrolled in each program? How many complete?

What types of jobs can our students obtain within specific fields? Which employers

work with HFC to employ our students? If we can answer these questions, we can better

predict in which direction to move. It should also be made available to the public so that

they can make educated choices as they move forward.

Duplicate Institutions, Addresses, People are the biggest issues and they have been for

the life of the Colleague system.

Large numbers of course titles and course descriptions outdated and inconsistent

between web sites at the college. - Missing pre-requisites in WebAdvisor resulting in

students registering for classes they were not prepared for which they then failed or

received a refund for - Incorrect program requirements listed in all three web sites at the

college (thus students have not received courses they need for job market, transfer, or

program/Perkins assessment) - Incorrect program evaluations in WebAdvisor as well as

none of the degree changes approved by College Council ever making it into

Hank/WebAdvisor in past nine years (since 2005) - Course substitutions signed by Vice

President never entered into student record, thus denying graduations and requiring

back-dating certificates/degrees when error brought to our attention by student and

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subsequent internal review. - Students view (and run program evaluations against)

inactive programs are not made aware/informed the program is inactive and thus have

an expectation of graduation, when they will not. These issues have been both past and

are currently ongoing.

We had too much duplication, and information available in multiple places without

coordination for changes and without responsibility/ownership. Original

implementation of HANK did not account for expanded data needs, storing some things

in inefficient or just poor ways, for example.

Minor issues where other departments enter or change data that impacts other

departments processes.

Difficulty locating the information that I need for reporting purposes. Discrepancies

between locations. Much of the data is kept by one person manually

WebAdvisor and HANK not matching. Things entered into HANK change in

unpredictable ways. Catalog and approved courses/programs/policies still don't match.

Degree audit doesn't match catalog.

VAL codes that are not mutually exclusive; Multiple interpretations of single VAL codes

or statuses; incorrect information entered by employees or students; different fields

yield conflicting information (e.g. a FT student admit status for an individual with a

college degree listed); HANK sometimes "loses" data (e.g. student academic programs

sometimes go away in live, but can still be found in the test account)

We have access to a lot of data, but the amount of washing that needs to be done before

it is useable makes it difficult to work with. WebFocus report requests have, at times,

been met with responses of "the data is there" which is true, but a bucket of data is

useless if it is not put into a report that makes it meaningful.

I have personally experienced a slew of data integrity issues. They have unfortunately

become almost a daily occurrence.

EVALS on HANK differing from Program Requirements on HFC's home page, as well

as catalog (electronic and formerly hard copies)

Inconsistent and outdated program codes, duplicate student IDs, inconsistent address

information

Oh my God, there isn't enough space.

No training manual or videos available for HANK. It's just learn as you go.

Question 2: What else (if anything) causes data integrity issues

Lack of communication and training. Also, reactive behavior and no understand how

implementing one small change is like throwing a pebble into still water. It has a ripple

effect from the course, the degree audit, the articulation agreement, the transfer guide, to

the website, etc.

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People not understanding the data and using the same data for different purposes.

People reverting back to the OLD way of how we used to do something. No respect for

those that enter data.

Insufficient bridges to send data to other platforms.

No policy/process/procedure/ownership for data change control and security

protocols, in my opinion, is the root cause of data integrity problems. Implementing

such a structure would prevent data integrity issues from occurring and help clean up

the issues we already have.

The fear of collecting this information must be overcome. What you don't know CAN

kill you! We MUST know numbers about the effectiveness of our programs and

departments. We must hold people accountable for programs that are lacking or falling

behind. If anything, these past two years have taught us that we MUST be smarter about

how we do business. Although we are about educating our student population, we

cannot do it if we are not solvent. We cannot be solvent if we do not know accurate

numbers based on cold hard facts.

Staff turnover plays a role. Someone is trained to be functional and then they leave the

College or move to another role within the College. The new person, usually a temp,

comes in and they make mistakes.

No regular reports being run/distributed/being used to at least look for

integrity/inconsistency issues. They are brought to individual staff/faculty/employee

attentions on case-by-case basis. - The problem may need to be and remain a high

priority to resolve and fix. Coordination, transparency, and communication are needed.

High-quality customer service and high standards for our data integrity must be a

priority. - Either more efficient utilization of resources or additional

resources/personnel may be needed to fix issues. Some of these resources/personnel

may already have been recently secured.

Data integrity issues can be caused by the lack of documented procedures or staff

turnover with no central location/sharing of procedures that do exist. Since Colleague

end users all have their own processes and procedures and staff turnover happens

frequently, all processes and procedures should be stored in a central location such as a

G Drive folder (i.e. not printed out in a binder on someone's desk). For many daily work

activities which involve procedures within Colleague (i.e. entering test scores, printing a

transcript, etc), anyone with the proper access should be able to sit down and complete a

process by following a step-by-step guide/procedure manual. We don't have many

cross-trained staff so the more documentation available, the better.

Crappy software and lack of knowledge in using/implementing/modifying it.

A lack of communication and centralized oversight with Hank has led to a bit of a "wild

west" approach to making changes that have cascading effects on other departments.

Lack of a centralized vetting process for proposed changes

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Lack of clearly defined processes, lack of professional development and training, lack of

communication within a department, division, etc; lack of approval regarding changes,

increase in rash changes (i.e. making changes rapidly without thinking through

cascading effects), just to name a few.

Multiple data bases and too few staff to update information or lack of awareness that

conflicting data exists in various locations

Many times staff are trained and then they revert back to doing things the "old" way. I

believe this is also related to a lack of communication and consistent re-training.

Some people don't think it's important.

Policies and procedures are not clear to most employees.

Question 3: If you have any other comments, or would like to share any additional information,

please do so below.

There are many things that were implemented in HANK without the person

implementing knowing full function or capability of each area. It is creating problems

for enhancements that are now be added to the system. These errors/data issues are

now being addressed creating as much work as the original implementation.

Enhancements must be well thought out and tested prior to introducing these to our

students.

In the case of a lack of procedures vs. people not following procedures, I think it is

difficult to tell. Sometimes there are procedures that do exist but people just don't know

about them, which also ties in to a lack of communication or poor communication and

poor training. All of the issues described in the questions are really interconnected.

Data Integrity can be mitigated with the proper level of training and commitment of

additional permanent resources

There was once a data integrity group/committee that met periodically. It seems like a

governing body like that would be good to re-invent. It would be a good place where

departments could bring issues related to data and discuss, or a central spot to go for

approval before using a new field, or creating new processed in Colleague. Many times

we meet on our own with department heads before we make such decisions, however, a

group like this could help analyze the situation and make sure all parties that might be

impacted are at the table. This isn't just Colleague related, it is also WebFocus report

related. Many times there are multiple people or offices who utilize the same standard

reports. If one person requests a change to a report or adds/removes/changes a field on

a report that another person depends on for a different purpose, it can lead to problems

with processes, and potentially bad data being used. A governing body for changes to

data/ data integrity, led by IT with participants who represent all areas on campus

(academic, student affairs, etc) was something that seemed to work before.

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A good starting point would be to fix the Division/Department table in HANK to

accurately reflect our new organizational structure.

I think we need to back a step and ask ourselves what data is missing / not being

collected that could answer questions we have

The data issues we currently face require wide spread changes. This should be priority

one, as our current data reporting and integrity structure is negatively effecting every

stakeholder of this institution.

We setup Datatel poorly and didn't use it as intended, leading to legacy issues we are

dealing with today. I believe we have a good plan moving forward. Unfortunately, we

are fixing poor decisions and misapplication from the past.

Can we please fix the Divisions table in HANK please?

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Appendix C – Campus Data Policy Policy Summary This document sets forth the college’s policies with regard to the proper management, access, use, and reporting of Henry Ford College (HFC) data. It includes data stewardship roles and responsibilities, standard definition of terms and procedures for carrying out these responsibilities. This policy is intended to foster clear accountability, increase effectiveness of data administration, ensure data integrity, and minimize legal exposure and liability associated with improper use of campus data. The policy applies only to data owned by the College. System Data includes all data prepared, supplied, used or retained by college employees, within the scope of their employment, or by agencies or affiliates of the school, under a contractual agreement, except for data specifically excluded from school ownership by law, policy, or special overriding ownership provisions. This includes data created through all college operations (primary databases), secondary or tertiary databases, and information used for both internal and external purposes. With the implementation of HANK and increased access to data campus-wide, a policy is needed to address the issues of information stewardship, access, and responsible use and reporting of data in order to reduce the risk of data compromise and inconsistency, and violation of confidentiality. Data can be:

Contained in any form, including but not limited to documents, spreadsheets, databases, email, and web sites.

Represented in any form including but not limited to letters, numbers, words, pictures, sounds, symbols, or any combination thereof.

Communicated in any form including but not limited to handwriting, typewriting, printing, photocopying, photographing, and web publishing.

Recorded upon any form including but not limited to papers, maps, films, prints, microfiche, discs, drives, and other devices.

The policy defines the classification of data by levels of sensitivity and criticality and by status of use, so preparers, suppliers, and users of campus data can understand the types of data within their custody and the business rules that apply to the data. Data generally falls into the following categories: Public, Sensitive, and Restricted.

I. Why we have this policy

The implementation of a set of systems (HANK, Websites, etc.) which contains replicated data in multiple locations has resulted in increased access to data campus-wide and the increased distribution of the data to secondary and possibly tertiary data bases and systems. A policy is needed to address the

56

issues of information stewardship, access, responsible use and reporting of data, and disposal of data in order to reduce the risk of data compromise and inconsistency, and violation of confidentiality.

Academic Institutions are unique in the amount and type of sensitive data residing in its’ networks and computers, such as Social Security Numbers (SSN), dates of birth, tuition account details, payment information, health records, grades, coursework, benefactor contributions, etc. Gaps in academic IT policy and procedures can endanger the security of this sensitive and sometimes classified information. The issue is of particular concern for Information Technology Services (ITS) and through the maintenance and implementation of a Data Policy we can mitigate these risks.

This data policy defines the ownership, security, privacy, and protection requirements for administrative data and applications residing on HFC computing systems and accessible by staff, faculty, and students.

A. Scope of Policy

Henry Ford College owns all institutional data. College data is defined as: data residing in databases resulting from college operations (primary databases); secondary databases derived from operational databases; and results of surveys and focus groups. These data are the exclusive property of Henry Ford College.

B. What is covered? This policy applies to data maintained in any form whose ownership resides with the college. The practices articulated in the policy are suggested irrespective of ownership.

Examples of data residing in databases resulting from college operations (primary databases) which are covered by this policy include but are not limited to data processed and stored in the following systems:

HANK (Ellucian/DataTel/Colleague) which includes Admissions, Registration, Academic, Demographic, Financial Aid, Employee, Students, etc.

Assisted Learning Services, Inside Track/Counseling, Advising

Results of college sponsored surveys.

Incident data stored in the AIMS Campus Safety system.

Drupal, and other Website data

Examples of data that resides in secondary databases derived from operational databases that are included in this policy includes but is not limited to data processed and stored in the following systems:

57

Employee created data sources (spreadsheets, reports, etc.) or other databases that is created from information available in other systems (such as Datatel).

Learning Lab Usage Data (collected and warehoused in TutorTrac).

Library and Learning Lab Circulation, and Media Center and Learning Lab computer usage (collected and warehoused in Sierra; formerly referred to as Millennium).

C. What is not covered? This policy does not cover any data which is not considered to be owned by Henry Ford College. Since this policy is related to administrative data it does not specifically apply to academic data not considered as administrative data. For example Faculty course plans (syllabi) and curriculum are not covered under this policy.

II. Data Classification

Summary All College data is classified into defined access levels. Data may not be accessed without proper authorization.

The purpose of this policy is to protect the information resources of the College from unauthorized access or damage. The requirement to safeguard information resources must be balanced with the need to support the pursuit of legitimate academic objectives. The value of data as an institutional resource increases through its widespread and appropriate use; its value diminishes through misuse, misinterpretation, or unnecessary restrictions to its access.

1. Classification of Data

All College data is classified into levels of sensitivity to provide a basis for understanding and managing college data. Accurate classification provides the basis to apply an appropriate level of security to college data. These classifications of data take into account the legal protections (by statute, regulation, or by the data subject’s choice), contractual agreements, ethical considerations, or strategic or proprietary worth. Data can also be classified as a result of the application of “prudent stewardship”, where there is no reason to protect the data other than to reduce the possibility of harm or embarrassment to individuals or to the institution.

By default, all institutional data will be designated as "Sensitive". College employees will have access to the data for use in the conduct of college business.

2. Classification Levels

The classification level assigned to data will guide data owners, data custodians, business and technical project teams, and any others who may obtain or store data,

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in the security protections and access authorization mechanisms appropriate for that data. Such categorization encourages the discussion and subsequent full understanding of the nature of the data being displayed or manipulated. Data is classified as one of the following: Public (low level of sensitivity)

Access to “Public” institutional data may be granted to any requester. Public data is not considered confidential. Examples of Public data include published directory information and academic course descriptions. The integrity of Public data must be protected, and the appropriate owner must authorize replication of the data. Even when data is considered Public, it cannot be released (copied or replicated) without appropriate approvals.

Sensitive (moderate level of sensitivity) Access to “Sensitive” data must be requested from, and authorized by, the Data Owner who is responsible for the data. Data may be accessed by persons as part of their job responsibilities. The integrity of this data is of primary importance, and the confidentiality of this data must be protected. Examples of Sensitive data include purchasing data, financial transactions that do not include restricted data, information covered by non-disclosure agreements and bookstore transactions.

Restricted (highest level of sensitivity) Access to “Restricted” data must be controlled from creation to destruction, and will be granted only to those persons affiliated with the College who require such access in order to perform their job, or to those individuals permitted by law. The confidentiality of data is of primary importance, although the integrity of the data must also be ensured. Access to restricted data must be requested from, and authorized by, the Data Owner who is responsible for the data. Restricted data includes information protected by law or regulation whose improper use or disclosure could: o Adversely affect the ability of the college to accomplish its mission o Lead to the possibility of identity theft by release of personally identifiable

information of college constituents o Put the college into a state of non-compliance with various state and federal

regulations such as FERPA, HIPAA, and GLBA o Put the college into a state of non-compliance with contractual obligations

such as the Higher Learning Commission (HLC) or the Board of Education Examples of Restricted data include, but are not limited to, social security numbers, student registration, grades, financial aid data and bank account numbers.

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Within the levels of classification, data integrity is categorized as:

Essential – an administrative data resource in electronic form whose loss or unavailability to the school would result in a loss in ability to perform mission critical functions.

Required – an administrative data resource in electronic form whose loss or unavailability for an extended period of time would result in the inability to perform a non-mission critical function.

Deferrable – an administrative data resource in electronic form that the school could function without and is not needed to correctly perform mission critical function.

3. Roles and Responsibilities The table below is a non-exhaustive list of identifying who the Data Owners are of a given dataset. Please note that since this list is non-exhaustive, this list will continually evolve as driven by the Data Integrity Committee who has been given the charge of identifying all datasets and assigning the appropriate security group.

Category Description Location Custodian Owner

Financial Accounts

Payable Module

Colleague Director of

Financial Services

VP for Financial

& Auxiliary

Services

Budget

Management

Module

Colleague Director of

Financial Services

& Supervisor for

Budgeting

VP for Financial

& Auxiliary

Services

Fixed Assets

Module

Colleague Director of

Financial Services

VP for Financial

& Auxiliary

Services

General Ledger

Module

Colleague Director of

Financial Services

VP for Financial

& Auxiliary

Services

Purchasing

Module

Colleague Supervisor of

Purchasing

VP for Financial

& Auxiliary

Services

Accounts

Receivable

Module

Colleague Director of

Financial Aid

VP for Financial

& Auxiliary

Services

Cash Receipts

Module

Colleague Director of

Financial Aid

VP for Financial

& Auxiliary

Services

Business Office

Network File

Shares (G

Colleague Director of

Financial Aid &

Director of

VP for Financial

& Auxiliary

Services

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Drive) Financial Services

Student

Financial

Services

Network File

Shares (G

Drive)

Colleague Director of

Financial Aid

VP for Financial

& Auxiliary

Services

Human

Resources

Personnel

Module

Colleague Director

of Labor & Human

Resources

VP for

Administrative

Services

Payroll Module Colleague Director of

Financial Services

VP for Financial

& Auxiliary

Services

Human

Resources

Network File

Shares (G

Drive)

Colleague Director

of Labor &Human

Resources

VP for

Administrative

Services

Application Colleague Director

of Labor & Human

Resources

VP for

Administrative

Services

Student Academic

Records

Module

Colleague Registrar VP for Student

Affairs

Admissions

Network File

Shares (G

Drive)

Colleague Admissions VP for Student

Affairs

Campus

Organizations

Module

Colleague Director of Student

Activities VP for Student

Affairs

Curriculum

Management

Module

Colleague Registrar VP for Student

Affairs

Degree Audit

Module

Colleague Registrar VP for Student

Affairs

Faculty

Information

Module

Colleague Registrar VP for Student

Affairs

Registrar

Network File

Shares (G

Drive)

Colleague Registrar VP for Student

Affairs

Transcripts

Application

Colleague Registrar VP for Student

Affairs

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Financial Aid

Module

Colleague Director of

Financial Aid

VP for Financial

& Auxiliary

Services

Student

Financial

Services

Network File

Shares (G

Drive)

Colleague Director of

Financial Aid

VP for Financial

& Auxiliary

Services

III. Roles and Responsibilities

Each member of the school’s community (Faculty, Staff, and Student) is responsible for the proper management, use, distribution, and protection of administrative data within his or her control. The following is a list of some of roles and responsibilities relative to specific data resources.

A. Administrative Officials – this category includes the President, Vice

Presidents, Directors, Deans, and School Chairs who are stewards of campus data.

Are ultimately responsible for implementing campus administrative

data policies. Establish group procedures for the unit Promote best practices for the management, use, distribution, and

protection of campus administrative data based upon pertinent regulations and policies.

Communicate these administrative data requirements and procedures to users of the data.

Avail them and their staff of campus training resources relative to data management, use distribution, and protection.

Assure that restricted administrative data is protected from inadvertent and or unauthorized access during transmission and downloading.

B. Information Technology Services– responsible for campus compliancy to:

Participate in the development, implementation, and maintenance of this

Data Policy. Confirm that the roles of the Data Proprietor, Data Custodian, and Data

User are assigned for essential electronic data resources. Provide education on the contents and or intent of the Data Policy.

C. Legal Services – responsible for compliance of data as it relates to:

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Ensure that system data conforms to local, state, and federal law Research how system changes submitted by the Data Integrity

Committee will impact contractual agreements Be present for any meetings which discuss employee violation of this

policy

D. Data Custodians (includes Department Application Techs) – individuals or departments that function as the partner of the Data (Proprietor) and are responsible for the implementation of administrative primary, secondary and or tertiary data resources and the technical management of local (departmental) administrative data resources.

Ensure the data integrity of administrative data resources under their

functional responsibility. Work with ITS to establish and implement standards and procedures to

ensure that all administrative data resources within their functional responsibility are managed consistent with the needs and requirements of the Data Proprietor. Recommend technical solutions to Data Proprietor as needed. These procedures may include, but are not limited to, implementing business rules, following a security plan, managing the flow of administrative data, implementing changes to administrative data, executing appropriate back up procedures, and meeting data retention requirements.

Work with ITS and Legal Services to establish and disseminate security standards and procedures for systems, applications, and administrative data following the level of security access identified by the Data Proprietor and in accordance with the school’s security policies.

Iimplement security measures following the levels of access security identified by the Data proprietor, including where possible procedures that achieve audit through maintaining access and activity logs.

Ensure that restricted administrative data is protected from inadvertent and/or unauthorized access during transmission and downloading.

Ensure the destruction of restricted data by third party users upon completion of administrative data sharing arrangements with vendors, both internal and external to the campus.

Ensure that administrative data is destroyed based upon guidelines and policies.

E. Data User – HFC staff, faculty or other individuals affiliated with HFC granted

authorization to access or create campus administrative data and who use or access HFC administrative data to perform their job duties or other functions directly related to their association to Henry Ford College.

Read and be expected to comply with all Henry Ford College policies, procedures, standards, and guidelines governing the use of the data they are handling.

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Investigate and comply with the requirements, business rules, procedures, standards, and guidelines of the Data Proprietor as well as any technical procedures and guidelines of the Data Custodian.

Use administrative data only in the performance of assigned duties.

Use data for authorized purposes only.

Accurately prepare, use, disseminate, and retain administrative data.

Understand and follow the procedures relative to the sensitivity levels of the administrative data they are using.

Respect the confidentiality and privacy of individuals whose records they access.

Protect administrative data from unauthorized changes.

Ensure that appropriate security protocols are in place when viewing, printing, transmitting, and or storing restricted administrative data.

Ensure that restricted administrative data is protected from inadvertent and or unauthorized access during transmission and downloading.

Redistribute administrative data only with the permission from the Data Proprietor.

Communicate the Data Proprietor’s use requirements to any subsequent users.

Report violations of campus policy and or Data Proprietor requirements to the Data Proprietor.

F. Data Integrity Committee – An organizational structure created in the Fall 2014 that includes key stakeholders and others familiar with system data and workflows. The Data Integrity Committee

Reviews and prioritizes all requests for changes in the various HFC Systems o If the requests do not require additional resources, the Data Integrity

Committee may approve or deny the changes o If the requests require additional resources, they must prioritize and

elevate the request to the Cabinet level committee.

Thoroughly documents all changes, responses to requests, and any other findings in an internally available location.

Act as a single point of contact to ensure data integrity, accuracy, transparency, and confidentiality.

G. Institutional Research - responsible for campus compliancy to:

Regularly review reports for numerical accuracy before reports are sent to external stakeholders

IV. Procedures A. Best Practices – in administering this policy, members of the campus community are

encouraged to follow the best practices in this section. Departments may choose to instead

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follow their own established practices for managing and using administrative data as long as the practices are equal to or exceed the requirements of these practices.

1. Data Management – Department Level

a. Collect and retain only that administrative data required to perform the assigned tasks.

b. Be aware of access rights assigned to each department individual and review and update these rights annually.

c. Keep an inventory of administrative data systems within each department and review and update annually.

d. When handling restricted administrative data check with the appropriate Data Proprietor to determine training requirements for access, use, and or distribution of data.

e. To ensure as much as possible accuracy, integrity, and integration in secondary and tertiary administrative systems:

i. Update the data in each system with data of record. ii. Update data periodically by reconciling it with the data of record. iii. Regularly communicate with the Data Integrity Team

f. Restricted and essential administrative data maintained in secondary and tertiary systems must be backed up periodically.

g. When hiring and or reassigning individuals ensure that they are trained and are knowledgeable of campus as well as specific Departmental data Policies

2. Restricted Data

a. Systems (departmental as well as central) should not include restricted administrative data unless absolutely necessary.

b. Avoid transferring or storing restricted administrative data. If restricted data must be stored or used, provide as secure an environment as possible, following school security requirements established by the Data Proprietor.

c. Avoid storing restricted administrative data on transportable equipment and external storage devices. If restricted administrative data must be transported on such devices, provide at minimum the same level of security as the school does in all areas where the equipment will be used.

d. Do not email restricted administrative data either in the body of an email or as an attachment. Email is not a secure form of communications. Additionally the email recipient may have a less than secure computer or may elect to forward the information to another person which should not receive the restricted data.

e. Never leave restricted administrative data exposed on unattended computer screens or leave computer screens unattended without appropriate screen access controls (such as password protected screen savers).

f. Remove documents with restricted administrative data from printers immediately. Store documents with restricted data in locked cabinets and shred these documents when no longer required.

g. Delete personal administrative data from systems when no longer required. h. Provide staff access to restricted administrative data only on a need to know

basis.

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i. When restricted administrative data is included in the distribution of data to other users notify them of that fact as well as reference the applicable policies and regulations.

3. Vendor Relationships

a. When passing administrative data to 3rd. party vendors of the school be sure to do so within the written contractual agreement (including terms and conditions) that provides, at a minimum, for all a) disallowance of disclosure by the vendor or affiliate to the vendor including subcontractors, b) the requirements that all vendors and affiliates’ must observe the laws and policies required by HFC for privacy and security, including federal and state laws and school policies, and c) a specific plan for the destruction of restricted data upon completion of the vendors or affiliates’ work with HFC.

b. Regularly review and update agreements with external service providers to ensure vendor compliance with HFC requirements.

c. Ensure that all vendors agree to in writing and meet all federal, state, and schools data security and privacy requirements.

B. Special Cases

1. Survey Data When conducting campus based surveys, surveyors should investigate whether the data they are collecting is already under the responsibility of a campus Data Proprietor. If so, surveyors are obligated to follow the rules and requirements of that Data Proprietor. These rules and requirements may include, but are not limited to, data use, security, business continuity, disclosure, disposition, and training. A survey may result in data elements being collected that have not been previously collected and administered by a Data Proprietor. In such cases, the surveyor becomes the Data Proprietor of those data elements only, and is accountable for performing the responsibilities associated with that role. Surveyors must be cautious and well informed on privacy issues and various regulations and policies may apply. 2. Marketing Data One of the primary data collection activities associated with marketing efforts is the collection of contact and personal information about individuals, or directory information. As a general rule, directory information may be used only for the purpose for which it was collected and should never be shared, or sold to other campus or off-campus entities, unless expressly authorized by the individuals whose personal information is being collected. Campus members handling marketing data must be cautions and well informed on privacy issues.

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3. Outsourced Data Agents, vendors and affiliates, both internal and external to the campus, must follow the same rules as the Data Custodian and Data Integrator when managing and using campus data. Agents, vendors and affiliates are responsible for ensuring security of administrative data during transmission and the removal of the data at the completion of the contractual arrangement. Only Data Proprietors or Data Custodians, with permission of the Data Proprietor, are

authorized to pass administrative data to 3rd. party agents, vendors, or affiliates of

Henry Ford College. All passing of administrative data to a 3rd. party agent, vendor, or affiliate must be accompanied by a written contractual agreement (including terms and conditions) that provides at minimum for a) disallowance of disclosure by the

agent, vendor or affiliate to other 3rd. parties including subcontractors, b) the requirement that all agents, vendors and affiliates must observe the laws and policies required of Henry Ford College for privacy and security including federal and state laws and campus policies, c) a specific plan by the agent, vendor and affiliates for the implementation of logical, physical, and management security strategies and d) a specific plan for the destruction of restricted data upon the completion of the agents, vendors or affiliates’ work with HFC. Consult with HFC Legal Counsel when writing an agreement for the sharing of administrative data with agents, vendors, or affiliates. 4. Office and or Function Specific DataBases/ Systems There is particular concern for the implementation and management of office and or function specific databases/systems security, accuracy, and privacy. With the ready access of data to Staff and Faculty it is relatively easy to set-up standalone databases and systems for reporting, tracking, or a range of other uses. Standalone databases, outside of HANK are strongly discouraged. College personnel setting up these data bases/systems are responsible for the management, security, accuracy, and privacy of this data as defined in government and College policies. These databases/systems need to consider the following:

Since the data may have come from systems of record at one point in time there are usually no assurances that the information is maintained or current. Whenever this data is used it should include a statement that this is unofficial data and not the official data of Henry Ford College. As such the school is not responsible for the accuracy of this information.

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Since these databases / systems may be setup by individuals to meet the individuals’ needs, they may not be adequately secured to ensure access is limited, restricted data is not easily compromised, and data is used and distributed according to the requirements of the Data Proprietor.

V. Policy Implementation

A. Training It is the goal of Henry Ford College to provide adequate training for the proper management, use, distribution, and protection of administrative data. Administrative Officials must learn of school resources for training related to administrative data management, use, distribution, and protection and avail themselves and their staff of these resources as they become available. This policy is intended to be used as a training document and shall be made readily available to all affected staff. Availability may be either in electronic format or paper. Data Proprietors may establish specific training requirements as a condition of access to restricted administrative data within their area of responsibility. In such cases training shall be provided by the Data Proprietor. Administrative Officials must ensure that data users within the Administrative Official’s area of supervision participate in Data Proprietor sponsored training when applicable (such as FERPA training for access to and use of student data).

B. Gaining Access to Data

1. Granting Access to College Data: The supervisor of a user must make a written request for access to College data with the appropriate data custodian that demonstrates the user’s legitimate interest in the data. The data custodian reviews the request and either denies or approves access to all or some of the data. If access is authorized, the data custodian makes a written request to the appropriate data administrator within ITS to grant access. Written requests through e-mail are acceptable provided they go through Imaging Members of the College community may appeal any decision that denies access to College data. Appeals are made to the appropriate Vice President.

Public requests for legally restricted data should be referred to the General Counsel.

C. Violation of Policy and Misuse of Data

Violations of this policy include, but are not limited to: accessing administrative data to which the individual has no legitimate right;

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enabling unauthorized individuals access to administrative data; disclosing data in a way that violates applicable policy, procedure, or other relevant regulations or laws; inappropriately modifying or destroying data; inadequately protecting restricted data; or ignoring the explicit requirements as defined by established College policy for the proper management, use distribution, and protection of data resources. Violations may result in network removal, access revocation, corrective action, and/or civil or criminal prosecution. Violators may be subject to disciplinary action up to and including dismissal or expulsion, pursuant to school policies, collective bargaining agreements, codes of conduct, or other instruments governing the individual’s relationship with the school. Under all conditions, consult with Henry Ford College Human Resources Department before taking any corrective or disciplinary action. 1. Enforcement and Modification of Data / Tables Under direction of HFC Cabinet, any changes to the structure of system data including, but not limited to: modifying, removing, or adding primary/composite/foreign keys, adding or removing columns in a table, purchase or installation of additional modules or software, and alterations that have ramifications that directly impact more than your department must be brought to

the attention of the Data Integrity Committee. Knowingly modifying data, altering table structures, or implementing additional software without consulting the committee is a direct violation of policy and will be reported to cabinet for disciplinary action. Likewise, modifying any data that is not owned by your department is a direct violation of this policy. 2. Who and how Any person who identifies what they believe is a violation of this policy must refer the violation to their immediate supervisor. The immediate supervisor must verify the violation including discussing the situation with the person accused of the violation. Consult with the Henry Ford College Human Resources Department on the violation and any planned corrective action.

VI. Definitions

o Data Trustees – Persons responsible for system maintenance, major system changes, software patches and updates, and assigning resources for investigation and implementation of changes driven by the Data Integrity committee.

o Data Owners – Persons who have final say as to the accuracy of the data and must sign-off on any alterations done by Data Custodians whom they

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designate. Data Owners are held accountable for any misrepresentation or misuse of data.

o Data Custodians – Persons responsible for the data entry, maintenance, integrity and granting of permissions to access or modify system data. Data Custodians report any and all changes to the Data Owners to ensure the integrity and accuracy of the data in the system. Data Custodians are often referred to as Data Stewards.

o Data Consumers – Staff, students, or other HFC Stakeholders who query the data in various HFC systems. Data Consumers are not involved in the organization of the data, but may contribute to its creation (such as submitting an application for employment which would create a record in the HFC system).

VII. Related Documents

A. Federal Regulations

1. Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

2. Freedom of Information Act (FOIA) http://www.usdoj.gov/04foia/index.html

3. Health Insurance Portability and Accountability Act (HIPAA) Gramm- Leach-Bliley Act (GLBA) http://banking.senate.gov/conf/confrpt.htm

4. US Patriot Act, http://thomas.loc.gov/cgi- bin/bdquery/z?d107:HR03162:%5D

B. State Regulations

1. Higher Learning Commission, https://www.ncahlc.org/ 2. Michigan Department of Education, http://www.michigan.gov/mde 3. Dearborn Board of Education, https://dearbornschools.org/board-of-education

C. Schools Consulted in Preparation of this Policy

1. Bowdoin University, Maine, USA 2. Keene State College, New Hampshire, USA 3. Lewis and Clark, Oregon, USA 4. Caltech, California, USA

D. Other Consultation

1. Plante Moran IT Audit of HFC Systems (2014) Campus Data Policy, Created By: CPI - Data Integrity Team, Created Date: November 2014

Revised By: Revision Date: