SACSCOC FIFTH-YEAR INTERIM REPORT · SACSCOC FIFTH-YEAR INTERIM REPORT SEPTEMBER 15, 2017 ......

Palm Beach State College

SACSCOC FIFTH-YEAR INTERIM REPORT

SEPTEMBER 15, 2017

Palm Beach State College ~ 4200 Congress Avenue ~ Lake Worth, FL 33460

Part II

Institutional Summary Form Prepared for Commission Reviews Part II: The “Institutional Summary

Form Prepared for Commission Reviews” (Applicable to all institutions)

Judgment

Compliant Non-Compliant Not Applicable

Narrative

Part II: The “Institutional Summary Form Prepared for Commission Reviews” (Applicable to all institutions)

Directions: Please include Part II with Parts I, III, and V on the same electronic device or with the same

print document. It should not be combined with Part IV.

GENERAL INFORMATION

Name of Institution


Name, Title, Phone number, and email address of Accreditation Liaison

Dr. Roger Yohe, Vice President Academic Affairs 561-868-3147

[email protected]

Name, Title, Phone number, and email address of Technical Support person for the Compliance

Certification Dr. Karen Pain

[email protected]

IMPORTANT:

Accreditation Activity (check one): Submitted at the time of Reaffirmation Orientation

Submitted with Compliance Certification for Reaffirmation Submitted with Materials for an On-Site Reaffirmation Review

X Submitted with Compliance Certification for Fifth-Year Interim Report

Submitted with Compliance Certification for Initial Candidacy/Accreditation Review Submitted with Merger/Consolidations/Acquisitions

Submitted with Application for Level Change

Submission date of this completed document: September 13, 2017

EDUCATIONAL PROGRAMS

1. Level of offerings (Check all that apply)

X Diploma or certificate program(s) requiring less than one year beyond Grade 12

X Diploma or certificate program(s) of at least two but fewer than four years of work beyond

Grade 12

X Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent designed for transfer to a baccalaureate institution

X Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent not designed for transfer

X Four or five-year baccalaureate degree program(s) requiring a minimum of 120 semester

hours or the equivalent Professional degree program(s)

Master's degree program(s) Work beyond the master's level but not at the doctoral level (such as Specialist in

Education) Doctoral degree program(s)

Other (Specify)

2. Types of Undergraduate Programs (Check all that apply)

X Occupational certificate or diploma program(s)

X Occupational degree program(s)

X Two-year programs designed for transfer to a baccalaureate institution X Liberal Arts and General

X Teacher Preparatory Professional

Other (Specify)

GOVERNANCE CONTROL

Check the appropriate governance control for the institution:

Private (check one) Independent, not-for-profit

Name of corporation OR Name of religious affiliation and control:

Independent, for-profit * If publicly traded, name of parent company:

Public state * (check one) Not part of a state system, institution has own independent board

Part of a state system, system board serves as governing board

X Part of a state system, system board is super governing board, local governing board has delegated

authority

Part of a state system, institution has own independent board

* If an institution is part of a state system or a corporate structure, a description of the system operation must be submitted as part of the Compliance Certification for the decennial review. See Commission policy “Reaffirmation of Accreditation and Subsequent Reports” for additional direction.” INSTITUTIONAL INFORMATION FOR REVIEWERS

Directions: Please address the following and attach the information to this form. 1. History and Characteristics Provide a brief history of the institution, a description of its current mission, an indication of its geographic service area,

and a description of the composition of the student population. Include a description of any unusual or distinctive features of the institution and a description of the admissions policies (open, selective, etc.). If appropriate, indicate

those institutions that are considered peers. Please limit this section to one-half page.

History & Characteristics

Palm Beach State College is a leading provider of postsecondary education for the residents of Palm Beach County, the second largest county in Florida with a land mass of over 2,000 square miles and a population of more than 1.4 million.

The College has five campus locations: Lake Worth, Boca Raton, Palm Beach Gardens, Belle Glade and a new campus in

Loxahatchee Groves, approved by SACSCOC on 11/28/2016 (Appendix A: SACSCOC Approval Lox Groves Campus).

Throughout its 83-year history, the College has been responsive to the changing needs of County residents, business and industry. The College began classes in 1933 with the Associate in Arts (AA) degree and through the next six decades has

added Associate in Science (AS) degrees as the need for educated individuals emerged in career and technical areas. In 1999, the College assumed responsibility for more than 40 postsecondary adult vocational programs from the School

District of Palm Beach County, and now is the sole public provider of such programs for adult students in the County.

Current (2016-2017) enrollment is 47,893 students, of which approximately 27% are Hispanic and 25% are Black Non-

Hispanic. Approximately 50% of students are first-generation. More than 86% of students live and/or work in Palm Beach County.

In 2007, the College applied to the state Board of Education to offer its first baccalaureate degree program. The Bachelor of Applied Science (BAS) degree in Supervision & Management was approved by the state in February 2008. The College

applied to the SACSCOC to become a level II baccalaureate degree granting institution. The level change was approved by SACSCOC in December 2008. The BAS program enrolled its first students in August 2009. The College has since added

a Bachelor's in Applied Science (BAS) degree in Information Management and a Bachelor of Science in Nursing (BSN).

2. List of Degrees

List all degrees currently offered (A.S., B.A., B.S., M.A., Ph.D., for examples) and the majors or concentrations withinthose degrees, as well as all certificates and diplomas. For each credential offered, indicate the number of graduates in

the academic year previous to submitting this report. Indicate term dates.

Degrees, Certificates & Diplomas

Palm Beach State College (PBSC) offers Bachelor of Applied Science (BAS) degrees in Information Management as well as

Supervision and Management, and a Bachelor of Science (BSN) in Nursing. PBSC also offers Associate in Art (AA), Associate in Science (AS) degrees, as well as Advanced Technical Certificates (ATC), Applied Technology Diplomas (ATD),

College Credit Certificates (CCC), Certificates of Professional Preparation (CPP) and Post-Secondary Adult Vocational

Certificates (PSAV). The College currently offers 147 degree, certificate and diploma programs, a complete list of which is provided below. A tally of graduates by degree/certificate/diploma is also provided (Appendix B: PBSC Graduates by

Program 2006-2016).

Award Name Type of Award Hour Type Program Length

Baccalaureate Degrees

Information Management – Database Administration

Bachelor of Applied Science

Credit 120

Information Management –

Project Management

Bachelor of Applied

Science Credit 120

Information Management – Security and Network

Assurance

Bachelor of Applied

Science Credit 120

Project Management Certificate of Professional

Preparation Credit 21

Supervision & Management - Entrepreneurship


Credit 120

Supervision & Management –

General Management

Bachelor of Applied

Science Credit 120

Supervision & Management –

Health Management

Bachelor of Applied

Science Credit 120

Supervision & Management – Project Management


Credit 120

Nursing Bachelor of Science Credit 120

Associate in Arts

Associate in Arts (Transfer

Degree) Associate In Arts Credit 60

Associate in Science

Accounting Technology AS Associate In Science Credit 60

Aeronautical Science-Helicopter Concentration AS**

Associate In Science Credit 64

Aeronautical Science-Operations Concentration

AS**


Aeronautical Science-Professional Pilot

Concentration AS**


Biotechnology AS Associate In Science Credit 61

Business Administration and

Management-Banking Concentration AS


Business Administration and

Management-Management,

Supervision Concentration AS


Business Administration and Management-Marketing

Concentration AS


Business Entrepreneurship AS Associate In Science Credit 60

Computer Programming AS Associate In Science Credit 63

Crime Scene Technology AS Associate In Science Credit 64

Criminal Justice Technology-

General (Non-Sworn) AS Associate In Science Credit 60

Criminal Justice Technology-Law Enforcement Officer AS


Dental Hygiene AS Associate of Science Credit 88

Diagnostic Medical Sonography AS

Associate of Science Credit 77

Early Childhood Education AS Associate In Science Credit 63

Electrical Power Technology

AS Associate In Science Credit 68

Emergency Management AS -

Emergency Management Concentration


Emergency Management AS -

Homeland Security Concentration


Emergency Medical Services AS


Engineering Technology -

Advanced Technology Concentration AS



Alternative Energy Systems AS Associate In Science Credit 60


Electronics Concentration AS Associate In Science Credit 60

Environmental Science Technology AS


Fire Science Technology AS Associate In Science Credit 60

Graphic Design Technology AS Associate In Science Credit 64

Health Information Technology

AS Associate In Science Credit 70

Hospitality and Tourism Management AS


Human Services-Addiction

Studies AS Associate In Science Credit 60

Human Services-General

Concentration AS Associate In Science Credit 60

Human Services-Youth Development Concentration

AS


Industrial Management Technology AS


Interior Design Technology AS Associate In Science Credit 75

Internet Services Technology AS


Landscape and Horticulture

Management AS Associate In Science Credit 60

Motion Picture Production

Technology-Digital Animation Concentration AS



Technology-Production Concentration AS



Technology-Recording Arts

Concentration AS


Networking Administrator AS Associate In Science Credit 63

Nursing AS Associate In Science Credit 72

Ophthalmic Medical

Technology AS Associate In Science Credit 72

Paralegal AS Associate In Science Credit 64

Radiography AS Associate In Science Credit 77

Respiratory Care AS Associate In Science Credit 76

College Credit Certificates

Career and Technical Educator

ATC

Advanced Technical

Certificate Credit 12

Computed Tomography ATC Advanced Technical Certificate

Credit 9

Computer Information Security

ATC

Advanced Technical


Emergency Medical Technician

(EMT-B)

Advanced Technical


Medical Transcription ATD Advanced Technical Certificate

Credit 33

Magnetic Resonance Imaging

ATC

Advanced Technical


Accounting Technology CCC College Credit Certificate Credit 27

Addiction Studies CCC College Credit Certificate Credit 24

Alternative Energy Engineering

Technology CCC College Credit Certificate Credit 18

Banking Specialist-Financial Services CCC

College Credit Certificate Credit 12

Biotechnology CCC College Credit Certificate Credit 19

Business Administration and Management CCC


Business Operations CCC College Credit Certificate Credit 18

Business Specialist CCC College Credit Certificate Credit 12

Child Care Center Management CCC


Cisco Certified Entry Network

Technician (CCENT) CCC College Credit Certificate Credit 15

Cisco Certified Network

Associate (CCNA) Routing and Switching CCC


Cisco Certified Network

Associate (CCNA) Security CCC College Credit Certificate Credit 15

Commercial Pilot-Airplane CCC College Credit Certificate Credit 24

Commercial Pilot-Helicopter

CCC College Credit Certificate Credit 24

Computer Programing Specialist CCC


Crime Scene Technology CCC College Credit Certificate Credit 28

Diagnostic Medical

Sonography CCC College Credit Certificate Credit 47

Digital Animation CCC College Credit Certificate Credit 24

Educator Preparation Institute College Credit Certificate Credit 21

Emergency Management CCC College Credit Certificate Credit 24

Engineering Technology

Support Specialist CCC College Credit Certificate Credit 18

Entrepreneurship CCC College Credit Certificate Credit 12

Environmental Science

Technician CCC College Credit Certificate Credit 30

Fire Officer Supervisor (Officer 1) CCC


Food Service Management CCC


Graphic Design Technology-

Multimedia Arts CCC College Credit Certificate Credit 24

Graphic Design Technology-Web Design CCC


Hazardous Materials Specialist CCC


Health Informatics Specialist

CCC College Credit Certificate Credit 24

Hospitality CCC College Credit Certificate Credit 30

Human Services CCC College Credit Certificate Credit 18

Infant/Toddler CCC College Credit Certificate Credit 12

Information Management CCC College Credit Certificate Credit 24

Information Security CCC College Credit Certificate Credit 21

Information Technology

Administration CCC College Credit Certificate Credit 18

Information Technology

Technician CCC College Credit Certificate Credit 21

Java Programming CCC College Credit Certificate Credit 21

Landscape and Horticultural Professional 1 CCC


Landscape and Horticultural

Professional 2 CCC College Credit Certificate Credit 30

Landscape and Horticulture Specialist CCC


Marketing CCC College Credit Certificate Credit 24

Medical Information Coder/Biller CCC


Mobile Application

Development CCC College Credit Certificate Credit 27

Motion Picture Post-Production

Technology CCC College Credit Certificate Credit 16

Paramedic CCC College Credit Certificate Credit 42

Pre-School CCC College Credit Certificate Credit 12

Programming CCC College Credit Certificate Credit 27

Rapid Prototyping Specialist CCC


Recording Arts CCC College Credit Certificate Credit 24

Web Development Specialist CCC


Youth Development CCC College Credit Certificate Credit 18

Workforce Development Certificates

Automotive Service

Technology 1 PSAV

Workforce Development

Certificate Clock Hour 1,050

Automotive Service

Technology 2 PSAV


Certificate Clock Hour 750

Auxiliary Law Enforcement Officer PSAV

Workforce Development Certificate

Clock Hour 319

30 Hour Family Child Care

Certification PSAV



Caring for Children-Birth to 3

Years PSAV



Cosmetology PSAV Workforce Development Certificate

Clock Hour 1,200

Criminal Justice Academy -Law Enforcement Officer PSAV


Clock Hour 770

Criminal Justice Academy-

Corrections Officer PSAV



Cross-Over CMS Law Enforcement Officer to

Correctional Officer PSAV



Cross-Over Correctional Officer

to CMS Law Enforcement Officer PSAV



Dental Assisting PSAV Workforce Development


Diesel Technology 1 PSAV Workforce Development


Diesel Technology 2 PSAV Workforce Development Certificate

Clock Hour 750

Early Childhood (ECPC)

Professional Certification PSAV



Facials Specialty PSAV Workforce Development


Facilities Maintenance PSAV Workforce Development Certificate

Clock Hour 900

Firefighter PSAV Workforce Development


Heating, Ventilation, Air Conditioning and Refrigeration

PSAV



Heavy Equipment Mechanics

PSAV



Insurance Claims Adjuster PSAV


Clock Hour 40

Introductory 40 Hour

Childcare-Birth to 5 Years

PSAV


Clock Hour 40

Life/Health/Variable Annuities Agent PSAV


Clock Hour 40

Machining Technology PSAV Workforce Development


Massage Therapy PSAV Workforce Development


Medical Assisting PSAV Workforce Development Certificate

Clock Hour 1,300

Nails Technician PSAV Workforce Development


Patient Care Assistant PSAV Workforce Development


Practical Nursing PSAV Workforce Development Certificate

Clock Hour 1,350

Property/Casualty Agent-

General Lines PSAV



Public Safety

Telecommunications PSAV



Real Estate Sales Associate PSAV


Clock Hour 63

Residential and Commercial

Electrician PSAV



School Age Professional

Certification PSAV



Security and Automation Systems Technician PSAV


Clock Hour 960

Surgical Technology PSAV Workforce Development


Welding Technology PSAV Workforce Development


**These programs are currently not accepting new students. Program will be discontinued and is in teach-out. Appropriate documentation was sent to notify Southern Association of College and School Commission on Colleges (SACSCOC) of these changes along with a teach-out Agreement. Supporting documents are included in this section as Appendix C. This appendix includes an advisory from the Veteran’s Association (VA), letter to SACSCOC about the program deletions, PBSC notifications of program closure to the VA, copy of notifications sent to students in these programs, and the teach-out plan.

Palm Beach State College has three terms/semesters per academic year. The academic year begins with the Fall semester, which begins in August and ends in December. The fall term is followed by the Spring semester, which begins

in January and ends in May. Finally, the year ends with the Summer semester, which begins in May and ends in August.

3. Off-Campus Instructional Locations and Branch Campuses

(Please note: This section has been extensively revised.) List all locations where 50% or more of credit hours toward a degree, diploma, or certificate can be obtained primarilythrough traditional classroom instruction. Report those locations in accord with the Commission’s definitions and the

directions as specified below.

Off-campus instructional sites—a site located geographically apart from the main campus at which the institution offers 50% or more of its credit hours for a diploma, certificate, or degree. This includes high schools where courses

are offered as part of dual enrollment. For each site, provide the information below. The list should include only those sites reported and approved by SACSCOC. Listing unapproved sites below does not constitute reporting them

to SACSCOC. In such cases when an institution has initiated an off-campus instructional site as described above without

prior approval by SACSCOC, a prospectus for approval should be submitted immediately to SACSCOC.

Name of Site Physical Address

(street, city, state,

country) Do not include PO Boxes.

Date Approved

by SASCO

Date

Implemented by

the institution

Educational

programs offered

(specific degrees, certificates,

diplomas) with 50% or more credits

hours offered at

each site

Is the site

currently active?

(At any time during the past

5 years, have students been

enrolled and

courses offered? If not, indicate

the date of most recent activity.)

None

Institutions with off-campus instructional sites at which the institution offers 25-49% credit hours for a diploma,

certificate, or degree—including high schools where courses are offered as dual enrollment—are required to notify SACSCOC in advance of initiating the site. For each site, provide the information below.

Name of Site (Indicate if site is currently active or inactive. If inactive, date of last course offerings and date of projected reopening.)

Physical Address (street, city, state, country) Do not include PO Boxes.

Date Notified SACSCOC

Date Implemented by the institution

Educational programs offered (specific degrees, certificates, diplomas) with 25-49% credit hours offered at each site

Is the site currently active? (At any time during the past 5 years, have students been enrolled and courses offered? If not, indicate the date of most recent activity.)

John I Leonard High School

4710 10th Avenue North Lake Worth, FL 33463

2012 Fall 2012 AA Currently active

Jupiter High School

500 North Military Trail Jupiter, FL 33458

2009 Spring 2009 AA Currently active

Lake Worth Community High School

1791 Lake Worth Road Lake Worth, FL 33460


Palm Beach Central High School

8499 Forest Hill Boulevard West Palm Beach, FL 33411


Royal Palm Beach High School

10600 Okeechobee Boulevard


Royal Palm Beach, FL 33411

Seminole Ridge High School

4601 Seminole Pratt Whitney Road Loxahatchee, FL 33470


Suncoast High School

1717 Avenue S Riviera Beach, FL 33404


Wellington High School

2101 Greenview Shores Boulevard Wellington, FL 33414


Airborne Systems BCT

3700 Airport Road Suite 203 Boca Raton, FL 33431

2010 Fall 2010 AS Aeronautical Science

Currently active

Palm Beach Flight Training

2633 Lantana Road Suite 42 Lantana, FL 33462


Currently active

Sunquest Aviation 11800 Aviation Boulevard West Palm Beach, FL 33412


Currently active

Bethesda Memorial Hospital

2815 S. Seacrest Boulevard Boynton Beach, FL 33435

2002 Fall 2002 AS Nursing Currently active

Palms West Hospital

1301 State Road 80 West Palm Beach, FL 33470

2005 Spring 2005 AS Nursing Currently active

St. Mary’s Hospital 901 45th Street West Palm Beach, FL 33407

2002 Spring 2002 AS Nursing Currently active

Branch campus—an instructional site located geographically apart and independent of the main campus of the

institution. A location is independent of the main campus if the location is (1) permanent in nature, (2) offers courses in educational programs leading to a degree, certificate, or other recognized educational credential, (3) has its own faculty

and administrative or supervisory organization, and (4) has its own budgetary and hiring authority. The list should include only those branch campuses reported and approved by SACSCOC. Listing unapproved branch campuses below does not constitute reporting them to SACSCOC. A prospectus for an unapproved branch campus should be

submitted immediately to SACSCOC.

Name of Branch Campus

Physical Address (street, city, state,

country) Do not include PO Boxes.

Date Approved by SACSCOC

Date Implemented

by the institution

Educational programs (specific

degrees, certificates,

diplomas) with

50% or more

Is the campus currently

active? (At any time during the

past 5 years,

have students

credits hours

offered at the branch campus

been enrolled

and courses offered? If not,

indicate the date of most

recent activity.)

Lake Worth 4200 Congress Avenue

Lake Worth, FL 33461

1956 1956 AA, AS, ATC, ATD, CPP, CCC, EPI,

PSAV, APPR, BAS, BS

Currently active

Palm Beach

Gardens

3160 PGA

Boulevard Palm Beach

Gardens, FL 33410

1980 1980 AA, AS, ATC, ATD,

CPP, CCC, EPI, PSAV, APPR

Currently active

Boca Raton 801 Palm Beach State College Drive

Boca Raton, FL 33431

1983 1983 AA, AS, ATC, ATD, CPP, CCC, EPI,

PSAV, APPR

Currently active

Belle Glade 1977 College Drive

Belle Glade, FL 33430

1978 1978 AA, AS, ATD, CPP,

CCC, EPI, PSAV, APPR

Currently active

Loxahatchee Groves

15845 Southern Boulevard

Loxahatchee, FL

33470

11/28/2016 02/27/2017 AA, AS, ATC, ATD, CPP, CCC, EPI,

PSAV, APPR

Currently active

4. Distance and Correspondence EducationProvide an initial date of approval for your institution to offer distance education. Provide a list of credit-bearing educational programs (degrees, certificates, and diplomas) where 50% or more of the credit hours are delivered through distance education modes. For each educational program, indicate whether the program is delivered using synchronous or asynchronous technology, or both. For each educational program that uses distance education technology to deliver the program at a specific site (e.g., a synchronous program using interactive videoconferencing), indicate the program offered at each location where students receive the transmitted program. Please limit this description to one page, ifpossible.

Distance & Correspondence Education

Palm Beach State College (PBSC) received approval from SACSCOC in July 2001 to offer programs in which 50% or more of instruction is delivered via distance learning. Many courses across the curriculum are offered in fully on-line and/or hybrid modes, as well as face-to-face. However, only three programs, Bachelor of Applied Science (BAS) in Information Management, BAS in Supervision & Management, and Bachelor of Science in Nursing (BSN) are offered fully online, i.e. more than 50% of content is delivered via distance learning using asynchronous technology. PBSC does not currently offer a fully online AA program. However, it is possible for individual students to earn an AA degree taking only on-line courses, although very few have done so. PBSC does not use synchronous technology or correspondence education.

5. Accreditation

(1) List all agencies that currently accredit the institution and any of its programs and indicate the date of the last review by each.

Accreditation

Currently, 35 programs at Palm Beach State College are either accredited or certified by professional accreditors and/or

state certifying bodies. A list of these programs and the accrediting/certifying bodies is included as Appendix D: PBSC Program Accreditation and Certification. The list includes last and next accreditation dates for each accreditor, accreditors

shaded in yellow are recognized by the USDOE as national accreditors.

(2) If SACS Commission on Colleges is not your primary accreditor for access to USDOE Title IV funding, identify which accrediting agency serves that purpose.

Primary Accreditor

SACSCOC is the primary accreditor of Palm Beach State College for access to USDOE Title IV funding.

(3) List any USDOE recognized agency (national and programmatic) that has terminated the institution’s accreditation (include the date, reason, and copy of the letter of termination) or list any agency from which the institution has

voluntarily withdrawn (include copy of letter to agency from institution).

Termination of Accreditation

A list of accredited Palm Beach State College (PBSC) programs and the accrediting/certifying bodies is included as

Appendix D: PBSC Program Accreditation and Certification. Accreditation/certification with none of these bodies has been terminated or withdrawn.

(4) Describe any sanctions applied or negative actions taken by any USDOE-recognized accrediting agency (national, programmatic, SACSCOC) during the two years previous to the submission of this report. Include a copy of the letter from

the USDOE to the institution.

Sanctions

Palm Beach State College (PBSC) has not been sanctioned by SACSCOC or any USDOE-recognized accrediting/certifying

body during the past two years. PBSC is currently in good standing with all accrediting/certifying bodies is included as Appendix D: PBSC Program Accreditation and Certification. Accreditors shaded in yellow are recognized by the USDOE as

national accreditors.

6. Relationship to the U.S. Department of Education

Indicate any limitations, suspensions, or termination by the U.S. Department of Education in regard to student financial aid or other financial aid programs during the previous three years. Report if on reimbursement or any other exceptional

status in regard to federal or state financial aid.

Relationship to USDOE

Palm Beach State College (PBSC) is not currently subject to any limitations, suspensions or terminations by the USDOE in

regard to student financial aid or other financial aid programs and has not been so during the previous three years.

Document History

Adopted: September 2004 Revised: March 2011

Revised: January 2014 Revised: June 2017

Revised: August 2017

Appendix A


SACSCOC Approval Loxahatchee Groves Campus

SACSCOC" SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS

COMMISSION ON COLLEGES

Ms. Ava L. Parker, J.D. President Palm Beach State College 4200 Congress Avenue Lake Worth, FL 33461-4796

Dear Ms. Parker:

November 28, 2016

Thank you for the letter and prospectus from Dr. Ginger Pedersen dated June 30, 2016, notifying SACSCOC of your intention to offer 50% or more of the credits for several degree, diploma, and certificate programs at a new off-campus instructional site, effective February 28, 2017. The address of the site is:

Dennis P. Gallon Campus 15845 Southern Boulevard Loxahatchee, FL 33470

The following programs will be offered at the site:

• B.S. in Nursing• Associate in Arts in General Degree Transfer• Associate in Science in Health Information Technology• Diploma in Medical Transcription• Certificate in Health Informatics Specialist• Certificate in Medical Information Coder/Biller

The prospectus gave an implementation date of January 2017. However, in an email to Dr. Sarah Armstrong dated October 24, 2016, Dr. Roger Yohe stated that, due to construction delays, the start of the programs at the site was changed to February 28, 2017.

Following a strategic planning process and pursuant to its mission to serve the residents of Palm Beach County with accessible and affordable education, the College will open a new off-site instructional campus in a newly constructed facility on a 75-acre tract of land. The College is constructing a building with 47,000 square feet of space for a permanent facility in the west-central region of the county. Several programs that are currently taught at the Lake Worth Campus will be taught at the new location. The targeted audience for the site is residents in the west-central region of Palm Beach County who do not have convenient access to higher education. The site will be a comprehensive location with bachelor's associate, diploma, and certificate programs along with developmental education, student learning centers student services, and continuing education. The District Board of Trustees approved the purchase of the land in August 9, 2011, ang the construction funding for the new site on October 8, 2013.

1866 Southern Lane • Decatur, Georgia 30033-4097 • Telephone 404/679-4500 • Fax 404/679-4558

www.sacscoc.org

Appendix B


Graduates by Program 2006-2016


Degrees and Certificates by Program Type

2006-07 to 2016-17

* As of 5/24/2017.

Source: ST_STDNT_OBJ_AWD

Institutional Research & Effectiveness

5/24/2017

AWARD

2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-

17 *TOTAL (11 years)

Associate in Arts (AA) 1,892 2,083 2,220 2,862 3,092 3,421 4,068 3,515 3,384 3,540 3,599 33,676

Associate in Science (AS) 302 256 278 397 484 550 598 633 714 681 670 5,563

Associate in Applied Science (AAS) 190 277 250 79 71 57 67 58 26 12 3 1,090

Advanced Technical Certificate (ATC) 6 1 0 96 19 11 36 31 23 26 43 292

Applied Technology Diploma (ATD) 209 241 250 196 182 115 136 173 190 206 69 1,967

Bachelor of Applied Science (BAS) 0 89 166 219 236 259 269 301 1,539

Bachelor of Science (BS) 0 3 7 16 37 68 131

Certificate of Professional Preparation (CPP) 0 0 0 0 0

College Credit Certificate (CCC) 225 238 380 496 455 573 427 467 512 1,356 1,082 6,211

Educator Preparation Institute (EPI) 22 52 69 68 52 60 47 35 45 35 38 523

PSAV Certificate (PSAV, APPR) 707 771 1,165 1,281 1,032 1,139 1,032 1,003 1,435 1,134 1,124 11,823

TOTAL 3,553 3,919 4,612 5,475 5,476 6,092 6,633 6,158 6,604 7,296 6,997 62,815


Vocational Program Degrees and Certificates

2006-07 to 2016-17

* As of 5/24/2017.

i = Locally inactive program



5/24/2017

Program (current local title) Award Obj

2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Accounting AS 2050 5 10 5 7 9 11 9 9 20 17 7 109

i Accounting AAS A042 1 4 2 3 1 11i Accounting (Bookkeeper) AS 2047 1 1i Accounting (Bookkeeper) AAS A041 1 1i Aeronautical Science (Airplane Pilot) AS 2197 A 4 1 10 6 6 4 31i Aeronautical Science (Airplane Pilot) AAS A163 A 1 1 2i Aeronautical Science (Helicopter Pilot) AS 2197 H 3 2 10 12 12 3 42i Aeronautical Science (Helicopter Pilot) AAS A163 H 1 1i Aeronautical Science (Operations) AS 2172 2 1 1 3 7i Aeronautical Science (Operations) AAS A162 1 1i Aeronautical Science (Pilot) AS 2197 7 5 6 3 3 2 4 1 31i Aeronautical Science (Pilot) AAS A163 1 1

Biotechnology AS 2158 1 3 2 5 5 7 8 6 5 4 46

i Building Construction AS 2198 5 1 6i Building Construction AAS A213 1 1

Business Admin. - Banking AS 2039 C 1 1

Business Admin. - Marketing AS 2039 B 1 2 1 2 6

Business Admin. - Mgmt./Supervision AS 2039 A 1 6 5 9 21

Business Admin. - Risk Mgmt./Insurance AS 2039 R 0

i Business Administration & Management AAS A087 36 34 31 30 41 31 37 35 15 5 3 298Business Entrepreneurship AS 2040 2 4 5 11

i Child Dev. & Education (Pre-school) AS 2342 31 12 12 8 1 64i Child Dev. & Education (School age) AS 2359 1 1i Computer Info. Systems (Applications) AS 2124 2 2i Computer Info. Systems (Applications) AAS A132 1 1



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Computer Programming AS 2126 3 1 3 5 10 12 11 11 23 16 21 116

i Computer Programming AAS A133 2 1 1 4 1 1 10Crime Scene Technology AS 2435 11 19 11 14 14 18 27 25 26 19 14 198

i Criminal Justice (Corrections) AS 2605 1 1Criminal Justice (General/Non-Sworn) AS 2611 2 4 6 8 8 17 45

i Criminal Justice (General/Non-Sworn) AAS A612 2 1 3Criminal Justice (Law Enforcement) AS 2606 2 1 3 2 2 3 4 1 4 8 1 31

i Criminal Justice (Law Enforcement) AAS A608 3 2 2 2 2 2 1 1 15Dental Hygiene AS 2151 30 17 24 22 20 25 20 20 16 24 22 240

i Dietetic Technician AS 2512 3 3i Drafting & Design AAS A169 1 1 2i Drafting & Design AS 2178 2 1 3

Early Childhood Education AS 2358 6 4 14 18 28 42 41 22 28 36 37 276

i Early Childhood Education (High Scope) AS 2360 1 1 1 1 4i Early Childhood Education (Montessori) AS 2349 2 1 1 4i Educational Assisting AS 2369 1 1 2 4 7 2 9 7 4 1 38

Electrical Power AS 2270 3 5 16 12 9 11 10 8 74

i Electronic Engineering AAS A166 5 5Emergency Management AS 2438 E 0

i Emergency Management AS 2438 2 2Emergency Medical Services AS 2449 45 31 45 21 44 41 38 34 27 29 22 377

Emergency Mgmt. (Homeland Security) AS 2438 H 0

Engineering (Advanced Technology) AS 2550 C 0

Engineering (Alternative Energy Systems) AS 2550 A 0

Engineering (Electronics) AS 2550 B 0



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Environmental Science AS 2216 3 6 1 1 7 3 6 3 6 2 5 43

i Environmental Science (Hydrologic) AS 2214 1 1Fire Science AS 2195 3 7 14 5 13 5 6 2 2 4 61

Graphic Design AS 2011 9 6 5 7 13 13 13 13 28 21 27 155

i Graphic Design AAS A018 1 1 2 1 1 2 5 1 2 16Health Information Management AS 2529 4 7 6 5 3 10 35

Hospitality & Tourism Management AS 2060 8 5 2 1 1 2 5 12 9 12 11 68

i Hospitality & Tourism Management AAS A100 1 6 10 14 5 8 10 4 1 59Human Services (Addiction Studies) AS 2391 2 2 1 2 7

Human Services (General) AS 2345 10 4 8 9 7 28 24 17 17 17 17 158

i Human Services (General) AAS A353 2 1 4 1 2 2 3 15Human Services (Youth Development) AS 2374 1 3 2 4 9 6 9 34

Industrial Management AS 2224 1 5 3 3 5 2 19

i Industrial/Operations Mgmt. (Building) AAS A196 4 3 1 1 9i Industrial/Operations Mgmt. (Draft/Const) AAS A194 1 7 3 3 5 1 20

Interior Design AS 2012 15 10 18 11 16 10 23 12 17 10 8 150

Internet Services AS 2122 1 2 1 5 9 5 3 7 5 2 40

i Internet Services AAS A121 2 1 3Landscape & Horticulture Management AS 2191 7 5 6 3 6 4 2 7 9 5 6 60

Motion Picture Prod., Digital Animation AS 2282 D 0

Motion Picture Prod., Post Producation AS 2282 M 1 2 1 4

Motion Picture Prod., Recording Arts AS 2282 R 0

i Motion Picture Production AS 2282 4 3 3 1 6 6 4 2 8 7 1 45Networking Administrator AS 2123 9 19 11 20 21 26 38 32 46 48 49 319

i Networking Administrator AAS A131 1 2 3 4 4 2 3 4 1 24



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Nursing AS 2301 154 163 162 174 233 232 245 229 1,592

i Nursing AAS A309 144 220 191 18 573i Office Administration AS 2485 1 2 9 1 13i Office Administration (Legal) AS 2523 1 1 1 1 4i Office Administration (Legal) AAS A524 1 1i Office Administration (Management) AS 2514 3 1 4i Office Administration (Management) AAS A521 1 1 2 4 1 1 3 1 3 17

Ophthalmic Medical Technology AS 2229 14 7 11 9 41

Paralegal AS 2505 32 33 30 24 33 39 43 42 43 30 44 393

i Professional Pilot (Maintenance) AS 2171 1 1 1 3i Professional Pilot (Maintenance) AAS A161 1 1

Radiography AS 2303 31 24 31 29 22 20 35 24 24 15 27 282

Respiratory Care AS 2148 16 23 15 18 17 18 14 15 19 11 13 179

Sonography AS 2313 1 2 2 2 5 7 10 5 6 40

i Sugar Technology AS 2243 1 1 2i Sustainable Construction Management AS 2212 4 3 1 1 6 4 19i Theater & Entertainment (Gen. Music) AS 2274 1 1



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


i Brick & Block Masonry Apprentice APPR 5254 1 1i Carpentry Apprentice APPR 5255 1 1 1 3

Electrical Apprentice (4 year) APPR 5170 31 5 97 4 18 16 10 8 2 9 11 211

i Electrical Apprentice (5 year) APPR 5257 7 14 2 1 24i Fire Sprinkler Apprentice APPR 5265 8 8

HVAC Tech Apprentice (4 year) APPR 5266 19 45 71 29 4 3 16 19 8 214

i Pipefitting Apprentice APPR 5260 1 1i Plumbing Apprentice (4 year) APPR 5174 5 2 1 8i Sheet Metal Fabrication Apprentice APPR 5263 1 1 2i Structural Steel Apprentice APPR 5258 1 1



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


i Adult Echo Sonography ATC 4313 5 5Career and Technical Education ATC 4393 2 6 11 19

Computed Tomography ATC 4321 33 13 1 26 23 16 11 20 143

Computer Information Security ATC 4139 0

Magnetic Resonance Imaging ATC 4322 1 1 63 6 10 10 8 5 9 12 125



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Emergency Medical Technician (EMT-B) ATD B217 191 230 237 178 179 113 133 173 188 206 69 1,897

i Medical Coder/Biller ATD B526 10 11 13 18 52Medical Transcription ATD B530 1 1

i Medical Transcription (old) ATD B525 8 3 2 3 1 17



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Information Mgmt., Database Admin. BAS T801/A 2 8 13 13 19 55

Information Mgmt., Project Management BAS T804/A 2 2

Information Mgmt., Security & Network BAS T803/A 10 8 20 25 25 88

Supervision & Mgmt., Entrepreneurship BAS T704/A 2 13 15

Supervision & Mgmt., General BAS T701/A 62 114 129 134 132 143 122 836

Supervision & Mgmt., Health BAS T702/A 20 41 68 78 85 77 103 472

Supervision & Mgmt., Project Management BAS T705/A 6 14 20

i Supervision & Mgmt., Public Safety BAS T703/A 7 11 10 8 9 3 3 51Nursing BS S901 3 7 16 37 68 131

Project Management CPP C810 0



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Accounting Technology CCC 6110 1 2 6 7 13 6 4 5 9 9 62

Addiction Studies CCC 6392 4 12 15 13 44

Alternative Energy Engineering CCC 6272 1 2 2 3 8

Banking Specialist, Financial Services CCC 6117 2 5 7 1 15

Biotechnology CCC 6159 1 3 3 4 5 38 5 59

Biotechnology Lab Specialist CCC 6160 12 12

Business Administration & Management CCC 6111 3 4 14 21 13 7 10 7 8 29 19 135

Business Operations CCC 6481 16 24 20 16 6 3 7 10 53 155

Business Specialist CCC 6480 1 38 48 60 65 23 10 16 134 176 571

Child Care Center Management CCC 6366 18 17 33 30 23 39 46 34 21 48 26 335

Cisco CCENT CCC 6542 27 15 42

Cisco CCNA Routing/Switching CCC 6135 1 6 9 6 9 9 4 2 5 5 6 62

Cisco CCNA Security CCC 6540 0

i Commercial Pilot (Airplane) CCC 6164 A 10 3 8 5 1 27i Commercial Pilot (Helicopter) CCC 6164 H 17 9 21 22 69

Computer Programming Specialist CCC 6141 15 7 55 10 87

Crime Scene Technology CCC 6436 28 29 28 17 20 36 26 16 16 97 25 338

Digital Animation CCC 6288 0

i Drafting for Sustainable Construction CCC 6222 2 5 8 3 3 2 5 28i Educational Assisting CCC 6370 3 1 5 4 4 5 4 8 2 3 39

Emergency Management CCC 6437 1 4 4 2 1 2 14

Emergency Medical Technician (EMT-B) CCC 6446 157 157

Engineering Tech Support Specialist CCC 6551 0

Entrepreneurship CCC 6118 2 11 6 19

Environmental Science Technician CCC 6561 10 10



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


i Fire Inspector CCC 6623 2 2 1 5Fire Officer CCC 6622 0

Food Service Management CCC 6115 1 22 17 9 15 9 5 14 5 20 117

Graphic Design Support CCC 6290 61 61

Hazardous Materials Specialist CCC 6560 15 15

Health Informatics Specialist CCC 6531 3 16 13 32

i High/Scope Preschool CCC 6388 26 3 4 1 1 1 1 37i Homeland Security Specialist CCC 6439 6 7 5 18

Hospitality CCC 6116 3 14 18 12 14 6 6 12 15 40 140

Human Services CCC 6361 4 6 9 14 18 17 17 9 13 64 26 197

Infant/Toddler CCC 6367 3 13 4 8 5 3 10 9 55

Information Management CCC 6136 11 8 21 29 30 21 36 36 106 43 341

Information Security CCC 6541 11 9 20

Information Technology Administration CCC 6142 6 6 39 2 53

Information Technology Technician CCC 6143 49 32 167 50 298

Java Programming CCC 6144 0

Landscape & Horticulture Professional I CCC 6220 8 7 9 11 4 8 7 11 6 4 9 84

Landscape & Horticulture Professional II CCC 6221 8 6 8 7 4 8 3 3 9 4 7 67

Landscape & Horticulture Specialist CCC 6219 11 9 10 10 4 13 8 7 8 7 9 96

i Legal Office Management CCC 6112 2 2 1 1 1 7Marketing CCC 6113 2 1 2 1 1 1 2 4 6 4 24

Medical Information Coder/Biller CCC 6528 7 7 6 16 17 24 77

Mobile Application Development CCC 6145 0

i Montessori Preschool CCC 6389 8 3 8 19i Motion Picture Production CCC 6020 1 2 2 2 1 8



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


i Motion Picture Production Management CCC 6021 1 3 2 6Motion Picture/TV Post Production CCC 6019 1 1 1 2 3 1 3 5 44 6 67

Multimedia Arts CCC 6022 1 2 1 4 4 6 18 10 46

i Office Administration, Software CCC 6484 1 1i Office Management CCC 6114 1 3 1 3 5 2 4 2 7 9 37i Office Specialist CCC 6483 3 2 4 9 7 2 5 12 9 53i Office Support CCC 6482 5 4 7 8 7 11 9 13 1 65

Paramedic CCC 6450 81 66 89 68 63 78 65 61 70 68 67 776

Pre-School CCC 6368 41 24 19 69 58 76 65 39 39 106 14 550

Programming CCC 6137 7 4 13 10 8 17 3 53 29 144

Rapid Prototyping Specialist CCC 6552 0

Recording Arts CCC 6289 0

Sonography CCC 6312 12 13 12 13 12 12 11 11 6 9 13 124

i Sustainable Building Specialist CCC 6223 2 8 9 7 5 6 3 5 2 5 4 56Web Design CCC 6023 3 5 2 5 12 4 12 7 27 11 88

Web Development Specialist CCC 6138 1 1 3 7 5 4 4 7 15 2 49

Youth Development CCC 6387 3 4 4 9 6 14 18 32 90



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Teacher Certification Program EPI F225 22 52 69 68 52 60 47 35 45 35 38 523



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


i Accounting Operations PSAV 5044 4 3 1 8i Administrative Assistant PSAV 5519 2 1 3i Architectural Drafting PSAV 5208 2 1 3i Automotive Body Repair PSAV 5461 2 9 2 1 1 15i Automotive Service (old) PSAV 5463 19 6 22 1 48

Automotive Service 1 PSAV 5463 42 40 46 35 44 46 43 35 331

Automotive Service 2 PSAV 5458 37 13 42 40 31 32 24 34 253

Child Care - Birth to 3 Years PSAV 5390 1 18 22 27 20 17 18 23 146

Child Care - ECPC Preschool PSAV 5364 1 119 79 29 126 71 46 89 54 81 695

i Child Care - ECPC Preschool Bilingual PSAV 5371 4 2 2 1 2 11Child Care - Family Certification PSAV 5363 1 28 22 26 24 18 5 15 139

i Commercial Art PSAV 5017 1 1i Commercial Vehicle Driving (CDL A) PSAV 5206 122 29 13 1 165i Computer Support Specialist PSAV 5520 1 1

Cosmetology PSAV 5357 41 40 41 40 45 65 75 71 80 73 60 631

Criminal Justice, Aux. Law Enforcement PSAV 5602 24 10 13 47

Criminal Justice, Corrections PSAV 5601 69 63 150 92 74 24 13 14 140 38 41 718

Criminal Justice, Corrections x from LE PSAV 5614 1 16 8 8 33

Criminal Justice, Law Enforcement PSAV 5600 41 78 129 211 180 148 131 138 155 163 175 1,549

Criminal Justice, LE x from Corrections PSAV 5613 11 55 28 2 8 15 15 12 146

Dental Assisting PSAV 5155 13 13 12 13 13 11 18 23 19 18 153

i Diesel Technology (old) PSAV 5468 8 4 3 1 16Diesel Technology 1 PSAV 5468 12 9 10 14 12 9 15 14 95

Diesel Technology 2 PSAV 5457 19 13 10 15 57

Electrician, Residential & Commercial PSAV 5246 15 13 13 21 62



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


i Electronic Technology PSAV 5167 2 2i Emergency Medical Technician PSAV 5440 1 1

Facials Specialty PSAV 5355 49 44 54 39 46 49 53 58 68 60 36 556

Facilities Maintenance PSAV 5248 0

i Fire Apparatus Operator PSAV 5615 20 2 28 8 11 7 4 1 81i Fire Inspector PSAV 5618 7 2 33 42i Fire Instructor PSAV 5616 5 2 7i Fire Investigator PSAV 5619 1 1

Firefighter PSAV 5043 109 100 93 105 81 63 69 45 108 115 93 981

Heating, Ventilation, A/C & Refrigeration PSAV 5267 2 8 9 8 10 22 21 33 33 19 34 199

Heavy Equipment Mechanics PSAV 5456 1 2 8 8 19

Insurance Claims Adjuster PSAV 5498 7 17 5 17 23 16 42 127

i Insurance Customer Service Rep. PSAV 5497 7 7 16 17 26 10 83Life/Health/Variable Annuities Agent PSAV 5470 14 71 35 33 13 2 6 5 29 208

Machining PSAV 5459 3 2 12 4 13 15 9 10 13 12 14 107

Massage Therapy PSAV 5232 22 24 34 35 36 31 25 28 38 44 36 353

Medical Assisting PSAV 5236 4 4 6 13 11 10 14 13 26 25 27 153

Nails Technician PSAV 5356 8 11 4 20 35 29 29 20 22 13 18 209

Patient Care Assistant PSAV 5233 33 75 53 61 76 40 52 30 36 456

Practical Nursing PSAV 5234 28 35 20 45 29 36 39 38 20 14 29 333

Property/Casualty General Lines Agent PSAV 5469 21 111 94 71 29 32 17 40 25 14 23 477

Public Safety Telecomm. Dispatcher PSAV 5455 18 17 47 33 16 131

i Real Estate Broker PSAV 5475 2 1 3Real Estate Sales Associate PSAV 5499 39 65 61 96 29 49 83 102 131 112 108 875

School Age Professional PSAV 5373 11 11 4 46 37 28 26 19 16 198



2006-07 to 2016-17

* As of 5/24/2017.




5/24/2017


2006-

07

2007-

08

2008-

09

2009-

10

2010-

11

2011-

12

2012-

13

2013-

14

2014-

15

2015-

16

2016-


Security Automation Systems Tech. PSAV 5249 6 6

i Special Fire Safety Inspector PSAV 5620 1 8 9Surgical Technology PSAV 5235 16 9 11 19 23 15 25 14 19 18 19 188

Welding PSAV 5460 8 4 11 10 15 14 23 35 40 29 30 219

Appendix C


Aeronautical Program Closure Documents

September 1, 2015 Compliance and Liaison Advisory 223-15-01 VA Education Service Compliance and Liaison Staff VACO, Atlanta, Buffalo, Muskogee, and St. Louis SUBJECT: IHL Degree Programs Involving Training Provided and Charged on an Hourly Basis – Clarification of Requirement to Identify Specific Required Training Time and Mandatory Fees (Cost-per-Hour Rate) in the School’s Catalog. Purpose: To provide clarifying information and guidance to GI Bill-approved schools, State Approving Agencies, Education Liaison Representatives (ELRs) and Education Compliance Survey Specialists (ECSSs) concerning approval requirements for Institutions of Higher Learning (IHLs) with degree programs involving training that is provided and charged on an hourly basis (such as flight training). IHLs must provide the specific number of training hours required for the completion of any course involving such training, as well as the specific mandatory fees associated with any such course (to include a specific cost-per-hour rate), if the course is taken as part of a standard degree program. Background: Education Service recently conducted compliance reviews at IHLs with degree programs involving training that is provided and charged on an hourly basis. The programs reviewed were degree programs involving flight training. In most cases, the IHL contracted to have a vocational flight school provide the flight training. During these surveys, it was discovered that most school catalogs or catalog addenda do not adequately identify a specific required amount of training for course completion nor do they adequately state the mandatory fees charged to all students enrolled in a particular course (i.e., the catalog did not state, or allow for the calculation of, the total dollar amount that each student would be charged as a function of the number of required hours of training multiplied by the cost-per-hour of training). As a result, IHLs have divergent training requirements and fee charges for students reported to be enrolled in the same program. Action: ELRs will disseminate the following requirements to their respective State Approving Agency (SAA) and to each of the schools within their jurisdictions: IHLs with degree programs involving training provided and charged on an hourly basis must have documented in their catalog, or approval package, the required specific number of training hours that a student must complete in order to fulfill the course’s educational objectives and all mandatory fees (e.g. cost-per-hour of training) that enrolled student will be charged for the training. These data elements are required whether the training is provided directly by the IHL or by another training facility under

contract. The required hours of training and the cost-per-hour rate must be the same for all students enrolled in the course. Each IHL will be required to amend its program approval documentation or catalogs to reflect the above requirements within 60 days of the date of issuance of this Compliance and Liaison Advisory. Failure by an IHL to provide the required number of training hours and mandatory fees (cost-per-hour rate) may result in the withdrawal of approval for the degree program.

Discussion: In an effort to ensure that IHL degree programs involving hourly-based training are administered in a manner that provides consistency among all enrolled students, VA is requiring every IHL to provide the specific number of training hours that a student will be required to complete and the exact mandatory fees (cost-per-hour rate) each enrolled student will be charged. The required hours of training and the mandatory fees (cost-per-hour rate) must be the same for all students enrolled in the course. An approved degree program involving hourly-based training must be treated the same as any other approved degree program; therefore, it must have a defined curriculum that details the training requirements necessary to achieve the stated educational objectives of the overall program, as well as, of each individual course. In accordance with sections 3452(b) and 3680(a)(1) of title 38, United States Code, all programs of education must have specific educational objectives, and VA can only pay for training that is necessary to fulfill the requirements for attainment of a predetermined and identified educational objective. Furthermore, under 38 U.S.C. §§ 3675(b)(1), 3676(b)(6), (c)(7), in order for a program of education to be approved for GI Bill benefits, it must have standards of progress, and must maintain adequate records to show that satisfactory standards relating to progress are enforced for that program. In order for VA to fulfill this statutory requirement to provide payments only for required training, and for IHLs to adequately track and record standards of progress, each course description must include the specific required amount of training to be completed during a given period of time (e.g. quarter, semester, term). The required number of hours must be stated as a specific number of hours (e.g., 35 hours). A range of hours (e.g. between 35 and 40 hours) or a maximum or minimum amount of training (e.g. at least 35 hours, no more than 40 hours, etc.) is not acceptable. The specific required amount of training is critical because a student must be given a specific and finite amount of training during a specific and finite period of time and, at the conclusion of the training period, the student’s attainment of the educational objectives must be evaluated and a grade assigned. If the required amount of training is not specified, one cannot determine the point at which the student should be evaluated and deemed to have either gained or failed to gain the knowledge necessary to achieve the educational objectives of the course and, consequently, be given a passing or failing punitive grade. In other words, a program cannot have a measurable and enforceable standard of progress without a specific training requirement that is the same for all students enrolled in that course. Without a

measurable and enforceable standard of progress, a school would not be able to “keep[] adequate records, as prescribed by the Secretary or the State approving agency, to show the progress and grades…and to show that satisfactory standards relating to progress and conduct are enforced.” 38 U.S.C. § 3675(b)(1). See also, 38 U.S.C. §3676(b)(6), (c)(7). It should also be noted that, under 38 U.S.C. § 3672(b)(2)(A), accredited standard college degree programs offered at public or not-for-profit proprietary educational institutions are only “deemed approved” if they fulfill, among other sections, the requirements of section 3675(b)(1). Therefore, “deemed approved” programs are also subject to the requirements detailed above. Consequently, VA or the SAA is required by 38 U.S.C. § 3679(a) to disapprove any degree program involving training that is provided on an hourly basis, regardless of the accreditation status of the program or type of institution offering the training, if the catalog or catalog addendum does not provide specific required training time for the course, wherein the required training time must be the same for every student enrolled in that course. With regard to the Post-9/11 GI Bill, the educational assistance paid to the school is limited to the net costs for tuition and fees. Fees for a course are defined as being “mandatory charges” (38 C.F.R. § 21.9505). “Mandatory” means that it must be charged to everyone in the course. Since the fees must be charged to everyone in the course, the fee charge must be the same for every student. If the school’s policy is to charge students based on an hourly rate for training, then the school’s catalog or catalog addendum must list the specific cost-per-hour rate it will charge every student enrolled in that course to allow VA to calculate the “mandatory fee.” If the rate differs between two students then either the fee is not mandatory (as it is not charged against all students – in which case VA is prohibited from paying for it under the Post-9/11 GI Bill), or the students are enrolled in two separate and distinct courses – in which case VA can pay the fee under the Post-9/11 GI Bill but the separate and distinct courses will be treated as such for all purposes of chapter 36 of title 38 of the United States Code including, but not limited to, 38 U.S.C. § 3680A(d) (the “85-15 rule”).

Questions: If you have any questions, please direct them to the VACO Compliance and Liaison team at VAVBAWAS/CO/223B. /s/ Robert M. Worley II Director, Education Service

From: Maxwell, Judy ATo: Maxwell, Judy ACc: Salazar, Yamel ZSubject: Private Pilot Ground School and Flight CoursesDate: Monday, April 18, 2016 2:20:00 PM

Hello

Because you have chosen 2197, 2197A, 2197H, 6164A, 6164H or 2172 as a program objective, atleast one of the following courses are required for this objective. Our records indicate that you havenot taken at least one of these courses. As a courtesy, we would like to inform you that a Catalogchange is going into effect in the Fall of 2016 and these courses will no longer be available. Therefore, the Summer 2016 semester will be the last semester that the following courses will beoffered at Palm Beach State College:

ATT1100 Private Pilot Ground SchoolATF1140A Private Pilot Flight 1 HelicopterATF1142A Private Pilot Flight 2 HelicopterATF1111A Private Pilot Flight 1 AirplaneATF1112A Private Pilot Flight 2 Airplane

Summer 2016 semester begins May 16, 2016.

This email does NOT indicate that you are eligible to take these courses. TSA, FAA or Palm BeachState College requirements will still be in effect. It is merely indicating that you have chosen one ofthe above program objectives and these courses are required for that objective and at this time, youhave not taken at least one of these courses.

Also, if you are eligible for Veterans benefits, this will be the last semester that the VA will fund thesecourses.

If you have any questions please call Yamel Salazar at 561/868-3577 to make an appointment tospeak to me right away.Thanks,

Judy Maxwell, Department ChairAeronautical Science ProgramsPalm Beach State College

mailto:[email protected]


mailto:/O=PBCC/OU=EXCHANGE ADMINISTRATIVE GROUP (FYDIBOHF23SPDLT)/CN=RECIPIENTS/CN=Salazary

Trade and Industrial Programs

September 8, 2015

Dear

As a follow up to the Aeronautical Science student meetings held at the Lake Worth campus during April and

May of this year, and the announcements by the administration on May 19, 2015, we wish to notify you that the

Helicopter portion of the Aeronautical Science Degree program at Palm Beach State is permanently suspended.

Enrollment of new into the program was suspended effective with the start of the summer term on May 18, 2015.

This decision while difficult was necessary due to changes in the methods by which the Veterans Administration

regulates funding for students at Institutes of Higher Learning (IHL), and the cost of the program.

Existing students who already have the Professional Pilot Helicopter (2197H) program objective will have an

opportunity to complete any remaining courses for their degree during the next two years. Each course in the

program will be offered at least twice, providing all program students an opportunity to finish their degree.

We strongly encourage you to complete your remaining courses at the first possible opportunity to avoid

disruption to your program completion goal. Enclosed is a copy of the planned two-year course schedule for

your convenience.

For answers to questions pertaining to your suggested course sequence, please contact Ms. Yamel Salazar at

(561) 868-3577, or Professor Judy Maxwell, Department Chair at (561) 868-3474.

Sincerely,

Richard L. Reeder, MSM Associate Dean


November 16, 2015

Dear Aeronautical Science Student,

The purpose of this letter is to notify you that Palm Beach State College has made the decision not take

any new students into the Aeronautical Science programs effective November 10, 2015. This decision

while unfortunate became necessary in response to the low degree completion rates of the programs.

The fixed wing (Airplane) and operations programs will immediately begin a two year teach out plan

in accordance with the SACS Accreditation requirements, with the final course offerings scheduled for

fall, 2017. Since you are already in the program, you will have two years to complete all of your

training in the degree. We wish you the very best in your efforts to complete your degree.

We have mapped out a course schedule that facilitates multiple opportunities for you to take your

program courses, but we urge you to develop a personal plan and work towards degree completion as

soon as possible.

Please feel free to contact Administrative Assistant Yamel Salazar [email protected] ,

Professor Judy Maxwell ([email protected]), or myself [email protected]

should you have additional questions about the closure process.

Kind Regards,

Richard L. Reeder, MSM

Associate Dean, Trade and Industrial Programs





November 19, 2015

Dear Palm Beach State Student,

The purpose of this letter is to notify you that Palm Beach State College has made the decision not take

any new students into the Aeronautical Science programs effective November 10, 2015. This decision

while unfortunate became necessary in response to the low degree completion rates of the programs.

What this means is that all students who have registered at the college to begin a program of study

beginning in spring 2016 under Program Objective Codes 2197A, 2172 or CCC 6164A will need to

change Program Objectives to another program before classes begin. Please note that the helicopter

Program Objectives 2197H and 6164H are also unavailable for new students.

We apologize for this action but it is necessary to provide you with this notification.

Please feel free to contact Administrative Assistant Yamel Salazar [email protected] ,

Professor Judy Maxwell ([email protected]), or myself [email protected]

should you have additional questions about changing your program objective.

Kind Regards,

Richard L. Reeder, MSM

Associate Dean, Trade and Industrial Programs




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Palm Beach State College *Program Deletion

Curriculum Committee Form Submission

Deleted Program Title Aeronautical Science Program Level of Program AS

Table of Contents

Curriculum Action Form – Program/Track Deletion.............................................................................................. 2 Program Transition Plan ......................................................................................................................................... 4 Transition Program Wheel ..................................................................................... Error! Bookmark not defined. Transition Program Wheel Sample ........................................................................ Error! Bookmark not defined. Substantive Change Form ....................................................................................................................................... 6 Cluster and/or Business Partnership Council Minutes............................................................................................ 7

* In addition to this packet, course deletion packets must be submitted for every course is deleted fromthe Palm Beach State Course Dictionary and not offered in any other program.

August 2011

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Palm Beach State College Curriculum Action Process Curriculum Action Form – Program/Track Deletion (One curriculum action per form)

For assistance with this process, please contact Kathy Gamble at (561) 868-3893 or [email protected]

What is the effective date for this curriculum action? (Month, Year)(Academic Term) (example: August 2005, Fall 2006-1)

Spring 2016 (20162)

Shaded spaces completed by Academic Services

Form Submission Date November 16, 2015

For inclusion in the College catalog and the next year's fall schedule submit by March. Section A - Initial Curriculum Information

Who is the contact person for this curriculum action?

Last Name Reeder First Name Richard Contact's phone 868-3540

Cluster/PSAV Discipline Name: Trade & Industrial Programs

Title of Program: Aeronautical Science Award Type: BAS BS AS ATD ATC PSAV CCC Title of Program Track: (if applicable) Fixed Wing (Airplane) 2197A,

Operations/Maintenance 2172

and Professional Pilot CCC

6164 What is the program code? 2197A, 2197,

2172, and CCC 6164

Program/Program Track DELETION Information

Curriculum Rationale/Needs Assessment Explain why this program is being deleted and how you assessed the need for the program/program track removal. Be specific.

Provide documentation such as research statistics, the need to meet SUS articulation requirements, etc.

The programs have had a chronically low rate of degree completion for many years. During the past 11 years, the programs have had a total of 65 degree completers from the 1151 enrolled, a degree completion rate of 5.5%. Several attempts to improve completion rates during the past several years have had little success. Because of the cost, administrative oversight requirements, and limited local economic impact, a request was made to the college board of Trustees to close the programs and approve a two year teach out provision to enable students currently enrolled an opportunity to complete the program and earn their degree. On November 10, 2015, the college Board of Trustees approved by unanimous vote the closure of the Aeronautical Science programs. This closure joins with the previous closure of the Helicopter pilot program closure of May 19, 2015. In addition to the curriculum rationale for this action please complete a DELETED Program Transition Narrative included in this packet.(Details of the transition process to delete program requirements for administration and student information.)

Specify the budgetary impact of deleting this program/track on Palm Beach State. Budget impact is a critical issue for the administration to consider when making decisions on program/program track deletion actions. Please estimate as best you can if this action will have a significant economic impact on the college.

Will the deletion of this program/track … Amount Amount

Displace full-time faculty Yes No $ Displace support staff Yes No $00 Free up classroom space Yes No $00 Affect equipment needs (computers, labs) for the

host department or campus Yes No

$00

Affect LLRC resources (books, etc) Yes No $00 Affect SLC resources (tutors, software) Yes No $00 Affect Media resources (video, multimedia) Yes No

$00 Affect other special needs Yes No $00

Impact accreditation fees Yes No $00 TOTAL COST OF DELETING PROGRAM $

How many college credits or clock hours are included in this program? 64


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How long will you offer the existing program courses for students completing the old version of the program? (Give a term that courses will be last offered.)—See Page 5 for the Teach out schedule.

Course EndTerm Course EndTerm

Comments: Please enter any information that would clarify the curriculum action you are requesting. Attach minutes of your Cluster (for credit programs) and/or Partnership Council (for AS/ATD/PSAV/CCC/ATC programs) reflecting recommendation of this action.

Date of Cluster Minutes Date of Business Partnership Council Minutes

Curriculum Action Completion Information

The signature process is conducted by voting email. The instructions for this process are at: http://www.palmbeachstate.edu/documents/Academic_Services/ESAP.pdf

The required signatures are: Originating Cluster Chair and/or PSAV Program

Representative Associate Dean Cluster Liaison Dean of Originator District Director of Telecommunication Networks and

Computer Resources [email protected] Campus Provost (For new programs Only)

To complete this curriculum action, you must submit the following documents to Academic Services (check to make sure you have included all necessary documents):

Deleted Program Form Submission Packet Program Deletion Form DELETED Program Transition Narrative (Details of the transition Process to assist existing students to complete this program within the prescribed transition time.) Cluster/BPC Minutes or Evote Instructions Course Deletion Form Packets, if applicable:

Curriculum Forms Cluster and/or Business Partnership Minutes (Standard Minutes Template or Email Vote) ESAP voting document (Optional-Can be conducted by Academic Services)

This action will be included on the next available Curriculum Committee meeting agenda http://www.palmbeachstate.edu/x6738.xml for approval. All these forms are located at http://www.palmbeachstate.edu/x6741.xml

Once approved by VPAA, the course information is passed onto the Statewide Course Numbering System for number assignment/verification. Once a number is verified, the course is added to the PBSC Course Dictionary and is available to be

loaded into a semester schedule. *CWE and Avocational courses are processed on a Course Dictionary Request Form

http://www.palmbeachstate.edu/Documents/Academic_Services/CWE_Form.doc Form revision 2/10 KG

http://www.palmbeachstate.edu/documents/Academic_Services/ESAP.pdf


http://www.palmbeachstate.edu/x6738.xml


http://www.palmbeachstate.edu/Documents/Academic_Services/CWE_Form.doc

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Program Transition Plan

To best assist our students when a program is significantly revised or deleted from palmbeachstate offerings, it is necessary to create a “Program Transition Plan.”

The narrative should include:

Program Change Justification: The Aeronautical Science Fixed Wing, Operations/Maintenance degrees and CCC program have had chronically low completion rates for many years. During the past 11 years, a total of 65 degree completers were realized from a total of 1151 enrolled in the program. A variety of strategies were used to try to improve completion rates with little success. With the college becoming subjected to a performance funding model, the college determined that the best course of action was to close the program. The closure includes the AS Degree for Airplane Professional Pilot (Program Objective 2197 and 2197A,), the Operations/Maintenance AS Tracks (2172) and the CCC 6164A College Credit Certificate. Program Title, Level (PSAV, CCC, AS, ATD, BAS, BS), Program Code: 2172, 2197, 2197A and CCC 6164A Program Curriculum Action (list general action and provide effective term for whole change.)Delete the programs effective Spring 2018 (20182), which includes the two year teach out for existing students enrolled in the cohorts. Transition program wheels (form included in this packet.) (should include 3 year plan for existing program through new program configuration)- The program is not being reconfigured. List the Curriculum Action details (Please provide effective term for each change.): Deleted Courses from Palm Beach State Offerings-what programs do these deletions affect? What is the effective date of the deletions? Does this effective date give existing students adequate time to complete the old version of the program? Is there a new course replacing the deleted course? Will the new course forgive a failing grade in the deleted course? There will be a six term, two year teach-out plan. Each discontinued class will be offered a minimum of three times during this period. The effected programs will be AS in Aeronautical Science (2197, 2197A, 2172) and CCC 6164A. The effective date of program registration closure is November 10, 2015. The two year teach out plan provides students with multiple opportunities to complete the degree or CCC they seek. A failing grade in a course will not be forgiven as the students will have an opportunity to repeat a failed class within the two year limitation of the teach out. Please see Page 5 for the listing of courses in the teach out plan. List other awards in discipline (ex. PSAV programs and CCCs) and how they are affected by this curriculum action. The CCC 6164A College Certificate for Airplane is also affected by the action. List the deadline for student completion of the existing program(s) that are being changed. Spring 2018 How and when will you communicate with existing students concerning the changes being made and advise them in the completion of the existing program they are in? Detail each entry with a timeframe. (Examples-letters, e-mail blasts, club presentations, website updates, bulletin board postings, announcements in program introduction courses.) Website posting for the general public and college staff, email to each student in the cohort with a program closure letter, letter sent to the home of each student in the cohort. How and when will you advertize these curriculum actions to the student body? During November 2015.

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2 Year (s) Program Transition (Generally, PSAV programs use a one (1-2) year transition period, BAS/BS/AS programs

use a two (2-3) year transition period.)

Program: 2197, 2197A, 2172 Campus: Lake Worth

Degree: BAS BS AS CCC ATC Time: Day Night Weekend We expect to offer the following program courses in the semesters indicated during the teach-out period.

Required Courses Year One Year Two Course ID Title 20162 20163 20171 20172 20173 20181

ATT1100 Private Pilot Ground School x x x x x x ATF1111A Private Pilot Flight 1-Airplane x x x x x x ATF1112A Private Pilot Flight 2 x x x x x x ATT2120 Instrument Ground School x x x x x x ATF2300A Instrument Rating Flight 1- Airplane x x x x x x ATF1602 C Flight Simulator x x x x x x ATT2110 Commercial Ground School x x x x x x ATF2302LA Instrument Rating Flight 2- Airplane x x x x x x ATF1150LV Flight Lab 1 - Airplane x x x x x x ATF2250LA Flight Lab 2- Airplane x x x x x x ATF2204A Commercial Pilot Flight- Airplane x x x x x x ASC1101 Aero-Navigation x x x x x x ASC1210 Aero-Meteorology x x x x x x ASC1310 Aero-Safety Regulations x x x x x x ASC1640 Propulsion Systems x x x x x x ASC2550 Aerodynamics x x x x x x ATF2400LA Commercial Multi-Engine Flight-

Airplane x x x x x x

ATF2500C Flight Instructor (CFI- Initial) Flight- Airplane

x x x x x x ATT2131 Flight Instructor Ground School x x x x x x ATF2500LA Flight Instructor (CFI- Initial) Flight-

Airplane x x x x x x

ATF2530LA Flight Instructor Instrument (CFI-I) Flight- Airplane

x x x x x x ATf2510LA Flight Instructor Multi-Engine (MEI)

Flight- Airplane x x x x x x

Prepared by: Richard Reeder Date: November 10, 2015

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Substantive Change Form Complete this form if this program action reflects a substantive change in Palm Beach State offerings as outlined by SACS guidelines.

No Change Introduction To be in compliance with SACS guidelines and Federal Law, Palm Beach State College must assess whether a proposed change in programs, facilities, centers or program delivery is a “substantive” change. Substantive change is a Federal term relating to any “significant modification of the nature and scope of an accredited institution." Palm Beach State College must notify SACS of a potential or actual substantive change in a timely fashion, and in many cases must receive approval for such a change from SACS before the initiative is implemented. The College has developed this form to assess the scope of the proposed change. The SACS website provides more detailed information on substantive change at http://www.sacscoc.org/SubstantiveChange.asp.

Initiator’s Name:

Richard Reeder Date: November 10, 2015

Program Name: Aeronautical Science (Professional Pilot, Operations, and Maintenance tracks)

Program Type: BAS/BS AS CCC ATD ATC PSAV

Brief Description of the Proposed Change (paragraph or less): The Aeronautical Science Degree programs and embedded CCC’s are closing due to low completion rates. The Board of Trustees voted to close the programs on November 9, 2015

Substantive Change Assessment This initiative . . .

Type of Substantive Change Yes No

Initiates coursework or programs at a more advanced level than currently approved. Expands at current degree level (significant departure from current programs) Initiates a branch campus. Initiates off-campus sites where: Student can obtain 50% or more credits toward a program. Initiates off-campus sites where: Student can obtain 25-49% of credit toward a program. Adds significantly different program at an approved site. Initiates distance learning: Offering 50% or more of program. Initiates distance learning: Offering 25-49% of program. Initiates programs/courses offered through contractual agreement or consortium. Changes the number of credit hours awarded for successful completion of a program. Initiates a merger/consolidation. Changes governance, ownership, control or legal status. Alters significantly the length of a program. Closes an institution/program; initiates teach-out agreements.

If you checked “No” on each item, justification of why this is not a substantive change:

Reviewed and approved: _______________________________________ VPAA

Copies: Curriculum File, Originator, SACS

http://www.sacscoc.org/SubstantiveChange.asp

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Cluster and/or Business Partnership Council Minutes

All curriculum actions required the approval of the discipline cluster and/or the business partnership council. This can be provided in the form of written minutes electronically submitted to Academic Services or an email vote results sent on to Academic Services by the curriculum action preparer. For the minutes template or the instructions for an electronic vote, please go to: http://www.palmbeachstate.edu/x6741.xml.

Palm Beach State College Board of Trustees voted unanimously to close the programs on November 9, 2015.

http://www.pbcc.edu/x6741.xml

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Deleted Program Title Aeronautical Science Program Level of Program AS

Table of Contents

Curriculum Action Form – Program/Track Deletion.............................................................................................. 2 Program Transition Plan ......................................................................................................................................... 4 Transition Program Wheel ..................................................................................... Error! Bookmark not defined. Transition Program Wheel Sample ........................................................................ Error! Bookmark not defined. Substantive Change Form ....................................................................................................................................... 6 Cluster and/or Business Partnership Council Minutes............................................................................................ 7


August 2011

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Spring 2016 (20162)

Shaded spaces completed by Academic Services Form Submission Date November 16, 2015

For inclusion in the College catalog and the next year's fall schedule submit by March. Section A - Initial Curriculum Information

Who is the contact person for this curriculum action?

Last Name Reeder First Name Richard Contact's phone 868-3540

Cluster/PSAV Discipline Name: Trade & Industrial Programs

Title of Program: Aeronautical Science Award Type: BAS BS AS ATD ATC PSAV CCC Title of Program Track: (if applicable) Helicopter

What is the program code? 2197H and CCC 6164H

Program/Program Track DELETION Information Curriculum Rationale/Needs Assessment

Explain why this program is being deleted and how you assessed the need for the program/program track removal. Be specific. Provide documentation such as research statistics, the need to meet SUS articulation requirements, etc.

The programs have had a chronically low rate of degree completion for many years. During the past 11 years, the programs have had a total of 65 degree completers from the 1151 enrolled, a degree completion rate of 5.5%. Several attempts to improve completion rates during the past several years have had little success. Because of the cost, administrative oversight requirements, and limited local economic impact, a request was made to the college board of Trustees to close the programs and approve a two year teach out provision to enable students currently enrolled an opportunity to complete the program and earn their degree.

On November 10, 2015, the college Board of Trustees approved by unanimous vote the closure of the Aeronautical Science programs. This closure joins with the previous closure of the Helicopter pilot program closure of May 19, 2015.

In addition to the curriculum rationale for this action please complete a DELETED Program Transition Narrative included in this packet.(Details of the transition process to delete program requirements for administration and student information.)

Specify the budgetary impact of deleting this program/track on Palm Beach State. Budget impact is a critical issue for the administration to consider when making decisions on program/program track deletion actions. Please estimate as best you can if this action will have a significant economic impact on the college.

Will the deletion of this program/track … Amount Amount Displace full-time faculty Yes No $ Displace support staff Yes No $00 Free up classroom space Yes No $00 Affect equipment needs (computers, labs) for the

host department or campus Yes No$00

Affect LLRC resources (books, etc) Yes No $00 Affect SLC resources (tutors, software) Yes No $00 Affect Media resources (video, multimedia)

Yes No $00 Affect other special needs Yes No $00

Impact accreditation fees Yes No $00 TOTAL COST OF DELETING PROGRAM $


How long will you offer the existing program courses for students completing the old version of the program? (Give a term that courses will be last offered.)—See Page 5 for the Teach out schedule.

Course EndTerm Course EndTerm


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Comments: Please enter any information that would clarify the curriculum action you are requesting. Program closure was a decision made by college administration effective May 19, 2015. The purpose of this packet is to provide administrative documentation of the closure.

Attach minutes of your Cluster (for credit programs) and/or Partnership Council (for AS/ATD/PSAV/CCC/ATC programs) reflecting recommendation of this action.


Curriculum Action Completion Information

The signature process is conducted by voting email. The instructions for this process are at: http://www.palmbeachstate.edu/documents/Academic_Services/ESAP.pdf The required signatures are: Originating Cluster Chair and/or PSAV Program

Representative Associate Dean Cluster Liaison Dean of Originator District Director of Telecommunication Networks and

Computer Resources [email protected] Campus Provost (For new programs Only)

To complete this curriculum action, you must submit the following documents to Academic Services (check to make sure you have included all necessary documents):

Deleted Program Form Submission Packet Program Deletion Form DELETED Program Transition Narrative (Details of the

transition Process to assist existing students to complete this program within the prescribed transition time.)

Cluster/BPC Minutes or Evote Instructions

Course Deletion Form Packets, if applicable: Curriculum Forms

Cluster and/or Business Partnership Minutes (Standard Minutes Template or Email Vote)

ESAP voting document (Optional-Can be conducted by Academic Services)

This action will be included on the next available Curriculum Committee meeting agenda http://www.palmbeachstate.edu/x6738.xml for approval.

All these forms are located at http://www.palmbeachstate.edu/x6741.xml Once approved by VPAA, the course information is passed onto the Statewide Course Numbering System for number

assignment/verification. Once a number is verified, the course is added to the PBSC Course Dictionary and is available to be loaded into a semester schedule.

*CWE and Avocational courses are processed on a Course Dictionary Request Formhttp://www.palmbeachstate.edu/Documents/Academic_Services/CWE_Form.doc

Form revision 2/10 KG

http://www.palmbeachstate.edu/documents/Academic_Services/ESAP.pdf




http://www.palmbeachstate.edu/Documents/Academic_Services/CWE_Form.doc

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Program Change Justification: The Aeronautical Science AS Degree with Helicopter concentration and embedded CCC have had a low program completion rate and were determined to have too high of a Veteran concentration to be eligible for continuation of VA certification. The high cost of the program and the significant administrative compliance overhead costs were major factors in the closure decision. Program Title, Level (AS), Program Code: 2197H and CCC 6164H Program Curriculum Action (list general action and provide effective term for whole change.)Delete the programs effective Fall 2017 (20181), which includes the two year teach out for existing students enrolled in the cohorts. Transition program wheels (form included in this packet.) (should include 3 year plan for existing program through new program configuration)- There is no transition to a new replacement program List the Curriculum Action details (Please provide effective term for each change.): Deleted Courses from Palm Beach State Offerings-what programs do these deletions affect? What is the effective date of the deletions? Does this effective date give existing students adequate time to complete the old version of the program? Is there a new course replacing the deleted course? Will the new course forgive a failing grade in the deleted course? There will be a six term, two year teach-out plan. Each discontinued class will be offered a minimum of three times during this period. The effected programs will be AS in Aeronautical Science (2197H) and CCC 6164H. The effective date of program registration closure is May 19, 2015. The two year teach out plan provides students with multiple opportunities to complete the degree or CCC they seek. A failing grade in a course will not be forgiven as the students will have an opportunity to repeat a failed class within the two year limitation of the teach out.. List other awards in discipline (ex. PSAV programs and CCCs) and how they are affected by this curriculum action. The CCC 6164H College Certificate for Helicopter is also affected by the action. List the deadline for student completion of the existing program(s) that are being changed. Fall, 2017 (20181) How and when will you communicate with existing students concerning the changes being made and advise them in the completion of the existing program they are in? Detail each entry with a timeframe. (Examples-letters, e-mail blasts, club presentations, website updates, bulletin board postings, announcements in program introduction courses.) Website posting for the general public and college staff, email to each student in the cohort with a program closure letter, letter sent to the home of each student in the cohort. How and when will you advertize these curriculum actions to the student body? During May 2015.

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2 Year (s) Program Transition (Generally, PSAV programs use a one (1-2) year transition period, BAS/BS/AS programs

use a two (2-3) year transition period.)

Program: 2197H Campus: Lake Worth

Degree: BAS BS AS CCC ATC Time: Day Night Weekend We expect to offer the following program courses in the semesters indicated during the teach-out period.

Required Courses Year One Year Two Course ID Title 20161 20162 20163 20171 20172 20173

ATT1100 Private Pilot Ground School x x x x x x ATF1140A Private Pilot Flight 1- Helicopter x x x x x x ATF1142A Private Pilot Flight 2- Helicopter x x x x x x ATF1342LA Commercial Pilot 1- Helicopter x x x x x x ATF2240LA Commercial Pilot 2- Helicopter x x x x x x ATF2241LA Commercial Pilot 3- Helicopter x x x x x x ATT2242LA External Load- Helicopter x x x x x x ATF2243A Turbine- Helicopter x x x x x x ATF2244A Night Vision Goggles- Helicopter x x x x x x ATF2245CA CPF Additional Rating- Helicopter x x x x x x ATF2340A Instrument Rating 1- Helicopter x x x x x x ASC1101 Aero-Navigation x x x x x x ASC1210 Aero-Meteorology x x x x x x ASC1310 Aero-Safety Regulations x x x x x x ASC1640 Propulsion Systems x x x x x x ASC2550 Aerodynamics x x x x x x ATF2341LA Instrument Rating 2- Helicopter x x x x x x ATF2540LA Commercial Flight Instructor (CFI- Initial)

Flight- Helicopter x x x x x x

ATF2541LA Commercial Flight Instructor Instrument Flight (CFI-I)- Helicopter

x x x x x x

Prepared by: Richard Reeder Date: November 16, 2015

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Initiator’s Name:

Richard Reeder Date: November 16, 2015

Program Name: Aeronautical Science (Professional Pilot, Operations, and Maintenance tracks)


Brief Description of the Proposed Change (paragraph or less): The Aeronautical Science Degree programs and embedded CCC’s are closing due to low completion rates. The Board of Trustees voted to close the programs on November 9, 2015








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All curriculum actions required the approval of the discipline cluster and/or the business partnership council. This can be provided in the form of written minutes electronically submitted to Academic Services or an email vote results sent on to Academic Services by the curriculum action preparer. For the minutes template or the instructions for an electronic vote, please go to: http://www.palmbeachstate.edu/x6741.xml.

http://www.pbcc.edu/x6741.xml

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Deleted Program Title Professional Pilot- Helicopter 2197H Level of Program BAS

Packet Content

Curriculum Action Form-Fill in completely Program Transition Plan (Teach-Out)-Fill in completely. (Forms of communication and advisement with current and prospective students should be stressed.) Substantive Change Form- Only completed if program deletion changes the overall offerings of the College Cluster and Business Partnership Council Minutes- Cluster minutes required; BPC Minutes optional. Cluster minutes must reflect a quorum vote of the cluster members (50% plus 1)


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2015-3

For inclusion in the College catalog and the next year's fall schedule submit by last January Curriculum agenda.

Form Submission Date September 3, 2015

Section A - Initial Curriculum Information Who is the contact person for this curriculum action?

Last Name Reeder First Name Richard Contact's phone 561-868-3540

Cluster/PSAV Discipline Name: Trade and Industry

Title of Program: Professional Pilot-Helicopter Award Type: BAS BS AS ATD ATC PSAV CCC Title of Program Concentration: (if applicable) Aeronautical Science

What is the program code? 2197H Program/Program Concentration DELETION Information

Curriculum Rationale/Needs Assessment Explain why this program is being deleted and how you assessed the need for the program/program track removal. Be specific.

Provide documentation such as research statistics, the need to meet SUS articulation requirements, etc.The program closure was necessary due to substantially higher costs for offering for the program and limited numbers of degree completers during the past several years. Recent Veterans Administration changes to flight training requirements for students increases the likihood of having even fewer completers due to reduced flight time to develop proficiency and the provision not to fund any make up flight training, forcing the student to pay out of pocket for this.

In addition to the curriculum rationale for this action please complete a DELETED Program Transition Narrative included in this packet. (Details of the transition process to delete program requirements for administration and student information.)

Specify the budgetary impact of deleting this program/concentration Palm Beach State. Budget impact is a critical issue for the administration to consider when making decisions on program/program concentration deletion actions. Please estimate as best you can if this action will have a significant economic impact on the college.

Will the deletion of this program/track … Amount Amount Displace full-time faculty Yes No $ Displace support staff Yes No $ Free up classroom space Yes No $ Affect equipment needs (computers, labs) for the

host department or campus Yes No$

Affect LLRC resources (books, etc) Yes No $ Affect SLC resources (tutors, software) Yes No $ Affect Media resources (video, multimedia)

Yes No $ Affect other special needs Yes No $

Impact accreditation fees Yes No $ TOTAL COST OF DELETING PROGRAM $


How long will you offer the existing program courses for students completing the old version of the program? (Give a term that courses will be last offered.)

Course EndTerm Course EndTerm ATF 1140C Private Pilot


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Comments: Please enter any information that would clarify the curriculum action you are requesting. Attach minutes of your Cluster (required) and Partnership Council (optional) reflecting recommendation of this action.


Once approved by VPAA, course inactivation information is passed onto the Statewide Course Numbering System for number

assignment/verification. Program Deletions are submitted as PBSC BOT items for approval. *CWE and Avocational courses are processed on a Course Dictionary Request Form

http://www.palmbeachstate.edu/academicservices/Documents/cwe_form.doc Form revision 2/14 KG

http://www.palmbeachstate.edu/academicservices/Documents/cwe_form.doc

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Program Deletion Justification:

Program Title, Level (PSAV, CCC, AS, ATD, BAS, BS), Program Code:

Program Curriculum Action (list general action and provide effective term for whole change.)

List the Curriculum Action details (Please provide effective term for each change.):

Deleted Courses from Palm Beach State Offerings-what programs do these deletions affect? What is the effective date of the deletions? Does this effective date give existing students adequate time to complete the old version of the program? Is there a new course replacing the deleted course? Will the new courses forgive a failing grade in the deleted courses (detail)?

List other awards in discipline (ex. PSAV programs and CCCs) and how they are affected by this curriculum action.

List the deadline for student completion of the existing program(s) being deleted.

What timeframe and methods will be used to communicate with existing students concerning the changes being made and how will they be advised in the completion of the existing program they are in? Detail each entry with a timeframe. (Examples-letters, e-mail blasts, club presentations, website updates, bulletin board postings, announcements in program introduction courses and information sessions.)

How and when will you advertize these curriculum actions to the student body and former prospective students?

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Initiator’s Name:

Date:

Program Name:


Brief Description of the Proposed Change (paragraph or less):








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All curriculum actions required the approval of the discipline cluster. Business partnership council approval can be included as well. This can be provided in the form of written minutes electronically submitted to Academic Services or an email vote results sent on to Academic Services by the curriculum action preparer. Cluster approval must include a quorum of members voting on the action (50% plus 1) with a majority of those members approving the action. Go to http://www.palmbeachstate.edu/academicservices/faculty-information/cluster-info-forms/default.aspx for the minutes template and email vote instructions.

http://www.palmbeachstate.edu/academicservices/faculty-information/cluster-info-forms/default.aspx

http://www.palmbeachstate.edu/academicservices/faculty-information/cluster-info-forms/default.aspx

Palm Beach State College Program Transition Plan

To best assist our students when a program is significantly revised or deleted from Palm Beach State offerings, it is necessary to create a “Program Transition Plan.”

Complete the following information: Program Title: Aeronautical Science Helicopter Concentration Program Level: PSAV CCC AAS AS ATD BAS Program Code: 2197H Program Change Justification: Program closure by direction. Program Curriculum Action (list general action and provide effective term for whole change.)

General Curriculum Action Effective Term Program closure with two year teach out plan to enable existing students to complete their degree.

2015-3

Transition program wheels included. (form included in this packet.) (should include 3 year plan for existing program through new program configuration) List the Curriculum Action details (Please provide effective term for each change.): New Courses-when do they start, are they replacing an existing course? New Course Starting Term Replacing what course?

Existing Palm Beach State Course Additions to program-when will they be added to the program? Existing Course Starting Term Replacing what course?

Revised Courses-what are the revisions and when are they effective? How long should the old version be offered for existing students? Does this revision affect pre/coreq of another course? (Include in list of revisions.)

Course Revision New Version Starting Term

Old Version Ending Term

Program ONLY Deleted Courses-if they are discipline courses - does the program total credits remain the same after their removal? Yes No If not, what is the new CIP# Program ONLY Deleted Courses-What is the effective term for the deletion? (Keep in mind those students who need to take the course to complete the existing program.) Does this revision affect pre/coreq of another course? (Include in list of revisions.)

Program ONLY Deleted Course Ending Term Being replaced by what course? New forgive old? 2017-1 None Yes No 2017-1 None Yes No 2017-2 None Yes No

Deleted Courses from Palm Beach State Offerings- Does effective date give existing students adequate time to complete the old version of the program? Is there a new course replacing the deleted course? Will the new course forgive a failing grade in the deleted course?

Palm Beach State Deleted Course Ending Term Being replaced by what course? New forgive old? ATF 1140A Private Pilot 1 Helicopter

2017-1 None Yes No

ATF 1142A Private Pilot 2 Helicopter

2017-1 None Yes No

ATF 2340A Instrument Rating Flight 1- Helicopter

2017-2 None Yes No

ATF 2341LA Instrument Rating Flight 2- Helicopter

2017-2 None Yes No

ATF1342LA Flight Lab 1 Helicopter

2017-2 None Yes No

ATF 2240LA Flight Lab 2 Helicopter

2017-2 None Yes No

ATF 2241A- Commercial Pilot Flight- Helicopter

2017-2 None Yes No

ATF 2242LA- Commercial Pilot External Load - Helicopter

2017-3 None Yes No

ATF 2243A Commercial Pilot Turbine Flight- Helicopter

2017-3 None Yes No

ATF 2244A Commercial Pilot NVG Flight- Helicopter

2017-3 None Yes No

ATF 2540LA Flight Instructor (Initial CFI)- Helicopter

2017-3 None Yes No

ATF 2541LA Flight Instructor Instrument Rating (CFI-I)- Helicopter

2017-3 None Yes No

ATF 2245CA Commercial Additional Rating Flight- Helicopter

2017-3 None Yes No

None Yes No List all programs affected by these deleted courses: CCC Professional Pilot Helicopter Program Objective 6164H List other awards in discipline (ex. PSAV programs and CCCs) and how they are affected by this curriculum action. The Professional Pilot Helicopter CCC was immediately suspended and will be formally closed out as a result of this administrative action to close the Helicopter program.

Program in discipline How is program affected by curriculum action? Professional Pilot Helicopter CCC 6164H It will also be closed out by this action.

List the deadline for student completion of the existing program(s) that are being changed. The program courses have individual deadline dates with the five last courses to be completed by 2017-3 If warranted, outline the career ladder for this program (PSAV to CCC to AS)– this provides students an entrance into a program at their current level and provides graduating students the ability to continue their education. Existing cohort will be able to complete AS degree and transfer to a BS degree in Aeronautical Science at another institution.

For PSAV-will there be a creation of an internal articulation which facilitates the career ladder? Yes No. If a high school diploma is already needed for the program, have you considered converting this program to an ATD or CCC and phasing the PSAV courses out? (This would cause less paperwork than internal articulation would.) Yes No. If Yes, when will this curriculum action be taken?

Testing Requirements (CPT/TABE scores) for any new/revised certificates/degrees (if applicable). New/Revised Program Testing Requirements

Is the new program Limited Access? Yes No If so, when will this take effect? If this is a change to an existing Limited Access program, when will the LA application be revised and posted? How and when will you communicate with existing students concerning the changes being made and advise them in the completion of the existing program they are in or transition to the new curriculum? Detail each entry with a timeframe. (Examples-letters, e-mail blasts, club presentations, website updates, bulletin board postings, announcements in program introduction courses.)

Communication Format Timeframe Formal announcement via student email Completed in May 19, 2015 by Student Services. Formal email notification sent to flight schools May 19, 2015 Formal Letter from Associate Dean to be sent individually to each student in the cohort.

September, 2015

How and when will you advertize these curriculum actions to prospective students? Completed Communication Format Timeframe

Catalog and website notices of program closure to new students

Completed May 19, 2015

This was completed May/June 2015

If you need to include additional information in any section of this form, please include as an attachment to this packet.

Appendix D


Accreditation and Certification

Palm Beach State College Page 1 of 10

http://www.palmbeachstate.edu/academicservices/information-and-reference/program-accr... 6/19/2017

Program Accreditation & Certification The following Palm Beach State academic programs carry program accreditation and/or state certification. This is in addition to the College's accreditation from the Southern Association of Colleges and Schools. (Yellow highlight indicates agency recognized by USDOE.)

AccountingAccreditationAgency:

Accrediting Council of Business Schools and Programs ACBSP

Address: 11520 West 119th Street, Overland Park, KS 66213

Last

Accreditation:

Next

Accreditation:

Member since 2013

Automotive TechnologyAccreditationAgency:

National Institute for Automotive Services Excellence (NATEF)

Address: 101 Blue Seal Drive, S. E. Suite 101

Last

Accreditation:

Next

Accreditation:

2016

2021

BAS Supervision and ManagementAccreditationAgency:

Accrediting Council of Business Schools and Programs (ACBSP)


Last

Accreditation:

Next

Accreditation:

2016

2018

Bachelor of Science in Nursing - BSNAccreditationAgency:

Accreditation Commission for Education in Nursing (ACEN)

Address: 3343 Peachtree Road NE, Suite 850 , Atlanta, Georgia 30326

LastAccreditation:

2014

http://www.palmbeachstate.edu/academicservices/information-and-reference/program-accr



Bachelor of Science in Nursing - BSN Next Accreditation:

2019

Business Administration & Management Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

Member since 2013

Computer Programming & Analysis Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

Member since 2013

Dental Assisting Accreditation Agency:

American Dental Association Commission on Dental Accreditation (ADA)

Address: 211 E. Chicago Av., Chicago, Il 60611

Last

Accreditation:

Next

Accreditation:

2014

2021

Dental Hygiene Accreditation

Agency: American Dental Association Commission on Dental Accreditation (ADA)

Address: 211 E. Chicago Av., Chicago, Il 60611

Last Accreditation:

2014




Dental Hygiene Next

Accreditation:

2021

Diesel Technology Accreditation Agency:

National Institute for Automotive Services Excellence (NATEF)

Address: 101 Blue Seal Drive, S. E. Suite 101

Last

Accreditation:

Next

Accreditation:

2016

2021

Entrepreneurship Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

Member since 2013 (Accreditation in progress)

Health Information Technology AS Degree Accreditation Agency:

Commission on Accreditation of Health Informatics and Information Management (CAHIIM)

Address: 233 N. Michigan Avenue, 21st Floor, Chicago, IL 60601-5800

Last

Accreditation:

Next

Accreditation:

June 2012

June 2019

Hospitality & Tourism Accreditation Agency:



Last Accreditation:

Member since 2013 (Accreditation in progress)




Hospitality & Tourism Next Accreditation:

HVAC Accreditation Agency:

HVAC Excellence

Address: P.O. Box 491, Mt. Prospect, Il 60056

Last

Accreditation:

Next

Accreditation:

2017

2023

HVACR

Accreditation Agency:

National Center for Construction Education and Research (NCCER)

Address: 13614 Progress Boulevard, Alachua, FL 32615

Last

Accreditation:

Next

Accreditation:

2015

2018

Internet Services Technology Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

Member since 2013

Machining Technology Accreditation Agency:

National Institute for Metal Working Skills (NIMS)

Address: 10565 Fairfax Boulevard, Suite 203, Fairfax, VA 22030

Last

Accreditation:

Next

Accreditation:

2012

2017




Medical Assisting Accreditation Agency:

Commission of Accreditation of Allied Health Education Program (CAAHE)

Address: 35 East Wacker Dr., Suite 1970, Chicago, Il 60601-2208

Last

Accreditation:

Next

Accreditation:

2014

2022

Medical Information Coder/Biller - CCC Accreditation Agency:

American Health Information Management Association Foundation (AHIMA) formerly (ACCP)

Address: 233 N. Michigan Avenue, 21st Floor, Chicago, IL 60601-5809

Last

Accreditation:

Next

Accreditation:

N/A - Submission of Self-study Analysis every 3 years.

N/A

Networking Services Technology Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

Member since 2013

Nursing ADN (Lake Worth & Belle Glade) Accreditation Agency:

Accreditation Commission for Education in Nursing (ACEN)

Address: 3343 Peachtree Road NE, Suite 850 , Atlanta, Georgia 30326

Last

Accreditation:

Next

Accreditation:

2009

2017




Ophthalmic Medical Technology Accreditation Agency:

Commission on Accreditation of Ophthalmic Medical Programs (CoA- OMP)

Address: 2025 Woodlane Dr., St. Paul, MN 55125

Last

Accreditation:

Next

Accreditation:

2017

2019

Paramedic Accreditation

Agency:

Committee on Accreditation of Educational Programs for the Emergency Medical Services for Professionals (CoAEMSP)

Address: 8301 Lakeview Parkway, Suite 111-312 Rowlett, TX 75088

Last

Accreditation:

Next

Accreditation:

2012

2017

Radiography Accreditation

Agency:

Joint Review Committee on Education in Radiologic Technology

Address: 20 North Wacker Dr., Suite 900, Chicago, Il 60606

Last

Accreditation:

Next

Accreditation:

2016

2022

Residential & Commercial Electrician Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

2015

2018

Respiratory Care Commission on Accreditation for Respiratory Care




Respiratory Care Accreditation

Agency:

Address: 1248 Harwood Road, Bedford, TX 76021-4244

Last

Accreditation:

Next

Accreditation:

2016

2026

Security Systems Technician Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

2015

2018

Sonography Accreditation

Agency:

Commission on Accreditation of Allied Health Education Programs (CAAHE)

Address: 1361 Park Street, Clearwater, FL 33756

Last

Accreditation:

Next

Accreditation:

2015

2019

Surgical Technology Accreditation Agency:

Commission of Accreditation of Allied Health Education Program (CAAHE)

Address: 25400 U.S Highway, 19 N. Suite 158, Clearwater, FL 33763

Last

Accreditation:

Next

Accreditation:

2011

2021

Welding Accredited Testing Facility (ATF), American Welding Society (AWS)




Welding Accreditation

Agency:

Address: 8669 NW 36th St., Doral, FL 33166

Last

Accreditation:

Next

Accreditation:

2017

2018

Welding Technology Accreditation Agency:



Last

Accreditation:

Next

Accreditation:

2015

2018

State Certification:

EMT (Emergency Medical Technician) State Agency: Florida Bureau of EMS

Address: 4052 Bald Cypress Way, Bin #A00, Tallahassee, FL 32399

Last Certification: 2015

Next Certification: 2017

Fire Recruit State Agency: Bureau of Fire Standards and Training

Address: 11655 NW Gainesville Rd. Ocala, FL 34482-1486



Law Enforcement/Corrections (Criminal Justice Institute) State Agency: Florida Department of Law Enforcement

Address: P.O. Box 1489, Tallahassee, FL 32302-1489






Massage Therapy State Agency: Florida Board of Massage Therapy

Address: 4052 Bald Cypress Way, BIN C06, Tallahassee, Florida 32399

Last Certification: N/A

Next Certification: N/A

Nursing LPN State Agency: Florida Board of Nursing




Paramedic/EMS State Agency: Florida Bureau of EMS



Next Certification: 2014 & 2017

Patient Care Assistant State Agency: Florida Board of Nursing




Radiologic Technology State Agency: Florida Board of Radiologic Technology




Respiratory Therapy State Agency: Florida Board of Respiratory Therapy





CR - 2.8

Faculty The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality

and integrity of each of its academic programs. (Core Requirement 2.8)

Judgment


Narrative

The number of full-time faculty employed by Palm Beach State College is adequate to support the mission of the College

and to ensure the quality and integrity of the College's academic programs. The mission is accomplished through an academically qualified and diverse faculty whose primary responsibility is teaching.

An “adequate number” is first defined by a goal within the College’s strategic plan to achieve by 2018 a 55% ratio of class

sections taught by full-time faculty (Palm Beach State College 2012-2018 Strategic Plan). This ratio was derived by

consensus during the strategic planning process when full-time ratios hovered near 47%. Having this goal tied to the strategic plan ensured the commitment of the necessary resources, allowing the College to exceed the 55% ratio in 2015,

a full three years before the 2018 target.

Additionally, the College requires that all academic programs include at least one full-time faculty member to provide oversight of the curriculum and quality of the program. These thresholds establish overall goals, but the College regularly

reviews the number of full-time faculty by program, the ratios of full-time faculty teaching semester credit hours, the

ratios of full-time faculty teaching distance learning courses, the curriculum review processes, and the balance of industry expertise which together assure academic quality in all academic programs.

An adequate number is therefore the number of full-time faculty that allows the College to ensure that 55% of College-

wide class sections are taught by full-time faculty and that curricular oversight by full-time faculty can be achieved at the

program level in all academic programs.

Definition of Full-Time vs Part-Time Faculty

All faculty, regardless of full-time or part-time status, meet the credentialing requirements of Southern Association of College and School Commission on Colleges (SACSCOC) Comprehensive Standard 3.7.1.

Full-time faculty. Full-time faculty are defined as full-time teachers of AA, AS, AAS, and BAS courses who have a contract governed under the terms of a collective bargaining agreement and the faculty union (Collective Bargaining

Agreement 2014-2017). Full-time faculty receive benefits and are assigned contract duties requiring 35 hours per week, 25 of which must be in the classroom, advising students, or in office. In most cases, 15 of these hours (based on a point

system determined by number of credits per course) must be spent in the classroom specifically. In addition to

instructional responsibilities, faculty are required to spend 10 hours in College service such as committee participation. In other words, full-time faculty are contracted to spend approximately 42-43% of their time teaching, and about 28-29% of

their time advising students or in the office, and finally, about 28-29% of their time on College-related service.

Part-time (adjunct) faculty. Part-time faculty are defined as less than full-time teachers of AA, AS, AAS and BAS

courses who have a temporary (semester-to-semester) agreement not governed under the terms of a collective bargaining agreement and the faculty union. Part-time faculty do not receive benefits and are assigned duties requiring

no more than 27 duty hours per week, most of which are dedicated solely to classroom contact.

Faculty Oversight of Academic Programs

Although one or two persons are assigned the responsibility for program coordination, the number of full-time faculty

allows the College to maintain a fully supported academic structure, as full-time faculty review and drive the curriculum. This is done through a system of academic clusters (AM Section G 2016-17, Cluster Guidelines, p20). It is this cluster

system that ensures faculty oversight of academic programs. Each cluster is comprised of disciplines and/or programs and the faculty who teach in those disciplines and/or programs. A table is provided which lists all faculty and liaison

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=3b258c90-8150-e711-b837-d639cd757391

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assignments to each degree and major or discipline as well as the academic qualifications of each assigned faculty member (Curriculum Review Responsibility).

Full-time Faculty Roles, Responsibilities, and Functions

All full-time faculty are assigned to an appropriate cluster and share in the responsibility to coordinate academic programs and develop or review curriculum. Faculty meet in their clusters at least four times per year to discuss, develop, review,

and revise curriculum or to make other decisions related to curriculum. Examples of responsibilities full-time faculty carry out within clusters include the following:

Development and assessment of learning outcomes for concentrations, programs, or courses

Textbook and software selection

Decisions about course co-requisites or prerequisites

Course sequencing

Common test and assessment instruments

Credentialing criteria for courses

Assessment of equipment/facility needs

Responsibilities of full-time faculty are published in the Academic Management Manual (AM Section G 2016-17, Cluster

Guidelines, p20). A faculty chair facilitates the meetings, and a faculty scribe documents curriculum and program decisions in cluster minutes. The College publishes cluster meeting minutes online (Sample Cluster Minutes – Computer

03/23/17; Web page: Cluster Minutes and Archives).

Distribution of Full-Time and Part-Time Faculty by Academic Program

The distribution of faculty by academic programs is reviewed on a regular basis in several ways. The College considers

the number of full-time faculty in each program, the number of sections and semester credit hours (SCH) taught by full-time faculty, as well as the ratios of full-time faculty teaching in both distance learning and campus classrooms.

Number of full-time faculty and sections taught by program. The current strategic plan includes a goal of having at least 55% of classes taught by full-time faculty by 2018, and the College requires at least one full-time faculty member

to be assigned to each academic program to develop and review curriculum. The 55% benchmark was met in 2014-2015, and all programs have at least one full-time faculty member. Having at least one full-time faculty member in each

program allows the College to ensure each program supports the mission of the institution and to assure academic quality

and integrity.

In addition to meeting the strategic plan goal at the institution level, the College also reviews ratios in programs, and many programs also have at least 55% of the sections taught by full-time faculty. Table 2.8-1 lists for each program the

number of faculty, the number and percent of sections taught by full-time faculty, and the number and percent of sections taught based on inload and overload assignments. To better understand the inload and overload calculations, it

is helpful to know that by contract, full-time faculty must work 35 hours per week. Ten of these hours are to be spent in

College service, such as committee participation, and the remaining 25 hours are to be spent in the classroom, advising students, and in office hours. At least 15 of these 25 hours must be spent teaching. Given the 15-hour classroom

requirement, anything over 15 credit hours is considered overload for the purpose of inload-overload calculations (PBSC Overloads). Programs with fewer than 55% of sections taught by full-time faculty are marked by an asterisk (*) and are

discussed after the table.

Table 2.8-1

Number and Ratios Sections Taught by Program

FT

Faculty

Sections Taught by FT inload

Sections Taught by FT overload

Total Sections Taught

by FT Faculty

Sections taught by Adjunct

Faculty

Total

Workforce programs

N N % N % N % N % N

Accounting 4 2 17% 7 58% 9 75% 3 25% 12

Architecture 2 16 55% 13 45% 29 100% 0 0% 29

Biotechnology* 2 5 33% 2 13% 7 47% 8 53% 15

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=c15beb92-ed80-e711-b837-d639cd757391



https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=2044e8ed-7750-e711-b837-d639cd757391


http://www.palmbeachstate.edu/academicservices/faculty-information/cluster-info-forms/meeting-minutes.aspx

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Business 7 30 45% 14 21% 44 66% 23 34% 67

Computers

(Credit) 11 62 48% 25 19% 87 67% 42 33% 129

Crime Scene Investigation*

2 6 25% 7 29% 13 54% 11 46% 24

Criminal Justice Transfer*

3 20 41% 5 10% 25 51% 24 49% 49

Dental Hygiene 4 22 73% 3 10% 25 83% 5 17% 30

Early Childhood

Education 2 12 46% 6 23% 18 69% 8 31% 26

Electronics 3 8 47% 4 24% 12 71% 5 29% 17

Emergency

Management* 1 0 0% 1 11% 1 11% 8 89% 9

Emergency Medical

Technician*

1 5 31% 0 0% 5 31% 11 69% 16

Engineering 2 5 83% 1 17% 6 100% 0 0% 6

Environmental

Horticulture* 1 4 27% 3 20% 7 47% 8 53% 15

Environmental Science*

1 0 0% 1 9% 1 9% 10 91% 11

Film/TV

Production* 1 0 0% 8 25% 8 25% 24 75% 32

Fire Science* 1 0 0% 0 0% 0 0% 7 100% 7

Graphic

Design* 3 5 10% 12 24% 17 33% 34 67% 51

Health Information

Management

3 19 76% 6 24% 25 100% 0 0% 25

Hospitality 2 14 88% 2 13% 16 100% 0 0% 16

Human Services 4 15 41% 10 27% 25 68% 12 32% 37

Industrial

Management 1 8 38% 4 19% 12 57% 9 43% 21

Interior

Design* 1 4 14% 7 24% 11 38% 18 62% 29

Nursing AS 21 69 47% 56 38% 125 86% 21 14% 146

Ophthalmic Medical

Technology

2 13 93% 1 7% 14 100% 0 0% 14

Paralegal* 4 17 44% 3 8% 20 51% 19 49% 39

Paramedic* 2 2 18% 2 18% 4 36% 7 64% 11

Professional

Pilot 1 52 72% 4 6% 56 78% 16 22% 72

Radiography 2 15 58% 2 8% 17 65% 9 35% 26

Radiography ATC*

0 0 0% 0 0% 0 0% 8 100% 8

Respiratory Therapy

2 7 64% 1 9% 8 73% 3 27% 11

Sonography 1 7 64% 1 9% 8 73% 3 27% 11

Baccalaureate

programs

Information

Management* 2 4 8% 2 4% 6 12% 43 88% 49

Nursing BS 4 31 79% 7 18% 38 97% 1 3% 39

Supervision &

Management* 12 68 37% 16 9% 84 45% 102 55% 186

Associate in Arts/transfer

courses

AA General

Education* 149 1,379 40% 455 13% 1,834 54% 1,582 46% 3,416

AA Other Elective

192 552 37% 269 18% 821 55% 684 45% 1,505

Total 2015-16 contract year

2,478 40% 964 16% 3,442 55% 2,777 45% 6,219

Seventeen of the credit programs in 2015-2016 had less than 55% of the classes taught by full-time faculty. Of these programs, seven are very small programs with fewer than 20 sections taught during the year. Review of Biotechnology,

Environmental Horticulture, and Environmental Science is done within the previously described cluster system to ensure

academic quality of these programs despite lower ratios of full-time faculty. In the case of Radiography ATC, full-time faculty for the corresponding Radiography AS degree have oversight of both programs. Similarly, the faculty members

who teach in Crime Scene Investigation and Criminal Justice Transfer oversee both programs, which are approaching the 55% ratio at 54% and 51% respectively. Although the Fire Science program is a very small program, a full-time faculty

member has been hired to ensure that the percentage of sections taught by a full-time faculty member in that program will improve. Film/TV Production, Graphic Design, Interior Design, and the Information Management BAS degree

programs are still somewhat small, but they have more than 20 sections with less than 55% of those sections taught by

full-time faculty. These programs, as well as the smaller Emergency Management, Emergency Medical Technician, and Paramedic employ industry experts as part-time faculty. These adjuncts, because they are or have been employed in a

related field, are able to make significant contributions to the quality of the programs, keeping the programs current and relevant to the needs of employers. This is particularly important in career and skill-based programs. As these programs

grow and the need is warranted, additional full-time faculty will be added. Finally, Paralegal, Supervision and

Management BAS degree, and the AA General Education programs are below the 55% threshold but approaching at 51%, 45%, and 54% respectively.

The College’s strategic plan goal to have a 55/45 ratio of full-time and part-time faculty was established for the number of

sections taught, but it is also used to evaluate the adequacy of full-time faculty teaching credit hours. Tables follow which

include the ratios for student credit hours (SCH) taught by full-time faculty by campus (Table 2.8-2) and by program (2.8-3). These tables include SCH taught in all bachelor and associate degree programs and therefore represent all credit

courses taught at each location, including general education, program courses, and AA degree elective courses.

Table 2.8-2 2015-2016 Number and Ratios by Campus Location*

Campus Number of Full-

Time Faculty

Number SCH

Taught by Full-

Time Faculty

Percent SCH

Taught by Full-

Time Faculty

Number SCH

Taught by Part-

Time Faculty

Percent SCH

Taught by Part-

Time Faculty

Belle Glade 14 11,424 65.21% 6096 34.79%

Boca Raton 64 61,400 55.00% 50233 45.00%

Lake Worth 146 121,863 61.98% 74738 38.02%

Palm Beach Gardens

72 57,477 53.43% 50088 46.57%

District (BAS, BSN)

11 7,077 45.96% 8322 54.04%

College-wide 307 59,241 57.77% 189477 42.23%

*Data not yet available for the newest campus for this analysis as the campus was not yet open.

Table 2.8-3

2015-2016 Number and Ratios Student Credit Hours by Academic Program

FT inload FT overload Total FT Adjunct Total

Workforce

programs N % N % N % N % N

Accounting 102 15% 414 61% 516 76% 165 24% 681

Architecture 589 64% 337 36% 926 100% 0 0% 926

Biotechnology 48 39% 21 17% 69 57% 53 43% 122

Business 2,367 57% 436 11% 2,803 68% 1,327 32% 4,130

Computers (Credit) 3,795 56% 1,083 16% 4,878 72% 1,930 28% 6,808

Crime Scene Investigation

342 28% 286 23% 628 51% 609 49% 1,237

Criminal Justice Transfer

1,449 43% 201 6% 1,650 49% 1,728 51% 3,378

Dental Hygiene 842 73% 130 11% 972 84% 183 16% 1,155

Early Childhood Education

594 48% 174 14% 768 62% 480 38% 1,248

Electronics 232 45% 117 23% 349 68% 165 32% 514

Emergency

Management 0 0% 9 7% 9 7% 114 93% 123

Emergency Medical

Technician 649 29% 0 0% 649 29% 1,622 71% 2,271

Engineering 123 98% 3 2% 126 100% 0 0% 126

Environmental

Horticulture 159 30% 30 6% 189 36% 336 64% 525

Environmental Science

0 0% 15 3% 15 3% 437 97% 452

Film/TV Production 0 0% 194 19% 194 19% 831 81% 1,025

Fire Science 0 0% 0 0% 0 0% 210 100% 210

Graphic Design 135 9% 345 23% 480 32% 1,020 68% 1,500

Health Information Management

490 81% 116 19% 606 100% 0 0% 606

Hospitality 838 87% 127 13% 965 100% 0 0% 965

Human Services 801 38% 556 26% 1,357 64% 757 36% 2,114

Industrial

Management 126 48% 18 7% 144 55% 117 45% 261

Interior Design 228 19% 209 17% 437 36% 778 64% 1,215

Nursing AS 7,580 71% 2,830 26% 10,410 97% 284 3% 10,694

Ophthalmic Medical

Technology 446 93% 36 7% 482 100% 0 0% 482

Paralegal 726 44% 27 2% 753 45% 902 55% 1,655

Paramedic 702 27% 672 26% 1,374 52% 1,244 48% 2,618

Professional Pilot 499 55% 27 3% 526 58% 381 42% 907

Radiography 721 71% 99 10% 820 80% 199 20% 1,019

Radiography ATC 0 0% 0 0% 0 0% 234 100% 234

Respiratory Therapy 566 82% 22 3% 588 85% 100 15% 688

Sonography 276 64% 28 6% 304 70% 129 30% 433

Baccalaureate

programs

Information

Management 198 9% 117 5% 315 14% 1,908 86% 2,223

Nursing BS 1,581 78% 378 19% 1,959 97% 69 3% 2,028

Supervision & Management

4,050 36% 753 7% 4,803 43% 6,345 57% 11,148

Associate in

Arts/transfer

courses

AA General Education

120,011 44% 35,551 13% 155,562 57% 115,458 43% 271,020

AA Other Elective 40,786 37% 21,811 20% 62,597 56% 48,765 44% 111,362

Total 2015-16

contract year 192,051 43% 67,190 15% 259,241 58% 188,933 42% 448,174

While most programs do meet the 55% threshold when the ratios are reviewed for semester credit hours, 13 do not: Crime Scene Investigation, Criminal Justice (transfer), Emergency Management, Emergency Medical Technician,

Environmental Horticulture, Environmental Science, Film/TV Production, Graphic Design, Interior Design, Paralegal, Paramedic, and the two bachelor degree programs, Information Management and Supervision and Management. This is a

subset of the programs that did not meet the 55% ratio for sections taught by full-time faculty, thus explanations were provided previously.

Still another consideration in evaluating the adequacy of the number of full-time faculty is the ratio of full-time to part-time faculty teaching by modality. Fifty-five percent of credit hours and 53% of sections on campus are taught by full-

time faculty. The percent of both credit hours and sections taught by full-time faculty surpasses the 55% threshold in both online and hybrid courses (Table 2.8-4).

Table 2.8-4 Full-Time Faculty and Part-Time Faculty Ratios by Modality 2015-2016

Modality # SCH

by FT

% SCH

by FT

# SCH by

Adjunct

% SCH

by Adjunct

#

Sections by FT

%

Sections by FT

#

Sections by PT

%

Sections by PFT

Pure online 45,870 64% 25,472 36% 523 62% 314 38%

Hybrid 17,183 77% 5,115 23% 232 79% 63 21%

Classroom 196,188 55% 158,346 45% 2,687 53% 2,400 47%

Maintaining an adequate number of full-time faculty in each academic program. To reach and maintain an

adequate number of full-time faculty, the College aims to increase the number of full-time faculty annually, regardless of fluctuations in enrollment, and it strives to keep average class sizes small. Illustrating this commitment, in the five years

since its last reaffirmation, the College has added 48 instructional faculty, a 19% increase over the number in 2010-2011

(Table 2.8-5). Additionally, the average class size has decreased in bachelor and AA degree programs, and it remains small in AS degree programs (Table 2.8-6).

Table 2.8-5

Full-time Faculty, Ratios, Sections, FTE, and FTE Changes 2005-06 through 2015-2016

Year

Number of

Faculty

Positions1

FT Ratio2 Sections FTE Change in

FTE

2005-06 231 50.20% 5,974 13,382 -0.8%

2006-07 239 51.80% 5,975 13,197 -1.38%

2007-08 236 51.80% 6,060 14,145 7.18%

2008-09 240 50.50% 6,626 16,072 13.62%

2009-10 250 48.20% 7,416 18,265 13.64%

2010-11 259 46.60% 7,995 19,510 6.82%

2011-12 269 47.30% 8,278 19,896 1.98%

2012-13 277 49.90% 8,011 18,986 -4.57%

2013-14 283 54.00% 8,023 18,853 -0.70%

2014-15 303 56.30% 8,360 18,593 -1.38%

2015-16 307 57.77% 8,031 18,789 1.5% 1 Includes only teaching faculty (excludes counselor and librarians).

2 Ratio based on semester credit hours taught in BAS, BSN, AS, AS degree programs.

Table 2.8-6

Average Class Size by Program Area – Fall 2016

Program Fall 2010 Fall 2016 Change

BAS/BSN 25.5 19.3 6.2 fewer students per class

AA 27.3 26.4 0.9 fewer students per class

AS 14.7 15.5 0.8 more students per class

In keeping with the mission to “create and sustain a dynamic teaching and learning environment that provides a high-

quality, accessible, affordable education, preparing students to contribute and compete ethically and successfully in a diverse global community,” the College strategically uses its full-time and part-time faculty to provide effective teaching.

The College defines full-time and part-time faculty roles, uses rigorous faculty credentialing processes, and

practices effective faculty evaluation in each program.

The number and qualifications of full-time faculty allow the College to utilize the cluster system which enables faculty oversight of the curriculum, learning outcomes, and assessment, with at least one full-time faculty

member assigned to oversee each academic program.

The College increases the number of full-time faculty annually, strives to reduce average class sizes, and regularly evaluates the sufficiency of the number of full-time faculty based on the number of sections and credit hours taught by faculty, considering both inload and overload assignments.

The number of full-time faculty is adequate, as it allows the institution to meet its strategic plan goal of 55% of sections

taught by full-time faculty to carry out the mission of the College and to ensure quality and integrity of all academic programs.

Sources

AMSectionG-2016-17-ClusterGuidelines-p20

Collective Bargaining Agreement 2014-2017

CurriculumDevelopmentReview

Overloads

PBSC-StrategicPlan2012-2018

SampleClusterMinutes-Computer-032317







CR - 2.10

Student Support Services The institution provides student support programs, services, and activities consistent with its mission that are intended to

promote student learning and enhance the development of its students. (Core Requirement 2.10)

Judgment


Narrative

Palm Beach State College is in compliance with this core requirement because it provides student support programs,

services, and activities that are consistent with its mission and are intended to promote student learning, engagement,

and development of its students.

In support of its mission to create a “dynamic teaching and learning environment” and to provide students with the ability to “contribute and compete ethically and successfully in a diverse global environment,” Student Support Services provides

a comprehensive array of student development programs and co-curricular learning activities. Through these programs and activities, students are given opportunities to acquire knowledge, skills, and abilities that lead to academic success

and personal development.

Student Support Services also supports the College mission by providing the means to an “accessible, affordable

education.” Through a variety of activities and services, students are assisted through the application, admission, financial aid, registration, and graduation processes. The skilled staff in these departments provide students with the

necessary information and guidance to complete each step necessary to fulfill their educational goals.

Student Support Services is an integral part of the student educational and developmental experience at Palm Beach

State College and is available at all campuses as well as online.

Palm Beach State College is a multi-campus institution that serves the needs of a diverse student population. Palm Beach State provides opportunities for students to complete degree requirements for associate and baccalaureate degrees,

to complete certification requirements for direct entry into the workforce, to enroll in courses that enhance job skills,

and/or to take courses for personal enrichment. Palm Beach State programs, services, and activities are designed to meet the needs of its diverse student population. Table 2.10-1 presents the composition of the College’s student

population for the fall 2016 semester.

Table 2.10-1

Diversity of Student Population

Diversity of Student Population

Data from Fall 2016

Total

Unduplicated Headcount

33,267

Age Range Under 18 18-20 21-24 25-34 35 and Over Unknown

7% 36% 23% 21% 13% .01%

Ethnicity White Black Hispanic Multi-Ethnic Other Not Reported

35% 25% 29% 2% 3% 4%

Gender Male Female Not Reported

42% 56% 2%

Attendance Type Full Time Part Time

27% 73%

Instructional Method

Face to Face Pure Online Mixed 76% 8% 16%

Student Support Services

Palm Beach State College provides an array of resources, support services, and activities designed to help students

achieve their academic, professional, and personal goals. The College is committed to holistic development designed to equip students with the knowledge, skills, and abilities that will lead them to achieve success in their educational and

career goals.

Admissions. Palm Beach State College is an open-access institution and maintains the integrity of student records by

following Family Educational Rights and Privacy Act (FERPA) guidelines (Webpage: FERPA Regulations). There is an Office of Admissions on each campus to answer questions from potential students and facilitate entry into the institution.

Admission applications are processed in a centralized location at the Lake Worth Campus and can be submitted

electronically through the College’s admissions website (Webpage: Admissions). Applications can also be submitted via hard copy by mail or in person by downloading the form from the College website. Admission procedures are clearly

stated on the College's website and in the "Admissions" section of the College Catalog (College Catalog 2016-17 Admissions, p 11-26).

Once the application has been processed, the student receives an acceptance letter, either electronically or through the

mail (Conditions of Admission Letter). The letter identifies additional documentation needed (transcripts from high school

or previous colleges attended, when necessary; placement test score submission; and residency information) or steps to take (placement testing, attending orientation, and attending an educational planning workshop) to enable the student to

proceed with registration for classes.

As an open-access institution, the admissions function directly supports the College’s mission to provide an “accessible”

education. Students of all ages, all walks of life, and with varying degrees of preparedness are welcomed at the College to discover and achieve their educational goals. The Office of Admissions helps students develop their organizational skills by

requiring timely submission of a variety of documents. As a result of completing the admissions process, students learn the importance of following instructions and securing necessary documents from a number of different sources.

Academic advising. There are academic advisement offices located on all campuses of the College. Each campus is staffed with both full-time and part-time academic advisors who assist students with a variety of services, including the

selection of courses, development of educational plans, explanation of institutional and state educational rules and requirements, and transfer guidance. Additionally, they also serve as a referral source, directing students, when

appropriate, to numerous other institutional services, such as tutoring or help with financial aid or registration. Academic advisors also collaborate with students in the development of a personalized educational plan.

Students are introduced to the online portal, PantherWeb, early in the application process. During their first semester, students gain access to their educational records via PantherWeb (PantherWeb Portal). Through this portal, students are

able to access their degree audit, financial aid status, unofficial transcript, high school transcripts, and other tools. Students may also access their educational plan through PantherWeb, and they have the option to export it into their

course search to assist them in the registration process (Sample Educational Plan). Furthermore, the development of a

student’s educational plan also provides an opportunity for the academic advisor to assist students in the transfer process. The College’s Transfer Credit Manual and the College’s Transfer Guidelines are used in supporting students who

are preparing for transfer to a university (Transfer Credit Manual; Webpage: Transfer Resources).

In-person academic advising is available at all College locations, with advisors available either by appointment or on a drop-in basis. Online advising, email and phone contact information is available for each advisor on the academic advising

website (Webpage: Academic Advising). All students on academic probation are required to meet with an academic

advisor prior to registering (Webpage: Academic Progress Policy). In addition to advising appointments, advisors regularly give presentations in the SLS1501 Introduction to the College Experience course. During their visits to these

classes, advisors present information deemed beneficial to all students in their first term, including College resources, educational planning, degrees and certificates, transfer planning, career planning, etc. (Sample Advising Class Visitation

Schedule).

https://www2.ed.gov/policy/gen/reg/ferpa/index.html

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Another way advisors assist students is through Student Contact Request (SCORE), the College’s online early alert system. SCORE is designed to provide early identification, assessment, and intervention for students who are having

difficulties (academic or personal) in a course. This web-based system provides faculty with a mechanism (through a link on their online class roster) to send a referral to a member of the SCORE team (a designated academic advisor from each

campus) regarding an issue concerning a specific student, such as poor attendance, need for tutoring services, etc. The

academic advisor contacts the student through email and/or telephone within 72 business hours. Once contact is made, the academic advisor arranges an appointment to address the issue and, if appropriate, refers the student to other

College resources such as the Office of Financial Aid, the Student Counseling Center, or the Student Learning Center. The faculty member is then informed of the result (PantherWeb SCORE Screenshot).

Advising staff have regularly scheduled cluster meetings and training workshops to improve the consistency of academic

advising information dispensed to students (Appreciative Advising; Webpage: Cluster Meeting Minutes).

Academic advising plays a critical role in supporting the College’s mission to provide an “accessible…education” that

prepares “students to contribute and compete ethically and successfully in a diverse global community.” Academic advisors assist students in self-identifying their optimal educational path, and they provide advice on proper course

selection and appropriate course load. Developmental growth is built into the academic advising process. Students are

encouraged to move from an initial stage of heavy dependence on the intrusive nature of early advising to a later stage of independent, self-directed action utilizing advising more for confirmation than direction. The learning that takes place

through students’ interactions with advisors is primarily two- fold: Students learn the nuts and bolts of the College’s offerings, and they gain detailed knowledge about their own program of study. In addition, students also learn about

course demands, time management, and reasonable expectations for work/life/school balance.

Career Center. The College's Career Centers are committed to student success (retention and completion) by educating

and assisting students to effectively develop, evaluate, and implement their career plans so that they may achieve optimal employment and/or entry into advanced studies (Webpage: Career Center). Some examples of activities offered

by the Career Centers include individual career advising and counseling, career information/exploration events, and an occupational information library. These activities help students develop a realistic understanding of their career interests

and skills and clarify their values as they pertain to their career plans and the world of work. The Career Centers also

assist students with developing effective job search skills, obtaining employment by teaching effective resume writing and interviewing skills, and connecting employers to students and graduates by facilitating special events (Career Center

Brochure).

In addition to assisting students individually, the Career Centers collaborate with academic affairs and/or with other

student support service areas at the College to provide the following additional career services:

Career Exploration: workshops for undecided students, Myers-Briggs Type Indicator, career field exploration,

events/guest speaker panels, and Career Mentor Network (Exploring College Career Workshops; MBTI Workshop; Education Career Panel Agenda; Career Mentors).

Job Search Skills & Employment: job search strategies workshops – offered multiple times throughout the semester (Careers in Management; Is Nursing for You).

Career counseling supports the College’s mission to prepare “students to contribute and compete ethically and

successfully in a diverse global community” by providing a wide array of tools, including career exploration, resume writing, interviewing skills, and ultimately job placement. The Career Centers help students develop their own awareness

of appropriate career possibilities based on their interests and skills, job opportunities, and expected wages. As a result

of interaction with the Career Centers, students learn how to conduct job searches, how to present themselves professionally, and how to discover what career options best suit their personalities and skills.

Counseling. The College-wide Student Counseling Center provides services and programs to help students maintain

their emotional well-being in order to achieve their educational goals (Webpage: Student Counseling Center). Services available include the following: crisis intervention, brief therapy (4-6 sessions), group therapy, faculty consultations,

awareness events, workshops/presentations, and community referrals. The Student Counseling Center also supports the

College’s Panther (Food) Pantry and center staff serve on several committees, such as the Compassionate College Committee, the Housing Insecure Students Committee, the Foster Care Youth Committee, the Mental Health First Aid

Coalition of Palm Beach County, and the Domestic Violence Council of Palm Beach County. The center also sponsors SAFE ZONE training twice a year for the college community in an effort to create an educated and welcoming environment for

our LGBT community. The College currently has one full-time counselor who supervises graduate-level social work and


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http://www.palmbeachstate.edu/vpss/student-services-cluster-minutes.aspx

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http://www.palmbeachstate.edu/counselingcenter/

mental health interns from local universities. The Student Counseling Center offers services on each campus, which are confidential and free of charge to currently enrolled students.

The Student Counseling Center supports the College mission to provide an “accessible” education by ensuring that

students who experience emotional difficulties have the opportunity to receive support that will enable them to

successfully continue with their studies. Students who avail themselves of the counseling services develop new awareness of the psychological issues that are preventing them from achieving their goals. These students also learn

about additional resources within the community if they require long-term counseling.

Disability support services. The Office of Disability Support Services (DSS) is committed to providing an equal educational opportunity for all qualified students with disabilities in compliance with federal and state statutes and

ensuring that the integrity of all College standards and requirements is maintained. The voluntary self-declaration

procedure (Intake Form) is independent from the College admissions process, and all disability records are treated as confidential and kept separately in the Office of Disability Support Services (Webpage: Disability Services). DSS

coordinators are available at each campus location to assist with course selection and accommodation needs and to coordinate resources to best meet the educational needs of students with disabilities (Disability Support Services

Brochure). The type of accommodations received varies depending on the nature of the disability, but may include the

following: priority registration, extended time for testing, assistive technology, sign language interpretation, and note-taking assistance. Additionally, in accordance with Florida State Board of Education Rule (FAC Rule 6A-10.041), the

College allows course substitution when needed. Staff members also conduct training for faculty (DSS Faculty Handbook; Orientation PowerPoint) and advise instructors as requested. DSS also disburses financial aid scholarships to students in

need.

The Office of Disability Support Services supports the College mission to provide an “accessible” education by ensuring

that all those who are differently-abled receive the required accommodations they need in order to successfully fulfill their educational goals. Students who receive disability services develop the necessary skills to advocate for themselves. In

order to receive accommodations, students must self-identify and provide the required documentation. DSS is directly related to increasing student learning because the accommodations reduce the barriers created by a student's disability

and increase his/her access to the source of learning.

Financial aid. The Office of Financial Aid is committed to helping students secure the resources necessary to pursue a

postsecondary education while striving to avoid excessive indebtedness. Federal, state, institutional, and privately-funded aid is available in the form of grants, loans, scholarships, and job placement on campus. This includes Federal Pell and

Supplemental Educational Opportunity (SEOG) grants, Federal Student Loans, Florida Student Assistance Grant, Florida

Bright Futures Program, and Palm Beach State College Foundation Scholarships. Students can access the Free Application for Federal Student Aid form through the financial aid website. Additionally, the website provides contact phone numbers

and email addresses for each campus location (Webpage: Financial Aid). Students can also use the College’s online student portal to check the status of their financial aid, apply for scholarships, and access forms (PantherWeb Portal). The

College Catalog and Student Handbook also contain information on the financial aid process (College Catalog 2016-17 Financial Aid, p 26-28; Student Handbook 2016-17 Financial Aid, p 42-46). Table 2.10-2 shows that $66 million in

financial assistance was distributed to more than 17,000 Palm Beach State College students during the 2015-2016

academic year.

Table 2.10-2 2015-2016 Financial Aid Fall, Spring, & Summer Terms

Source Recipients Total Expenditures

Federal 14,215 $53,426,160.93

State 5,749 $ 4,447,714

Private 448 $ 667,228.90

Foundation 1,757 $ 1,691,884.94

Palm Beach State College 2,303 $ 2,197,546.55

Veterans 948 $ 4,007,520.04

TOTALS 17,073 $ 66,438,055.36

Financial aid is a key part of fulfilling the College’s mission to provide an “accessible, affordable” education. Tuition at Palm Beach State College remains among the lowest in Florida; nevertheless, the cost of attending college is still beyond

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the reach of many potential students. The College’s Office of Financial Aid facilitates the disbursement of not only state and federal funds, but also institutional aid in the form of scholarships, thereby lowering the cost of attendance and

enabling those who could not normally afford college to attend Palm Beach State College. The Office of Financial Aid offers many developmental opportunities to students who receive financial aid. Students who plan to receive loans are

required to complete financial literacy training prior to any loans being dispersed. In this training, students develop their

ability to determine how much money they really need to borrow and balance that with their anticipated ability to pay it back. Throughout students' interactions with the Office of Financial Aid, they learn how to complete complex

applications, such as the Free Application of Federal Student Aid (FAFSA), and they learn important elements of money management.

Intercollegiate athletics. The Department of Athletics strives to provide student athletes with an environment

conducive to educational advancement, athletic achievement, personal growth, and community service while ensuring

their health, safety, and well-being (Webpage: Athletics). The program is devoted to improving student athletic and academic abilities. Specifically, the program seeks to build student athletes’ self-discipline, humility, ethics, and

sportsmanship while concurrently teaching academic support skills, such as time management, organization, and teamwork (Webpage: Student-Athlete Handbook). In addition, the athletic programs attempt to instill the values of

leadership, citizenship, accountability, and integrity while providing student athletes with the necessary resources to

achieve their full potential, both academically and personally.

Through sportsmanship, teambuilding, and the encouragement of excellence, the Department of Athletics supports the College’s mission to prepare “students to contribute and compete ethically and successfully in a diverse global

community.” Participation in intercollegiate athletics helps develop students’ leadership abilities as well as their ability to work alongside others from backgrounds that may be different from their own, which is an extremely important skill in

today’s globalized world. In addition, student athletes must develop time management skills in order to balance the time

they devote to their athletic endeavors with the time they need to devote to their studies as well as other responsibilities in their life. Through their participation in sports, student athletes increase their knowledge of the mechanics of their

specific sport as well as ancillary knowledge related to things that may affect performance, such as weather, field conditions, strategies utilized by competitors, etc.

New Student Orientation. The College has an online orientation program, which all first-time-in-college degree-seeking students are required to attend (Webpage: New Student Orientation). This orientation is designed to familiarize

students with college programs and resources and provide them with the information and tools needed for a successful transition to college life. After completion of the online orientation component, students attend an on-campus orientation

conducted by an academic advisor or student peer navigator, where each student receives a New Student

Orientation Packet (New Student Orientation Packet). The purpose of this session is to familiarize students with the College, provide them with an opportunity to engage with other students, receive assistance in choosing first term

classes, and begin developing an educational plan based on personal and career goals.

New Student Orientation supports the College’s mission to provide an “accessible” education by ensuring that new students have the information they need to be able to successfully enroll in their chosen program of study. During

orientation, students develop their skills to utilize the tools necessary to search the College website for open classes and

to register for appropriate courses. They employ critical thinking skills in developing their own educational plan. Specific information that students learn during orientation includes descriptions of the wide array of programs offered at the

College and the various support services and resources that are available to students who need them.

Recruitment & outreach. The Department of Recruitment and Dual Enrollment provides information to students and

staff at the area high schools regarding the opportunities available through Palm Beach State College. Programs and services include the following: campus tours at all campuses, led by student ambassadors; College is Possible, a free

college planning day for high school juniors, seniors, and parents; Annual High School Counselor Breakfast or Luncheon; Debt Free College (scholarship workshops for juniors and seniors); dual enrollment, which enables qualified students in

the 6th – 12th grades (6th – 9th grades must meet additional eligibility requirements) to enroll in approved academic and vocational courses that count toward both a high school diploma and a college degree or vocational certificate; and

summer scholarship programs for graduating high school seniors (Dual Enrollment Brochure; College is Possible Brochure;

High School Counselor Breakfast/Luncheons; Debt Free College; Webpage: Recruitment & Dual Enrollment).

Recruitment and outreach are a fundamental part of achieving the College’s mission to provide an “accessible” education. Through recruitment and outreach, the College is able make potential students aware of the opportunities

offered at the College that can help them improve their lives. Many of the recruitment programs and activities help

students develop their ability to learn about opportunities, envision the possibility of attending college, and plan for their

http://www.palmbeachstate.edu/athletics/

http://www.palmbeachstate.edu/athletics/documents/AthleticHandbook.pdf

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future education. Potential students learn about what is required to attend college and what is offered at Palm Beach State. The Dual Enrollment program is entirely related to student learning, as it is college-level classroom instruction in a

variety of subjects for students who are still in high school.

Registration. Students can access the College’s online portal system, referred to as PantherWeb, by using their

personal identification number received in the admissions process (PantherWeb Portal). This system allows students to register, add, drop, or withdraw from classes; pay tuition; view transcripts; conduct degree audits; review and update

their educational plan; and change personal information. The registration mechanism incorporates a flexible search, giving students the ability to search for classes by time of day, instructor, campus, subject area, or instructional method

(online, honors, online-hybrid, etc.) (Webpage: Course Schedule Search Tool). Course descriptions and textbook

information are linked to each class, allowing students to view class size, number of enrolled students, and fee information. Additionally, in-person registration can be completed at the Office of the Registrar at any campus. The

student services, academic, and registration calendars are published on the registration website and a link is provided in the College Catalog (Webpages: Academic Calendars; College Catalog).

The Office of the Registrar supports the College’s mission to provide an “accessible” education by providing the tools by which students can register for classes, monitor their progress, send transcripts for continued education, and register for

graduation. Students develop critical thinking skills as they examine available course choices and select the appropriate ones. Students also increase their knowledge of utilizing technology through the registration and degree audit processes.

Student activities. The Office of Student Activities strives to maximize personal growth and development in students

by providing a variety of opportunities for co-curricular participation, service, and leadership (Webpage: Student

Activities). Students utilize The Office of Student Activities as a resource and outlet to become connected; to be part of an educational community; to practice leadership skills; and to connect with others who have similar interests, aspirations,

and career goals. The Office of Student Activities offers opportunities for students to engage with fellow students at social, cultural, and professional events. Often, a student is applying classroom learning while planning a club event or

organizing a community service project. The College believes student activities are essential to the student’s personal

growth and enrich college life by developing a student’s sense of belonging. Student organizations represent many of the academic areas, social interests, as well as religious interests that foster a comprehensive co-curricular program. The

Office of Student Activities co-sponsors a variety of events and activities with numerous academic programs, the library, and various community partners. Examples of these programs include Black History Month and the Common Reader

Program. Documents are provided for each (Black History Month; Common Reader Program). Additionally, the College's webpage provides several other examples: Dr. Martin Luther King, Jr. Celebration; Math Awareness Week; Panthers

Closet; Math/Science Summer Institute; Freshman Convocation.

Each College campus has a Student Government Association (SGA) overseen by The Office of Student Activities with a

faculty/staff advisor (Webpage: Student Government Association). SGA serves as the voice for the students to address concerns with the College administration. Civic engagement is promoted at the College through programs like Model

Legislature and Model U.N. Students compete locally and nationally at conferences that train students in research,

debate, and cultural awareness. In addition, these programs expose students to the international community. Student activities staff engage the student body in the development of student programs and activities that enhance their

educational experience.

The variety of programs offered develop leadership skills, improve communication skills, cultivate positive working

relationships, and provide students with community service opportunities to help students develop social responsibility. The Office of Student Activities promotes diversity by encouraging students to join one of over 100 clubs available or start

their own special interest organization (Webpage: ORGSYNC portal). Leadership opportunities are also available to students who participate in campus organizations by serving as a member of an Executive Board or serve on a

committee. One of the largest organizations is the Phi Theta Kappa (PTK) Honor Society. Members of PTK are required to have a cumulative grade point average (GPA) of 3.5 and have completed a minimum of 12 college credits to join.

The Office of Student Activities supports the College’s mission to “prepare students to contribute and compete ethically and successfully in a diverse global community” by offering a myriad of opportunities for students to participate in events,

clubs, and organizations that promote personal development, diversity, and social responsibility. Through participation in student activities, students develop their sense of engagement with the institution and their ability to actively engage with

other students from diverse backgrounds. They learn specific skills related to the clubs and activities in which they

choose. As an example, students who join the Math Club will hone their mathematical skills as a result of club meetings and competitions. Students who join the Student Government Association learn how to facilitate meetings, how to run

for office, and how to effectively communicate.


https://webservices4.palmbeachstate.edu/FCCSC/registration/coursesearch.jsp

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Testing Centers. The Testing Centers are designed to assist students in their academic pursuits by providing

assessments upon entry and throughout their program of study. Each campus provides a comprehensive and secure testing environment. Services include the administration of placement testing, instructor make-up exams, exams for

distance learning classes, and testing accommodations for students with documented disabilities. The Testing Center

website lists the tests administered and fees charged, contact information, hours of operation, and links to websites for study and test-taking tips (Webpage: Testing Center). PBSC Testing Centers achieved National College Testing

Association (NCTA) certification for Belle Glade, Boca Raton, Lake Worth, and Palm Beach Gardens campuses (NCTA Certification).

The Testing Centers support the College’s mission to provide an “accessible” education by offering the necessary tests

students need to take in order to enter programs, prove competency, or receive special accommodations for those with

disabilities. The Testing Center also helps students develop a sense of time management since many of the tests administered must be taken by the particular student on a specific time and day. Through their interactions with the

Testing Center, students learn the importance of scheduling exams in such a way as to provide sufficient time for preparation, travel, and completion of the exam itself.

Veterans Services. The College is committed to reaching out to all veterans and supporting their success, just as they have supported and served our nation. In 2015, the College was awarded a five-year $800,000 appropriation from the

State of Florida to enhance facilities and veteran-specific services throughout the College. These funds are being used to create a fully-operational Veterans Resource Center where student veterans can receive the administrative support they

need as well as have a place for tutoring, socializing, and networking (Webpage: Veterans’ Resource Center). The veteran affairs coordinator ensures that student veterans are able to utilize their benefits to their full advantage. The coordinator

also provides professional development to faculty and staff to sensitize them to issues faced by veterans returning to

school (Veterans’ Day Event; Boots to Books). Special retention efforts are made with student veterans to ensure their academic and personal success, including case-managed advising and continual follow-up by veteran affairs staff.

Additionally, veterans student clubs are physically located at three campuses and provide social interaction and special support for veterans at all College locations (Learn Earn Succeed). The College has a website devoted to welcoming

veterans and listing College resources available to them (Webpage: Veterans Services).

Veterans Services supports the College’s mission to provide an “accessible, affordable education” by creating a seamless

process for veterans to receive their Veterans Administration (VA) educational benefits, allowing them to pay tuition, books, and housing costs. Additionally, the provision of veteran-specific services, such as academic advising, tutoring,

and priority registration, all assist the veterans in meeting their individual, educational, and career goals in a timely

fashion. Transition from the military to college life presents many difficulties for veterans. Through case-managed advising, opportunities to network with other veterans, and the availability of a variety of veteran-specific resources,

veterans develop their ability to identify potential barriers to success and to seek assistance in order to overcome them. Veterans Services also provides opportunities for veterans to enhance their learning in a number of ways. Learning

to apply for VA educational benefits is a major hurdle for many veterans; therefore, the school-certifying officials educate them about the benefits they are entitled to receive and assist veterans with how to apply for benefits. In addition,

through Veterans Services, veterans learn about non-education related benefits that they are entitled to, such as VA

home loans, disability, and health enrollment benefits.

Academic Support Services

Student academic support services are those resources and services offered by the College to specifically enhance a

student’s academic experience at the College that focus on student development and learning. These services range from helping students improve their skills to become successful, independent learners to providing more robust academic

challenges to high-achieving students.

Bookstore. Palm Beach State College contracts with Follett, a private company, to provide bookstore services at each campus (Webpage: Bookstore).

The bookstores are stocked with all of the required items for courses offered at the College. (Students at the Loxahatchee

Groves campus are served by the Lake Worth campus bookstore. Students can shop in-person on the Lake Worth campus, have their books delivered to their home for a small fee, or have books delivered to the Loxahatchee Groves

campus with no delivery fee.) The campus stores have extended hours the first week of class each semester. Follett also has an online bookstore, which allows their services to be available to students 24 hours a day. Each campus has an

individual website so students get the books for the courses in which they are registered. (Webpages: Lake Worth

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http://www.palmbeachstate.edu/VeteransServices/

http://www.palmbeachstate.edu/bookstore/

http://www.bkstr.com/palmbeachstcentralstore/home

Bookstore, Boca Raton Bookstore, Palm Beach Gardens Bookstore, Belle Glade Bookstore). Follett also offers textbook rentals at a lower cost and a price match guarantee for purchased books (Webpages: Rent-A-Text; Price Match).

The College Bookstore supports the College’s mission to provide a “high-quality, accessible, affordable education” by

providing the opportunity for students to purchase or rent their required materials at competitive prices, either in-person

or online. Students develop a number of skills through their interactions with the bookstore. In addition to discerning which are the appropriate books for each course, students must also make financial decisions about purchasing or

renting. In addition, return policies are strict, so students must develop their time management skills in order to receive refunds for any unused materials due to changes in their class schedules. The bookstore supports student learning

because it is the central place students come for the materials utilized by their classes.

Honors college. As part of its commitment to high achievement, Palm Beach State College offers the Dr. Floyd F. Koch

Honors College, designed for students who seek a more challenging academic course of study and wish to excel in their studies (Honors College Brochure; Webpage: Dr. Floyd F. Koch Honors College). Students who seek the challenge of

honors course work can select from two options. The first option is enrollment in honors courses. This learning environment promotes the development of critical thinking and research skills through in-depth class discussions, reading

and writing assignments, and nontraditional classroom styles and activities. Each course has “honors” clearly indicated in

its title, which is also noted on the student’s transcript (Honors Course Designation; Honors Transcript Silver Track; Honors Transcript Gold Track). The second option is to add an honors component to any non-honors credit course, with

faculty permission, by completing an honors project contract (Honors Project Contract). In this case, the student completes an honors project in the course and meets with the faculty member throughout the term for guidance and

advice (Honors Project). The experience of either option helps students make interdisciplinary and real-life connections and prepares them with skills needed to go on to a university or the workforce. The honors college curriculum builds on

the College’s institutional commitment to general education instruction. At the associate degree level, a student qualifies

for honors graduation if he/she completes the requirements for either the honors gold or the honors silver track (Honors College Graduation Requirements).

The Dr. Floyd F. Koch Honors College supports the College’s mission to offer a “high quality” education by emphasizing an

enriched curriculum to challenge high-achieving students. The honors college's learning environment promotes the

development of students’ critical thinking and research skills through in-depth class discussions, reading and writing assignments, and nontraditional classroom styles and activities. The high expectations and innovative extra-curricular

activities that are woven throughout the program enhance a student's motivation and ability to learn the material presented in a deeper fashion than it would be in a non-honors environment.

Library learning resources. The Library Learning Resource Centers (LLRC) provide, at no additional cost to its students, a wide range of learning resources, instructional technology, and services relevant to the educational needs,

personal growth, enrichment, and cultural development of the Palm Beach State community (Webpage: Library). Library services and resources support the curriculum, faculty, and students at all locations and online. Campus libraries maintain

diverse collections of materials that include books and eBooks, print and electronic periodicals, reference materials, streaming videos, and over 110 online databases. Access to all library materials and electronic collections are available

through the online catalog provided by the Florida Academic Library Services Cooperative (Webpage: FALSC), with a

single sign on via PantherWeb and Blackboard student portals. Over 34,474 journals and periodicals are available as full-text online, and electronic books add more than 125,000 volumes to the collection. Florida Atlantic University (FAU)

provides Palm Beach State College at Boca Raton with library services through a joint-use agreement (Agreement for Services Contract). The Loxahatchee Groves campus library operates as an electronic library with an on-site librarian or

staff member who is knowledgeable about library resources. The library provides access to electronic resources that cover

the full range of subjects taught at the campus. Students, faculty, and staff on the Loxahatchee Groves campus have unrestricted access to all printed books owned by the College libraries on the Belle Glade, Lake Worth, and Palm Beach

Garden campuses. Additional services provided by the College libraries include the following: an interlibrary loan service that links all Florida community colleges, universities, and public libraries together for cost-free lending, borrowing, and

delivery of materials; a reserve collection of current textbooks; computers, laptops, and iPads; instruction labs; study rooms and private study areas; photocopiers and scanners; and the Ask a Librarian virtual reference desk (Webpages:

Interlibrary Loan; Ask a Librarian). Students also have borrowing privileges at FAU and other area member libraries of the

Southeast Florida Library Information Network (SEFLIN) (Webpage: SEFLIN). The LLRC website lists current hours of operation for each campus (Webpages: Belle Glade Library; Lake Worth Library; Palm Beach Gardens Library; Boca Raton

Library).

The Library Learning Resource Centers support the College mission to provide “a high-quality, accessible, affordable

education.” Through the provision of print and electronic resources as well as professional librarians to assist students in

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their utilization of these resources, the LLRC makes a vast collection of information available to all students at no additional cost. The LLRC directly contributes to student development by instructing students, both formally and

informally, on information literacy – how to discern real information from information that is unreliable. Student learning is increased not only by students’ use of the resources in the LLRC, but also by course libguides. These libguides are

created by librarians who work closely with faculty, so they are able to tailor the libguides to the content of any particular

course.

Student Learning Centers. The Student Learning Centers (SLCs) are committed to a partnership with faculty, staff, and administrators in addressing the learning needs, the academic performance, and the retention of students. The SLCs

provide dynamic and accessible academic support options that meet the needs of diverse learners and are available to currently-enrolled Palm Beach State College students of all academic levels and backgrounds. In addition, the SLCs work

in partnership with the Office of Disability Support Services to offer individualized assistance to students with

documented learning disabilities. Resources within the SLCs are intended to augment student success at Palm Beach State College by assisting students to use effective study skills and to develop as independent thinkers and learners. SLC

staff coach and guide students through the learning process by offering one-on-one tutoring and group-tutoring sessions, which are available by appointment, on a walk-in basis, or online (Webpage: Student Learning Center). The SLCs offer

structured lab assignments, print resources, and computer-assisted instruction, as well as additional course-related

resources such as practice tests, handouts, and access to online resources (Webpage: Math Lab Resources). The centers also offer seminars throughout each semester to advance students in areas such as study skills, writing, reading,

sentence structure, math strategies, test anxiety, and problem-solving (Seminars and Workshops). In addition, the Lake Worth, Boca Raton, and Palm Beach Gardens SLCs offer Supplemental Instruction, a form of academic support where

successful students are recommended by faculty to facilitate regular study groups for select courses (Webpage: Supplemental Instruction). Supplemental Instruction has been proven to enhance student leadership skills and develop

students into successful scholars both in the classroom and beyond.

The Student Learning Centers support the College’s mission to provide a “high-quality, accessible” education by ensuring

that all students have the opportunity to enhance the skills that enable learning. For those students who enter college unprepared to perform at the college level, or college-ready students who need academic assistance in challenging

courses, the SLCs provide the necessary support to position these students so that they are prepared to fully participate

in the educational experience. Through one-on-one or group tutoring, skill-improvement seminars, or the use of self-directed resources, students discover their own learning style and develop their ability to become independent

learners. They learn how to study, how to ask questions, and how to take notes. In addition, the SLC learning specialists work closely with faculty to ensure that the material presented in the SLCs complements and reinforces the material the

students are learning in the classroom.

Title V – Pathways to Success. In October 2014, the College received a five-year grant through the U.S. Department

of Education, Developing Hispanic-Service Institutions - Title V program. The purpose of this grant is to develop, implement, and sustain college-wide initiatives that lead to increased student success among Hispanic and low-income

students. The focus of Palm Beach State College’s Title V Grant, called Pathways to Success is to provide intensive, case-management advising services to an initial group of students and ultimately to institutionalize the practices across the

institution (Webpage: Title V Pathways to Success). Recruitment for participants in the Title V program is ongoing, as the

goal is to serve 1,000 students College-wide each year (Title V Participant Process Map). Eligibility criteria for student participation in the Pathways to Success program are as follows: first time in college, degree-seeking, and Hispanic or

low-income (Pell-eligible).

Students who participate in the Pathways to Success program benefit from easily accessible success coaches who advise

them in person, by phone, or virtually via Skype. Mandatory advising requires students to seek academic advising during certain checkpoints tied to the number of credits the student has earned. Each checkpoint has specific student learning

outcomes associated with it and the success coaches follow up with their students to ensure that these outcomes are achieved (Coach Protocol; Student Protocol). The pathways program is in the process of integrating Starfish into the

advising process to allow success coaches to sort and organize their student caseloads to prioritize student needs (Starfish Presentation).

The Title V Pathways to Success program also provides enhanced academic offerings for faculty professional development and free gateway course preparation activities for students (Math Jump; Paving the Pathway; Summer Institute

Keynote). Both faculty and adjunct faculty received specialized training on identifying social and academic factors that impact student learning for first-time-in-college, Hispanic, and low-income students, and how to adequately support these

students to achieve academic success. Additionally, the proactive, holistic, case-management academic advising

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approach provided by the success coaches increases the opportunity for first-time-in-college, Hispanic, and low-income students to achieve success in their first-year of college, thus making retention and completion more likely.

The Title V grant supports the College’s mission to provide an “accessible, affordable education” by providing academic

and support services, as well as scholarships, for Hispanic and low income students who might not otherwise have the

opportunity to attend college. Through case-managed advising, students are guided along their educational pathway and encouraged to develop their critical thinking skills as well as to become independent learners. Many Title V programs

offer special learning opportunities to help students strengthen their knowledge, such as the summer program that allows students to begin their studies in a smaller and closer-knit environment and the intensive math remedial program offered

prior to enrollment in credit math courses.

TRiO/Student Support Services. Student Support Services is a U.S. Department of Education grant-funded TRiO

program which serves approximately 175 students who meet the following eligibility requirements: low-income, first-generation college students, and/or a student with a disability. Services provided include academic tutoring; advice and

assistance with postsecondary course selection; information on student financial aid programs; assistance with completing financial aid applications; education counseling to improve financial, economic, technology literacy; assistance with

applying for admission to graduate and professional programs; and assistance with applying for admission to and

obtaining financial assistance for enrollment in four-year programs. The program assists students in transitioning from a two-year to a four-year institution and beyond (Webpage: TRiO/Student Support Services).

The TRiO program supports the College’s mission to provide “an accessible, affordable education" by providing

educational and academic support services to low-income and first generation college students. The intensive services offered by the TRiO program provide the participating students with the guidance they need to develop their own abilities

to successfully navigate a complex institution like Palm Beach State. The TRiO program also directly contributes to

student learning through their provision of tutoring and mentoring.

Distance learning students. Vital student services are available to distance learning and traditional, face-to-face students. The College makes every effort to ensure that distance learning students receive comparable services to those

provided to traditional students, but because distance learning students are not physically present on campus, the College

must offer services to them in different ways. Virtual services are the primary way distance learning students receive their services, but these virtual services are available to all students and are also used by traditional students. In

addition, most students who enroll in distance learning courses are also enrolled in face-to-face classes, so they have the opportunity to utilize in-person services if they choose to do so. Students who are enrolled in only distance learning

courses are also welcome to come to campus to receive in-person services. Table 2.10-3 lists the vital student services,

what each service is and how it is delivered to traditional and distance learning students.

Table 2.10-3 Service Delivery – Traditional vs. Distance Learning Students

Service Traditional Distance Learning

Admission Online or paper application Online application

Financial Aid

FAFSA online application;

online portal system; Financial Aid departments

located at each campus; e-

mail, phone

FAFSA online application; online portal system; e-mail,

phone

Testing Testing Centers located at each campus

Remote testing via approved testing facility

Registration

Registration department,

located at each campus;

online portal system

Online portal system

Advising

Advising Departments, located at each campus; e-

mail, virtual assistance (Live Engage), degree audit

E-mail, virtual assistance (Live Engage), degree audit

through online portal system; phone

http://www.palmbeachstate.edu/sss/

through online portal system; phone

Orientation Online orientation and in-person New Student

Orientation

Online orientation and education planning session

completed by phone or e-mail

Student Learning Center

Student Learning Center, located on each campus;

SmartThinking Online

Tutoring

SmartThinking Online

Tutoring; online resources

Tuition and Fee Payment Cashiers Office, located on each campus, mail, online

portal system

Online portal system; mail

Textbook purchase Bookstore, located on each campus*, online bookstore

Service

Online bookstore service

Technical Support Phone, e-mail to Student Help

Desk

Phone, e-mail to Student Help

Desk

Disability Support Disability Support Services Coordinators located at each

campus

E-mail or phone

Career Center

Career Centers located at

each campus; online Career Office

Online Career Office

Graduation Online application Online application

Veterans

Veterans educational benefits

assistance on each campus;

email or phone

E-mail or phone

* While there is no physical book store on the Loxahatchee Groves campus, students may have their books delivered to the campus for no additional charge or

to their home for a small delivery fee.

The College provides technological support to its students through a variety of means, including 24/7 access to the College’s student information system, PantherWeb, through the web portal, wireless access points at each campus, a

student college email account, computer labs, and a student help desk to assist in technology-related questions

(PantherWeb Portal; Webpage: Information Technology Help Desk.) Students can get up-to-date information and make connections with other students through sites maintained by the College on Facebook, Instagram, Twitter, Flickr, and

YouTube (Webpage: Social Media). Assessment and Improvement of Services Provided to Students

College-wide cluster meetings of the major functional areas of The Department of Student Services, which meet a

minimum of twice each year, review data from a variety of measures. In addition to utilizing nationally-normed instruments like the Community College Survey of Student Engagement (CCSSE), the College also relies on internally-

developed instruments such as its Graduating Student Survey, to provide information on student satisfaction and engagement. Based on these reviews, clusters may revise existing processes or introduce new procedures to increase

student satisfaction with the services provided (Cluster Assessment Handout; Cluster Meeting Minutes: Financial Aid 3-23-

17).

Operational and learning outcomes were developed by each cluster, including Advising, Athletics, Career Counseling, Disabilities Services, Financial Aid, Orientation, Outreach, Recruitment and Dual Enrollment, Registration, Student

Activities, and Testing (Webpage: Educational Support Services Outcomes). An assessment of these outcomes is performed on an annual basis and the information is used to target outcomes for improvement. As part of the assessment

process, there is discussion within the cluster meetings about the various assessments, along with anecdotal evidence, to

decide on needed improvements and recommended actions taken to enhance services. A similar process is followed by the Educational Support Services including the Library Learning Resource Centers, Dr. Floyd F. Koch Honors College, and

the Student Learning Centers (Educational Support Services Outcomes Review: 2015-2016). Samples of recommended changes that were implemented based on these departmental self-assessments include:


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Due to the complexity of program offerings at the College, the advising cluster administered an Advisor Knowledge Assessment to identify areas of advisor knowledge that needed strengthening (Advising Knowledge Assessment). As a result of this assessment, the advising cluster emphasized training in those specific areas that advisors demonstrated the weakest responses (Advising Assessment Report 2016-2017).

In response to the low number of college age students registering to vote, exercising their right to vote, and participating in student government, a Civic Engagement Task Force was established to address these concerns. As a result, Palm Beach State has implemented a Model Legislature, Turbo Vote, and a partnership with a high school civic group called Youth Leadership Academy (Model Legislature; Florida Legislative Session, Turbo Vote). In addition, several students have participated in state legislature campaigns, served as board trustees, run for party offices, and serve on city committees (Civic Involvement).

Sources

Advising Assessment Report 2016-2017

Advising Class Visitation Schedule

Advising Knowledge Assessment

Agreement for Services Contract

Appreciative Advising

Black History Month

Boots to Books

Career Center Brochure

Career Mentors

Careers in Management

Civic Involvement

Cluster Assessment Handout-032317

ClusterMinutes-FinancialAid-032317

Coach Protocol

College is Possible Brochure

CollegeCatalog-2016-17-Admissions-p11-26

CollegeCatalog-2016-17-FinancialAid-p26-28

Common Reader Program

Conditions of Admissions Letter

Debt Free College

Disability Support Services Brochure

DSS Faculty Handbook

DSS Orientation Powerpoint

Dual Enrollment Brochure

Education Career Panel Agenda

EducationalSupportServices-Review-2015-2016




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Exploring College Career Workshops

FAC-Rule-6A-10.041

Florida Legislative Session

High School Counselor Breakfast_Luncheons

Honors College Brochure

Honors College Graduation Requirements

Honors Course Designation

Honors Project

Honors Project Contract

Honors Transcript Gold Track

Honors Transcript Silver Track

Intake Form

Is Nursing For You

Learn Earn Succeed

Math Jump

MBTI Workshop

Model Legislature

NCTA Certification

New Student Orientation Packet

Pantherweb Portal

PantherWeb SCORE Screenshot

Paving the Pathway

Sample Educational Plan

Seminars and Workshops

SH-2016-17-FinancialAid-p42-46

Starfish Presentation

Student Protocol

Summer Institute Keynote

Title V Participant Process Map

Transfer Credit Manual

turbovote

Veterans Day Event

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CS - 3.2.8

Governance and Administration: Qualified Administrative/Academic Officers The institution has qualified administrative and academic officers with the experience and competence to lead the

institution. (Comprehensive Standard 3.2.8)

Judgment


Narrative

Administrative and academic officers at Palm Beach State College have the experience, competence, and capacity to lead

the institution. The College’s excellent academic performance and reputation among institutions of higher education lend

evidence to the quality of leadership employed at the College.

The Office of Human Resources facilitates a competitive selection process for hiring administrative and academic officers with the credentials and expertise appropriate to the duties and responsibilities of a position. Job descriptions and job

announcements identify the minimum required credentials, experience, and competence for each position. The selection process includes a careful review of each candidate’s education background and industry experience by administrative

and academic officers, staff, and faculty. The District Board of Trustees approves all administrative positions, job

descriptions, and personnel employed at the College. Personnel files contain documentation of experience and credentials that indicate the competence and capacity of each employee. Job descriptions and resumes for all administrative and

academic officers are linked from Table 3.2.8-1.

The organizational structure of Palm Beach State College is the responsibility of the president, who employs each officer.

The administrative and academic officers of the College include the provosts, vice presidents, deans, general counsel, and other senior administrators (approved by the board on recommendation of the president) with administrative

responsibilities.

In the spring of 2015, Ava Parker was selected to be the fifth president of Palm Beach State College. President Parker earned her Bachelor of Arts and law degrees from the University of Florida. She was the first executive hired to establish

Florida Polytechnic University in Lakeland, Florida. She spent over ten years developing higher education policy on the

State University System of the Florida Board of Governors.

In the spring of 2016, President Parker directed a major reorganization of her leadership team. The previous organizational structure focused on the campus-level with the campus deans reporting directly to the campus provost.

The vision of the reorganization was to ensure college-wide coordination in key areas and to reduce the duplication of

programs and services. Organizational changes included (1) the provosts assuming a college-wide function, such as workforce development, eLearning, institutional effectiveness, and growth and expansion, and (2) the academic deans at

each campus reporting to the vice president of academic affairs.

The president is evaluated annually by the District Board of Trustees (DBOT Policy 6Hx-18-1.051). Supervisors evaluate

administrative and academic officers each year. The officers receive a written performance evaluation to provide them with information on their professional development and their performance. The evaluation process consists of three parts:

the employee’s self-assessment, the supervisor’s assessment, and the mutual creation of agreed upon goals (Talent Review Manual; Administrator Supervisor Talent Review Form).

Table 3.2.8-1

Administrative and Academic Officers

Position Position

Requirements

Name Educational

Qualifications

Summary of Documented

Experience

President

Doctorate or Juris Doctorate Ava L. Parker

Resume

J.D., University of Florida

Executive Vice

President and Chief Operating Officer,

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Org Chart Job Description

Minimum of 12 years related experience

Florida Polytechnic

University

Chairman & Vice-Chairman, Board of

Governors of the State University

System of Florida

Board of Trustees,

University of Central Florida

Executive

Director for Community

Engagement and

Special Assistant to

the President

Job Description

Bachelor’s degree

Master’s degree preferred

Minimum of eight years related experience

Rachael

Ondrus

Resume

B.S., Florida

State University

Director of Public

Affairs, McNicholas &

Associates Executive Director &

Legislative Liaison,

Palm Beach County Delegation

Legislative Assistant

III, District and Legislative Office of

Majority Leader

General

Counsel


Juris Doctor from an ABA accredited institution

Minimum of eight years of

practicing legal experience,

preferably with three years’ experience in higher education

Kevin

Fernander

Resume

J.D., Quinnipiac

University General Counsel,

Broward College

City Commissioner,

City of Miramar

Board of Directors, Habitat for Humanity

Executive

Director, Palm

Beach State College

Foundation


Bachelor’s degree

Minimum of four years related experience

Suellen Mann

Resume

M.B.A.,

University of

Miami

Director of Development, Jupiter

Medical Center

Foundation

Development Director, Crohn’s &

Colitis Foundation of America

Regional Marketing

Director & Vice

President, Nations Bank/Bank of

America/Southeast Bank/First Union Bank

Vice President of Academic

Affairs


Doctorate’s degree

Minimum of five years

related experience to include a successful record

of institutional management/leadership/tea

ching

Experience with a diverse

student population. Ability to promote and cultivate a

Roger L. Yohe

Resume

Ph.D., Arizona State University

Interim Vice President

of Academic Affairs, Mesa Community

College

Dean, Innovative Learning, Mesa

Community College

Director, Center for

Teaching & Learning,

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collaborative environment

among faculty, students, staff and administrative departments

Estrella Mountain Community College

Vice President of

Administration and Business

Services


Master’s degree with

specific subject area related to the position or Bachelor’s

degree with related experience in lieu of

Master’s degree

Minimum of 12 years related experience

Richard A. Becker

Resume

B.A., Mount Union College

Controller/Associate

Vice President, Accounting &

Finance, Brevard Community College

Tax Accountant,

Dobson & Co CPA’s

Accountant/Auditor,

Hill, Barth & King, CPA’s

Vice President of Student

Services and

Enrollment Management


Master’s degree required,

Doctorate’s degree strongly preferred


Peter Barbatis

Resume

Ed.D., Florida International

University

Vice President for

Student Development/Enrollm

ent Management, City

University of New York

Vice President of

Student Services, San Mateo Community

College

Dean of Student

Affairs, Broward College

Vice President of

Information

Services


Doctorate or Juris Doctor


Ginger L. Pedersen

Resume

Ed.D., Florida Atlantic

University

Interim Vice President

of Academic Affairs, Palm Beach State

College (PBSC)

Dean, Curriculum &

Educational Technology, PBSC

Associate Dean, Academic Services

Vice President for E-Learning

and Instructional

Technology Provost, Boca

Raton

Campus




Bernadette M. Russell

Resume

Ph.D., Syracuse University

Vice President of

Academic Affairs, Onondaga

Community College

Dean of Continuing Education, Marywood

University

Dean of Arts, Humanities and Social

Sciences, Middlesex County College

Vice President

for Growth

and Expansion

Provost, Belle



Maria M.

Vallejo

Resume

Ph.D., New

York University Vice President of

Academic Affairs,

Nassau Community College





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Glade and

Loxahatchee Groves

Campuses

Org Chart Belle Glade Org Chart Loxahatchee Groves Job Description

Vice President of

Student Affairs,

Rockland Community College

State Board of Directors, ASPIRA of Florida

Board of Advisors, Puerto Rican/Hispanic

Chamber of Commerce

Vice President

for Workforce Development

Provost, Lake

Worth Campus




Jean A.

Wihbey

Resume

Ph.D.,

University of Connecticut

Dean. Academic & Student Affairs,

Northwestern Connecticut

Community College

Associate Dean of

Learning, Corporate & Continuing

Education, Gateway Community College

Director, Middlesex Community College

Interim Associate Vice

President, Academic

Affairs




Holly L. Bennett

Resume

Ph.D.,

Pennsylvania State University

Vice President for

Institutional Effectiveness/Provost,


Provost, Palm Beach

State College

Dean of Workforce &

Economic Development,

Belmont College

Dean of College Preparatory Services,

Mohave Community

College Board Member,

Columbus County Job Ready Partnership

Interim

Provost/Dean

of Student Services,

Palm Beach Gardens

Campus

Org Chart Interim Provost/Dean of Student Services

Master’s degree within specific subject area related

to the position

Doctorate’s degree strongly

preferred


Scott

MacLachlan

Resume

M.Ed., Georgia

Southern

University

Dean of Student Services, Palm Beach

State College (PBSC)

Dean of Enrollment

Management & Interim Dean of

Student Services, Palm Beach State

College (PBSC)

Dean of Student Services, PBSC Lake

Worth Campus



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Org Chart Dean of Student Services Job Description

College Registrar,

PBSC

Registrar, Georgia Southern University

Dean,

Bachelor Degree

Programs


Doctorate of Juris Doctor

Minimum of four years of progressive administrator

experience in higher education

Anita Kaplan

Resume

Ed.D.,

University of Massachusetts

President, Medical Center Campus,

Miami Dade College

Executive Vice President, Academic

Affairs, Erie Community College

Vice President,

Student & Community

Services, New Hampshire

Community Technical College

Vice President/Dean

of Faculty, Southern

Maine Technical College

Dean of Curriculum


Master’s degree within

specific subject area related to the position


Velmarie Albertini

Resume

Ph.D., Florida International

University

Associate Dean,

Academic & Student Affairs, Barry

University

Director of

Ombudsperson, Office of the

President/Office of the Provost, Florida

Polytechnic University

University

Accreditation Liaison & Academic Program

Coordinator, Florida Polytechnic University

Dean,

Enrollment Management


Master’s degree


Chuck Zettler

Resume

M.B.A., Georgia

Southern University

Director, Project

Management, Palm

Beach State College (PBSC)

Interim Executive

Director, Florida Community College

Software Consortium

Director, Information

Technology, PBSC

College Registrar, PBSC

Dean, Student Development

Org Chart

Master’s degree

Licensed Mental Health

Counselor preferred

David Asencio

Resume

M.S., Buffalo State College

Dean of Student

Affairs, Broward College

Assistant Dean of

Students/Director of

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Job Description


Student

Development, DePaul University

Director of Student

Activities and Leadership Programs,

Eugenio Maria de

Hostos Community College

Academic

Dean, Belle Glade and

Loxahatchee Groves

Campuses

Org Chart Belle Glade Org Chart Loxahatchee Job Description


specific subject area related

to the position

Doctorate preferred Minimum of four years

related experience

Roy M. Vargas

Resume

Ph.D.,

University of Wisconsin-

Milwaukee

Interim Dean of

School of Business

and School of Media & Creative Arts,

Milwaukee Area Technical College

(MATC)

Associate Dean, MATC

Program Coordinator

& Instructor,

Supervisory Management, MATC

Academic

Dean, Boca Raton

Campus



specific subject area related

to the position


Tunjarnika L.

Coleman-Ferrell

Resume

Ed.D., Florida

Atlantic University

Associate Dean, Palm

Beach State College

(PBSC)

Professional Teaching & Learning Center

Coordinator, PBSC

Vice-President Elect, Association of Florida Colleges

Academic Dean, Palm

Beach Gardens

Campus and

Interim Dean of Health

Sciences




Doctorate preferred


Edward Willey

Resume

M.S., Nova University

Associate Dean &

Division Chair,Palm Beach State College

(PBSC)

Interim Dean Health Sciences, PBSC

Program Manager,

Respiratory Care,

PBSC Inservice Coordinator,

Boca Raton Community Hospital

Dean of

Business,

Trade and Industry, and

Public Safety



to the position


Patricia Richie

Resume

M.S., Johns

Hopkins

University

Dean, Economic & Workforce

Development/Corpora

te & Continuing Education, Palm


Director of Continuing

Studies, PBSC

Director of

Community Services,





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Sources

Administrator-SupervisorTalentReview-Form

DBOT-6Hx-18-1.051

JOB-DESC-Dean-AA-BG-LG

JOB-DESC-Dean-AA-BR

Dundalk Community College

Academic

Dean, Lake

Worth Campus



to the position

Doctorate preferred


Irving

Berkowitz

Resume

DSW, Tulane

University Executive Vice

President of

Academic and

Student Affairs, Bermuda College

Academic Vice

President, Lassen Community College

Academic Dean,

School of

Communications, Humanities & Social

Sciences, Central New Mexico Community College

Dean of Students,

Lake Worth Campus




Doctorate strongly preferred


Van Williams

Resume

M.A., University of Oklahoma

Director, Federal

TRIO & Outreach Programs, Palm


Manager, Community

Relations, Florida

Commission of Human Relations

Assistant

Professor/Director, Upward Bound,

Florida A&M University

Dean of

Students, Boca Raton

Campus



to the position

Doctorate strongly preferred


Sheri E.

Goldstein

Resume

Ph.D.,

University of Miami

Assistant Dean, Student Services,


Associate Provost of

Student Affairs, Miami

Dade College

Director of Student Center & Retention &

Transition Services, Miami Dade College









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JOB-DESC-Dean-AA-LW

JOB-DESC-Dean-AA-PBG

JOB-DESC-Dean-Bachelors

JOB-DESC-DeanBusinessIndustry

JOB-DESC-Dean-Curriculum

JOB-DESC-Dean-EnrollmentMgt

JOB-DESC-Dean-HealthSciences

JOB-DESC-Dean-SS-BR

JOB-DESC-Dean-SS-LW

JOB-DESC-Dean-SS-PBG

JOB-DESC-Dean-StudentDevelopment

JOB-DESC-ExDirector-Foundation

JOB-DESC-ExecAsst-to-President

JOB-DESC-GeneralCounsel

JOB-DESC-InterimAVP-AA

JOB-DESC-InterimProvostDeanSS-PBG

JOB-DESC-President

JOB-DESC-VP-AA

JOB-DESC-VP-Admin-Bus-Services

JOB-DESC-VP-ELearning-Provost

JOB-DESC-VP-Growth-Expansion-Provost

JOB-DESC-VP-InfoServices

JOB-DESC-VP-StudentServices

JOB-DESC-VP-Workforce-Provost

ORG-CHART-AVP-Acad-Affairs

ORG-CHART-Dean-Acad-Affairs-BG

ORG-CHART-Dean-Acad-Affairs-BR

ORG-CHART-Dean-Acad-Affairs-LG

ORG-CHART-Dean-Acad-Affairs-LW

ORG-CHART-Dean-Acad-Affairs-PBG

ORG-CHART-Dean-Bachelors

ORG-CHART-Dean-Curriculum

ORG-CHART-Dean-EnrollManagement

ORG-CHART-Dean-HealthSciences

ORG-CHART-Dean-SS-BR

ORG-CHART-Dean-SS-LW

ORG-CHART-Dean-StudentDevelopment

ORG-CHART-Foundation

ORG-CHART-GeneralCounsel

























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ORG-CHART-InterimProvostDeanSS-PBG

ORG-CHART-President

ORG-CHART-VP-Acad-Affairs

ORG-CHART-VP-Admin-Bus-Services

ORG-CHART-VP-E-Learning-Instr-Tech-Provost-BR

ORG-CHART-VP-Growth-Expansion-Provost-BGLG-BelleGlade

ORG-CHART-VP-Growth-Expansion-Provost-BGLG-Lox

ORG-CHART-VP-InfoServices

ORG-CHART-VP-StudentServices

ORG-CHART-VP-WorkforceDev-Provost-LW

RESUME-Albertini

RESUME-Asencio

RESUME-Barbatis

RESUME-Becker

RESUME-Bennett

RESUME-Berkowitz

RESUME-Coleman-Ferrell

RESUME-Fernander

RESUME-Goldstein

RESUME-Kaplan

RESUME-MacLachlan

RESUME-Mann-Suellen

RESUME-Ondrus

RESUME-Parker

RESUME-Pederson

RESUME-Richie

RESUME-Russell

RESUME-Vallejo

RESUME-Vargas

RESUME-Wihbey

RESUME-Willey

RESUME-Williams

RESUME-Yohe

RESUME-Zettler

TalentReviewManual


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CS - 3.3.1

Institutional Effectiveness: Educational Programs The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides

evidence of improvement based on analysis of the results in the following area: (Comprehensive Standard 3.3.1)

3.3.1.1 educational programs, to include student learning outcomes

Judgment

Compliant Non-Compliant Not Applicable Narrative

Palm Beach State College has identified expected outcomes, including student learning outcomes for educational

programs, assessed the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results.

Overview

Palm Beach State College continually practices institutional effectiveness (IE) as it integrates the identification and review of expected outcomes into the curriculum process and program review. The College employs a multi-measures approach

to assess educational programs, including student learning outcomes. Each academic program has viability and student learning outcomes specific to the program or discipline. Faculty are involved in annual review of the programs and

student learning outcomes for all programs and in the development or revision of learning outcomes, which are approved

through a curriculum process and submitted to the Office of Institutional Research and Effectiveness (IRE).

The College is intentional about working with faculty to ensure that learning outcomes state what students will do, and to ensure that outcomes include measurable and quantifiable actions with appropriate assessments. The processes, results,

review of results to develop improvement strategies, and evidence of improvement are documented annually. This

practice was in place prior to the last reaffirmation and, since then, has been refined continuously.

The Institutional Effectiveness Process

The institutional effectiveness (IE) process at Palm Beach State College includes an annual cycle with five essential components. These elements remain consistent in all programs, but the timelines are different for general education and

the Associate in Arts (AA) degree program than the timelines for the bachelor degree programs (BAS and BSN), the

Associate in Science degree program (AS), and the postsecondary adult vocational (PSAV) career-oriented programs. In all cases, the cycle begins with the development or identification of the outcomes or goals. Outcomes and goals are

reviewed annually but are not necessarily revised once they have been developed. After the outcomes are known, measures and benchmarks are either developed or identified to assess the outcomes and goals. Next, the assessments

are implemented and data are collected. At the end of the cycle, assessment results are formally reviewed, and finally,

based on this review of the results, improvement strategies are developed to be implemented in the subsequent cycle. Figure 3.3.1.1-1 illustrates this annual cycle.

Figure 3.3.1.11: Assessment Process

The IE process allows faculty and staff in all programs to continually reassess the extent to which the programs are

meeting the goal of the College’s mission to “create and sustain a dynamic teaching and learning environment that provides a high-quality, accessible, affordable education, preparing students to contribute and compete ethically and

successfully in a diverse global community." During the review, thought is given to how each measure within the assessment cycle supports the mission (this is explained in detail in the narrative of FR 4.1 Student Achievement), and

the timelines for review allow the integration into the budget process so that resources can be allocated as needed in the

following cycle.

Assessment and review timelines are now a continuation of the annual cycles that began in 2009 and were consistent by 2012 when the College successfully completed the last reaffirmation process (Table 3.3.1.1-1).

Table 3.3.1.1-1

Overview of the Assessment Cycle Timelines for Educational Programs

Program Assessment Data Collection

Review of Results to Develop

Improvement Strategies

Improvement

Strategies Implemented

General Education

AA Degree

Learning Outcomes

Fall

Submit by January

21 Spring Fall next cycle

Institutional

Measures

Fall, Spring, Summer

BAS Degrees

BSN Degree

AS Degree PSAV Certificates

Learning Outcomes

Summer, Fall, Spring

Submit by May 31 Fall

Immediately or next cycle (may be budget-

dependent) Program Viability Data

Fall, Spring,

Summer

Identifying Program Outcomes and Student Learning Outcomes

Program outcomes. Faculty and staff in every BAS, BSN, AS degree program, and PSAV certificate program monitor

program-specific outcomes related to enrollment, course success, student evaluations, and completion (Program Health

Indicators 2011-12 to 2015-16). Many programs also have outcomes related to technical skill attainment as well as student retention and transfer rates within the Carl D. Perkins Grant (Perkins Accountability Report 2016-2017). While the

measures for program outcomes remain consistent from one program to another, results, subsequent goals, and improvement strategies are specific and appropriate to each program. Based on annual review of the results, faculty and

staff in every program determine any change in the program goals for the next cycle (Program Review Summaries – Full Report 2015-2016). State accountability measures and student learning outcomes assessment results are reviewed

annually to ensure high quality in general education and in the AA degree program, and the institution pays close

attention to enrollment, retention, completion, student success and withdrawal rates, and course evaluations.

Student learning outcomes. The College began transitioning to course and program learning outcomes in 2005, seven years prior to the last reaffirmation process. Outcomes were identified or developed by 2009 at the institution level

(Webpage: General Education Learning Outcomes), program level (Webpage: Program Learning Outcomes), and course

level (Webpage: Course Outline Database to search by course) in all educational programs and across all disciplines of general education.

The development or revision of student learning outcomes is an integral part of the curriculum process as new program

proposals or program revision applications must be submitted to the Curriculum Committee with stated program learning outcomes and a plan to assess those outcomes (New Program Curriculum Packet; Program Revision Curriculum Packet;

Webpages: Create a New Program, Revise an Existing Program, Curriculum Committee Members and Schedule).

The process of developing outcomes in general education and the AA degree program is necessarily different than in

other programs because it involves College-wide faculty and is an institutional process. The College reviewed and revised the general education learning outcomes in 2013, resulting in nine learning outcomes at the institutional level (General

Education Assessment Committee Minutes for 1/11/13; General Education Assessment Committee Minutes for

2/22/13; General Education Assessment Committee Minutes 4/12/13). There are five general education learning outcomes (communication, humanities, mathematics, natural science, and social science), and four institutional outcomes

(critical thinking, ethics, global awareness, and information literacy). The College publishes the outcomes and general education philosophy online (Webpage: General Education and Institutional Learning Outcomes). The learning outcomes

at the institution level align to the general education requirements defined by the Florida Department of Education and

written into Florida statutes (Webpage: Florida Statutes Section 1007.25), and most program learning outcomes in BAS, BSN, AS degree and PSAV programs support at least one of the general education and institutional outcomes. Faculty are

asked to annually indicate in their assessment reports which of the institutional outcomes, if any, are supported by each program learning outcome (Career-Oriented Programs Reports 2014-2015; Career-Oriented Programs Reports 2015-

2016).

Assessing Outcomes and Using the Results to Drive the Improvement Process

Assessing programs at Palm Beach State College is a mature but continuously improving process which includes multiple

measures and annual review of assessment results for both program viability and student learning outcomes in every program. In all cases, programs use a variety of measures to assess both program viability and student learning

outcomes, and in all cases, the results are reviewed annually in a formal process to develop improvement strategies for

the next cycle. The results and improvement strategies are documented in Program Review Summary Forms that are maintained in Compliance Assist.

Also as part of the annual program review, results of student learning are compared to expected achievement targets and

used to develop improvement strategies (action plans). Program faculty or administrators document the outcomes, measures, achievement targets, results, and improvement strategies (action plans) for each cycle in the College’s

assessment management system (Compliance Assist). Additionally, results of the improvement strategies are documented

in the subsequent cycle (progress reports). The Compliance Assist reports for assessment include results for all program learning outcomes, but the reports for program review are a summary of all outcomes, including the student learning

outcomes. Table 3.3.1.1-2 defines the elements of each report.

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http://www.palmbeachstate.edu/learningoutcomes/general-education-learning-outcomes.aspx

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Table 3.3.1.1-2 Elements of Assessment Reports and Program Summary Reports

(Required for all BAS, BSN, AS, PSAV programs)

Assessment reports include these elements for every learning outcome in the program.

Program Review Summary Forms require a summary of findings for assessment results,

targeted outcomes, and action plans for each of these elements, and an overall assessment

of the program viability and needs for the next

cycle.

Short title of outcome

Program learning outcome

Measure to assess the outcome

Achievement target

Findings

Indication of whether or not target was met

Indication of whether or not outcome is or was targeted for improvement

Action plan (if targeted for improvement)

Progress report (if previously targeted for improvement)

Career-Oriented Programs Report 2014-2015

Career-Oriented Programs Report 2015-2016 Webpage: College Data, Student Achievement

Learning outcomes

Enrollment

Average student evaluation

Success/withdrawal rates

Completion

Perkins Grant technical skill attainment (if applicable to program)

Perkins Grant retention and transfer (if applicable to program)

Employment outlook based on occupational projections report

Any other data reviewed

Program Review Summaries Full Report 2014-2015 Program Review Summaries Full Report 2015-2016

Assessment Measures and Instruments

Direct and indirect measures are used to assess every program. At least one direct measure is required for every student

learning outcome, and such measures include scores on a variety of instruments. Examples of instruments are rubrics, projects, case studies, technical skills demonstrations, lab work, licensure and certification exams, presentations,

performance in internships or externships, research, and product development or analysis. To ensure consistency when multiple instructors administer and score assessments, the evaluation criteria (common rubrics, scoring guides,

assessments, or assignments) are shared within each program or discipline. Additionally, these instruments and

evaluation criteria are collected by the College periodically for at least one outcome: most recently in 2012, for BAS and AS degree and PSAV certificate programs; in 2016, for general education and the AA degree; and scheduled in the fall of

2017, for all programs (General Education Assessment Instruments Fall 2016; Program Assessment Rubrics and Scoring Criteria 2012). Indirect measures for learning outcomes may include student or employer surveys.



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Measures for BSN, BAS, AS degrees, and PSAV certificates. In addition to the direct measures used for student learning outcomes, multiple program performance measures are in place for annual review. These data are made

available to program faculty, staff, and administrators annually as reports, and they are published online by the Office of Institutional Research and Effectiveness (IRE) office. The most recent version of each report is available under the "BAS,

BSN, AS Degree, and PSAV Programs” section on the Learning Outcomes webpage (Webpage: Learning Outcomes).

The Program Health Indicators (PHI) report provides trend data for enrollment, retention, completion, course

success and withdrawal rates, number of sections offered, and occupational completion points for workforce certificate programs. Student evaluations are also included (Program Health Indicators, 2011-12 through 2015-

16).

The Florida Education & Training Placement Information Program (FETPIP) report is produced annually by the

state program and provides data to help colleges know the number of completers and leavers in each program who are employed by the fourth quarter of the year in which the students graduated. When the data become

available, staff in the Office of Institutional Research and Effectiveness compile and publish a report online

(FETPIP Report 2016: 2013-2014 Completers Followed in 2014-2015).

The Perkins Performance Measures report includes data, also provided by the state, related to skill attainment,

retention, and transfer rates for Associate in Science degree and postsecondary adult vocational certificate programs (Perkins Accountability Report 2016-2017; Perkins Accountability Measures and Definitions; Webpage:

Perkins Grant).

The Occupational Outlook Projections report is produced using economic modeling software to make projections for a five-year projection period. It is published annually on the College’s webpage (Occupational Projections

Report by Program for a 5-Year Period 2015-2020).

As with career-oriented programs, multiple performance measures are in place for annual review. These data are made available to all faculty, staff, and administrators annually and are published online by the IRE office. The most recent

results of each measure are in different web locations and are referenced with the description below.

Embedded Assessment – This measure has been instituted in order to make a more direct connection between

assessment and teaching in general education areas. Instruments include rubrics, common questions, projects, papers, research, and presentations. Faculty administer course-embedded assessment in all general education

classes within each general education area. Faculty and adjuncts who teach general education classes embed selected common questions, essays, or projects at the course-level each fall semester (changing to spring every

other year beginning 2018-2019). Faculty report scores using an internal web utility, and the scores are then

aggregated for each course, and rolled up to each general education area to assess the general education outcome. A sample and packet of all the instruments are provided for each area (Sample General Education

Embedded Assessment Instruments; General Education Assessment Instruments).

Scenarios – Problem-based scenarios are used to measure student learning outcomes for communications and

mathematics in general education, as well as outcomes related to critical thinking, ethics, global awareness, and information literacy for the AA degree. Scenarios are faculty-developed, problem-based situations to which

students respond in writing to demonstrate skills related to learning outcomes at the institutional level. They are

administered to a representative sample of students in classes, which are pulled from a cross-section of classes where students have earned an average of 30 credits. The 30-credit threshold was established to balance a wide

representation of classes with students who have likely completed some or all of their general education credits. Classes are selected using a skip-ratio method from the classes which meet the criteria to proportionally

represent students seeking an Associate in Arts degree, Associate in Science degree, or bachelor’s degree.

Additionally, efforts are made to proportionally represent students by campus and class times. In classroom settings, scenarios were proctored by associate deans or other staff members during a scheduled class meeting

until the fall of 2016 in which scenarios were moved to a Blackboard electronic environment with secure log in requirements for students (Scenarios Instruments and Rubrics).

Program learning outcomes (PLOs) – In the BAS, BSN, AS degree and PSAV certificate programs, faculty examine each PLO to identify which institutional outcomes, if any, are supported by the PLO. Even though these

outcomes are specific to expected achievement of program skills, when a PLO supports an institution-level

outcome, the assessment results for the PLOs become an indirect measure of the general education and the AA degree program (Career-Oriented Programs Report 2015-2016).

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Graduating Student Survey – Students who are approaching graduation are invited to participate in this survey.

Students rate how well the College prepared them to achieve the general education and institutional learning outcomes. Respondents are self-selected, and data are self-reported, so the ratings become an indirect measure

of student learning at the institutional level. The survey questions and results are published online by the Office of Institutional Research and Effectiveness (IRE) (Webpage: Graduating Student Survey).

State accountability measures – The State of Florida Department of Education tracks students who graduate with

an associate's degree, following their subsequent enrollment and performance in the four-year institutions in Florida’s State University System. Metrics include completion at the associate’s level, as well as mean grade point

averages, the percent of students with a grade point average of at least 2.5, and success at a four-year university. The College monitors these metrics because they attest to the overall quality of general education and

the associate transfer degree offered by Palm Beach State College. Five-year trend reports are published online

annually as a comprehensive report for accountability and as components of reports for general education and the Associate in Arts degree, and results are reviewed at the executive level (State Accountability Report 2015;

State Accountability Report 2016).

Other measures – Every few years, most recently in 2011 and 2016, Palm Beach State College’s students

participate in the Community College Survey of Student Engagement (CCSSE), and their responses to this survey are included in the assessment process as an indirect measure of general education and institutional learning

outcomes (CCSSE Highlights 2011; CCSSE Key Findings 2016). Additionally, through the College’s QEP, additional

measures are utilized for the assessment of the outcome related to critical thinking. These measures have included the California Critical Thinking Skills Test (2012-2015), California Critical Thinking Disposition Inventory (2012-2016), and course-level assessments in some courses in 2015-2017. (Webpage: QEP Annual Reports).

Using the Results for Improvement

When the assessment results are reviewed annually, it is for the purpose of aiming for continuous improvement to ensure

a “high-quality” education as stated in the Palm Beach State College mission. There is an expectation College-wide in all programs that improvement strategies will be developed for implementation by the next cycle.

In the case of the career-oriented programs (BAS, BSN, AS degrees and PSAV certificates), program faculty, staff, and

administrators review all data and assessment results in the fall. They are encouraged to target at least one program

learning outcome (PLO) and one program health indicator (enrollment, average evaluation, success/withdrawal rates, or completion) for improvement even if all benchmarks have been met. All action plans are documented in Program Review

Summary Forms. Additionally, Perkins Grant accountability measures are reviewed by program faculty in applicable programs and, in aggregate, by an ad hoc committee of deans, program managers, and other faculty or administrators

who may be involved in developing improvement plans. In addition to the documented action plans in Program Review

Summary Forms, the ad hoc committee prepares a Perkins Program Improvement Plan.

General education and AA degree faculty and administrators review data in the spring semesters first, in campus meetings, where anyone on campus is invited and encouraged to participate; second, in discipline-specific faculty groups;

and finally, in small working groups if needed to develop related improvement strategies to implement the following fall.

Just as the programs are reviewed annually, the College also reviews the assessment process itself. In the case of general

education and the AA degree, all instruments and raw data are collected (General Education Assessment Instruments Fall 2016, Gen Ed Assessment Data 2015-16, Scenarios Instruments & Rubrics 2016, Scenarios Data 2015-16). This allows for

a more extensive analysis, which provides more information about both the program and the process. During our annual program review, this additional information allows for a more in-depth look at the effectiveness of instruction and

assessment techniques. Raw data and instruments for general education and AA degree assessment have been collected

annually for four cycles, and instruments from all other programs have been collected periodically for one program learning outcome (Program Assessment: Rubrics and Scoring Criteria). Recognizing the added value of having all

instruments and raw data for program review, the College will scale this practice by collecting all data and assessment instruments for all outcomes in AS degree and PSAV programs beginning Fall 2017.

To summarize an assessment cycle of the program indicators and student learning outcomes, Tables 3.3.1.1-3 and 3.3.1.1-4 provide the learning outcomes and indicators, measures, achievement targets, results, and improvements that

were implemented in the effort to improve the results in the 2015-2016 cycle for two sample programs (Dental Hygiene and Interior Design Technology), and Table 3.3.1.1-5 provides these elements for general education and the AA degree.

These tables are provided to make it easy to view the outcomes, measures, achievement targets, results, and

http://www.palmbeachstate.edu/ire/Documents/reports/GSS-051415-050916.pdf

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http://www.palmbeachstate.edu/qep/reports-minutes.aspx



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improvements for the sample programs and for general education and the AA degree. However, the information is retrieved from multiple reports. These reports and links to them are provided after the last table.

Table 3.3.1.1-3

Assessment Plan and Using the Results

Dental Hygiene AS Degree Program 2015-2016 Cycle

Outcomes Tools to Measure Achievement

Target Results Improvements Implemented

PLO1 Identify

individual and population risk

factors and develop strategies that

promote health-

related quality of life.

Tal Eval clinical

evaluation

100% of

students will correctly identify

(at least 75% score) risk

factors and

develop strategies that

promote health related quality of

life.

96% of

students (24 out of 25) in

DEH 2804 and DEH 2806

achieved 75%

or higher identifying risk

factors in Tal Eval clinic

evaluation.

Mid semester student conferences were

added to review Tal Eval clinical evaluation/grades/scores, together with a

clinical completion requirement for instructors to identify student weaknesses

especially in identifying risk factors.

Clinical support was offered to students

with demonstrated weaknesses in this area (high-risk factors).

PLO2 Evaluate and

utilize methods to ensure the health

and safety of the patient/client and

the dental

professional in the delivery of dental

treatment.

Mock board clinical

exam in courses DEH

2806/2806L1/Dental Hygiene Clinic IV

100% of the

students will pass the Mock

Board examination at

75% or higher.

100% of

students who took the Mock

Board Clinical exam passed

it with a 75%

of higher. Seven out of

24 students in DEH 2806L did

not take the

exam: 3 students did

not qualify to take the exam

and 4 did not take it.

Implemented a calibration session for the

examiners to ensure consistency for grading that aligned with the standardized

CDCA Clinical exam. This was conducted by the Clinic IV lead instructor just prior

to the Mock Board Clinical Exam held in

February.

Clinical faculty worked with students on oral assessment data, detection, and

removal of deposits using standard

exercises (facilitated by lead instructor) that can be used for student evaluation.

PLO3 Respect the goals, values,

beliefs, and preferences of the

patient/client while promoting optimal

oral and general

health.

Patient satisfaction with student

interaction on the Patient Exit

Interview

All students will score 5/5 on the

interview questions related

to student interactions.

All students received

ratings of 5/5, and positive

comments were received.

Not targeted for improvement this cycle.

PLO4 Systematically

collect, analyze, and record data on the

general, oral, and psycho-social health

status of a variety of

patients/clients using methods consistent

with medical/legal principles.

Mock Board Patient

Assessment

All students will

score at least 75% on the

Mock Board Assessment

Form.

87.5% (21 out

of 24) of students

successfully completed the

Mock Board

Patient Assessment

form. Three did not take

the exam due

to lack of a qualified

patient.

Incorporated case based patient scenarios

in all didactic and lab classes which is facilitated and assessed by lead

instructor.

Required students to attend a test-taking

session offered through PBSC student services and support in January 2016.

Acquired textbook resources for

testing/review of subject material

(adaptive enhanced classroom experience). This is on-line text book

student support that students had purchased that is aligned with text books

already purchased as required for the program. This support provided a

comprehensive review of all subject areas

and the cased based portion on the National Board Exam.

Provided additional review course

classes/sessions; lead instructors for

didactic courses held review sessions in preparation for the National Board Exam.

Previous exam results in each subject category were reviewed with faculty in

order to determine specific areas for improvement. These sessions began in

January, 2016, and were voluntary, but

most students attended.

Added class discussion of patient case based scenarios from patient treatment

provided by students in Dental Hygiene

Care Center (clinic).

Reviewed questions in clinic related to current topics from didactic classes.

PLO5 Collaborate

with the

patient/client and/or other health

professionals to formulate a

comprehensive

dental health services care plan

that is patient /client-centered and

based on current scientific evidence.

Case-based portion

of the National

Board Dental Hygiene exam

All graduates will

pass the case-

based portion of the National

Board Exam at 75% or higher.

91.6 % (22

out of 24) of

students were successful on

passing the case based

portion of the

National Board exam.

Added review of clinically-based scenarios

into the didactic courses.

Added National Board standardized exam

at the beginning of DEH2806 to further identify student weaknesses to enhance

remediation as needed.

Acquired adaptive resources online

specifically for students to engage in self-study and self-evaluation of the

knowledge of subject material.

PLO6 Provide dental

care to promote patient/client health

and wellness using critical thinking and

problem solving in

the provision of evidenced-based

practice.

Case study report

and presentation in Clinic IV

All students

will successfully develop, present,

and score at least 75% on the

study.

All of students

achieved a score of 75%

or higher on the

development

and presentation

of a case study report.


PLO7 Promote the

values of oral and

general health and wellness to the

public and organizations within

and outside the

profession

The results of the

Computer Simulated

Clinical Examination (CSCE, written)

component of the State Licensure

examination

100% of

students will

pass the CSCE written

component of the State

Licensure

examination.

100% of

students

passed the CSCE written

component of the state

licensing

examination.


PLO8 Continuously perform self-

assessment for life-long learning and

professional growth.

End of program self-assessment

portfolio that evaluates students'

academic and

clinical progress and future goals

100% of students will

submit a satisfactory self-

assessment

portfolio, meaning the

portfolio includes an evaluation of

the academic and clinical

progress, and it

includes their future goals.

100% of students

submitted a satisfactory

self-

assessment portfolio.


PLO9 Advance the

profession through

service activities and affiliations with

professional organizations.

Student

participation in

professional, campus, and

community activities each semester

100% of

students will

participate in professional,

campus, and community

activities each semester.

100% of

students

participated in professional,

campus, and community

activities each semester.


PLO10 The program graduate will pass

the state of board licensure/certification

exam

Results of the state clinical licensure

examination

100% of the graduates will

pass the Clinical Examination.

91.6% (22 out of 24) of

students successfully

passed the Florida Dental

Hygiene

Clinical Licensure

Examination.

Clinical faculty reviewed with students the process for patient assessment findings,

identification and removal of deposits through standard exercises during Clinic

IV.

Added review of Mock Board Clinical

results Revised

Continued calibration to update faculty with ADEX forms and patient qualification

criteria for selection of a patient for the

clinical exam which is critical for student success.

Program Health

Indicators Enrollment

Student Evaluations

Success/Withdrawal

Rates

Completion

Dental Health

PHI Report 1112-1516

Annual enrollment change

Rating on student

evaluation

Percent of A/B/C

grades in program courses

Number of students

who complete

24 students

-

-

Increase over 16

in 2014-2015

Lower (from

38 to 32) but 24-student

cohort was

maintained

4.41 out of 5 points

99.6% success (+0.9 pts);

0% withdrawal (-

1.3 pts)

24 (increased

from 16 in 2014-2015

New financial aid restrictions were

affecting student completion, so completion was targeted for

improvement.

Financial aid information was

integrated into program information

sessions.

Students were assisted during

advising sessions to identify potential obstacles or challenges

that would prevent their successful

completion.

Students were referred to services as needed.

Perkins Grant

Perkins Skills

Attainment

Perkins Completion

Perkins Retention & Transfer

Dental Health

Perkins Report 14-15

Percent of

concentrators who (1) earn 75% of

program hours with 2.5 GPA or (2) earn

an industry

certificate

Percent of concentrators who

receive an industry certificate


(1) earn 75% of program hours with

2.5 GPA or (2) earn

an industry certificate

42.45%

47.25%

72.76%

76.74%

(increased

from 38.67% in previous

cycle)

84.21%

(increased from 39.58%

in previous cycle)

83.93% (increased

from 80% in previous cycle)

New financial aid restrictions were

affecting student completion, so

completion was targeted for improvement.

Financial aid information was

integrated into program information sessions.

Students were assisted during

advising sessions to identify potential obstacles or challenges

that would prevent their successful completion.

Students were referred to services as needed.

Job Placement

Dental Health FETPIP Report

14-15 Percent of

graduates who are

reported by State of FL to be employed

in field w/in first year post-

graduation

9/12 (75%) (decreased

from 8/10,

80% in last reported

cycle)


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Employment Outlook

Dental Health

Occupational Projections 2015-

20 5-yr projected job

growth

2% (2015-2020)

n/a

Table 3.3.1.1-4

Assessment Plan and Using the Results Interior Design Technology AS Degree Program 2015-2016 Cycle

Outcomes Tools to Measure Achievement

Target Results

Improvements

Implemented

PLO1: Plan interior

spaces using program information that

effectively and efficiently addresses

client needs, furniture

and equipment requirements, budgets,

and environmental issues.

Commercial project in

IND2238C Design Studio 4 Space

Planning phase.

Average score 86%

or above

Students achieved an

average score of 89%; same as

previous cycle; 3 pts. above target. Data

was collected in

spring 2016.

Not targeted for

improvement this cycle.

PLO2: Apply manual

and computer-

generated drawing skills in the creation

and production of work.

1- Computer

Drafting:

Measured using project 2 in IND

2460C for Interiors 1. 2-Manual Drafting:

Measured using the

residential project drawings in

IND2424C Technical Design 2.

Average score 86%

or above


average score of

94%; an improvement of 1 pt.

over the previous cycle; 8 pts. above

target. Data was

collected in fall 2015.

Students achieved an average score of

89%; an improvement of 3

pts. over the


was collected in spring 2016.

Although this and other

learning outcomes were met

in the previous cycle, this outcome was selected for

improvement.

In an effort to improve a

student’s ability to use both computer and manual skills

in the design process, new advance computer software

was purchased. The software makes the

computer-generated

drawing skills more effective and intuitive.

Instructors implemented

more differentiation

between the need for computer-generated and

manual drawing skills.

PLO3: Prepare contract documents to legally

facilitate all the

components required to undertake a design

project.

Contract document assignment in

IND2505 Professional

Practices.

Average score 86% or above

Students achieved an average score of

93%; 5 pts. lower

than the previous cycle; 7 pts. above

target. Data was collected in spring

2016.







PLO4: Approach design

projects confidently by applying a rigorous

design process.

Measured using

project in commercial design in IND2238C

Design Studio 4 Design Development

Phase. Data collected

by the instructor and submitted by the

department chair.

Average score 86%

or above


average score of 92%; 1 pt. lower


target. Data was

collected in spring 2016.

Not targeted for


PLO5: Apply effective

interpersonal

communications with clients, coworkers,

managers, subcontractors and

suppliers within the

building and design fields to obtain client

information, assess existing conditions and

aesthetic needs, and relate this information

to the design process.

Employer's evaluation

of intern in IND2941

Interior Design Internship.

Average score 86%

or above


average score of

96%; an improvement of 1 pt.

over the previous cycle; 10 pts. above

target. Data was

collected in fall 2015.

Not targeted for


PLO6: Research,

analyze and synthesize complex information in

the development of innovative concepts for

clients and audiences.

Project in commercial

design in IND2238C Design Studio 4

Programming Phase. Data collected by the

instructor and

submitted by the department chair.

Average score 86%

or above


average score of 90%; 4 pts. lower


target. Data was

collected in spring 2016.

Not targeted for


PLO7: Design using

knowledge of how interiors affect the

health, safety, and welfare of the client, as

well as whether interior elements comply with

federal, national and

state codes, including those that pertain to

the Americans with Disabilities Act (ADA).

Project 1 in

IND2237C Design Studio 3.

Average score 86%

or above


average score of 89%; same as


was collected in fall 2015.

Not targeted for


Program Health

Indicators Enrollment

Student Evaluations

Success/Withdrawal

Rates

Completion

Interior Design

PHI Report 1112-1516

Annual enrollment change

Rating on student

evaluation

Percent of A/B/C

grades in program courses

Number of students who complete

Increase above 2014-

2015 (38.5 FTE)

-

-

-

43.5 FTE (+12.9%)

4.60 out of 5 points (-0.13 pts)

88.1% success (+4.4

pts); 6.5%

withdrawal rate (-1.1 pts)

9 students

Two new 3D modeling

software packages were purchased to attract new

students.

Perkins Grant

Perkins Skills Attainment

Perkins Completion

Perkins Retention &

Transfer

Interior Design Perkins Report 14-

15


(1) earn 75% of



Percent of

concentrators who receive an industry

certificate

Percent of

concentrators who (1) earn 75% of



42.45%

47.25%

72.76%

48.00% (increased from 47.83% in

previous cycle)

68.18% (increased

from 52.94% in previous cycle)

96.97% (increased from 84.00% in

previous cycle)


Job Placement

Interior Design

FETPIP Report 14-15

Percent of graduates

who are reported by State of FL to be

employed in field

w/in first year post-graduation

8/10 (80%)

(decreased from 11/13, 85% in last

reported cycle)

Not targeted for


Employment Outlook

Interior Design

Occupational Projections 2015-

20

5-yr projected job

growth

1% (2015-2020)

n/a

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Table 3.3.1.1-5 Assessment Plan and Using the Results

General Education and the AA Degree Program 2015-2016 Cycle

Outcomes Tools to Measure Achievement Target

Results Improvements Implemented

Communication (Gen

Ed)

Demonstrate effective

communication skills for a variety of

audiences.

Communications

Embedded

Assessment (EA) Data

English Assessment

Instrument(s)

Speech Assessment

Instrument

Communications Scenario Data

Communication Scenario Instrument

and Rubric

≥ 80% students

meet course

benchmark for EA

Mean EA score (as

percent) ≥ 80%

≥ 70% students

score at least 3

out of 5 points (scenario)

88% of students in

communications

courses met faculty-established benchmark

in assessed course; target met

Mean score as percent

was 73%; target

unmet

76% of students

scored at least 3 out of

5 on the communication

scenario; target met

Integration of common

essential skill sets across

course sections; pilot efforts for consistent

instruction; focus on Writing Across

Curriculum; revision of lab course to infuse basic

skills into writing course;

new online tools for English and non-English

students (Cluster Minutes English, 8/20/14; Cluster

Minutes English

01/05/15)

Humanities (Gen Ed)

Demonstrate an awareness of and an

ability to effectively analyze creative

works.

Humanities

Embedded

Assessment (EA) Data

Literature

Assessment

Instruments

Fine Arts Assessment

Instruments

Philosophy

Assessment Instrument

≥ 80% students

meet course

benchmark for EA

Mean EA score (as

percent) ≥ 80%

81% of students in

humanities courses

met faculty-established benchmark in assessed

course; target met


was 78%; target unmet

Not targeted for


Mathematics (Gen Ed)

Demonstrate an

understanding of

mathematical concepts to solve real-world

problems.

Mathematics

Embedded Assessment (EA)

Data

Mathematics

Assessment Instruments

Mathematics

Scenario Data

Mathematics Scenario Instrument

and Rubric

≥ 80% students

meet EA course benchmark

Mean EA score (as percent) ≥ 80%

≥ 70% students

score at least 3 out of 5 points

(scenario)

63% of students in

mathematics courses met faculty-established

benchmark in assessed

course; target met

Mean score as percent was 62%; target

unmet

85% of students

scored at least 3 out of 5 on the mathematics

scenario; target met

Not targeted for


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Natural Sciences (Gen

Ed)

Demonstrate comprehension of

fundamental concepts,

principles or processes about the natural

world.

Natural Sciences

Embedded Assessment Data

Biology Assessment

Instruments

Chemistry


Health Assessment Instruments

Physical Science


≥ 80% students

meet course benchmark

Mean score (as

percent) ≥ 80%

88% of students in

natural sciences courses met faculty-

established benchmark in assessed course;

target met


was 80%; target met

Improved common

assessment and implementation in health

classes; addition of scholarship for changed

behavior project

(common assessment); video to ensure common

instructions for students; improved communication

with adjuncts (Cluster

Minutes Health 10/15/14; Cluster Minutes Health

01/05/15); shared practices with other

disciplines.

Social Sciences (Gen

Ed)

Understand and apply sociological, cultural,

political, psychological,

historical and economic principles to a global

environment.

Social Sciences


Social Sciences

Assessment

Instruments

≥ 80% students

meet course benchmark

Mean score (as percent) ≥ 80%

82% of students in

social sciences courses met faculty-established

benchmark in assessed course; target met

Mean score as percent was 76%; target

unmet

Not targeted for


Critical Thinking (AA)

Engage in purposeful

reasoning to reach sound

conclusions.

Critical Thinking Scenario Assessment

Data

Critical Thinking

Scenario Instrument and Rubrics

QEP Course


QEP - CCTDI1 Data

CCSSE2: Q4, Q5, Q12e Data

≥ 70% students score at least 3

out of 5 points

≥ 3.34 (3 courses)

average score

≥ 3.0 (10 courses) average score

295/420

Q4- 2.39

Q5 - 2.81

Q12e - 2.91

75% of students scored at least 3 out of

5 points; target met

3.73 average score;

target met

3.79 average score; target met

305/420; target met

Q4- 2.40; target met

Q5 - 2.79; target

unmet Q12e - 2.99; target

met

Expanded Professional Learning Groups; expand

use of Critical Thinking Guide as a resource for faculty, adjuncts, and

tutors; offered opportunity through

Summer Institute for

faculty to develop and share new critical thinking

assessments or teaching strategies (QEP Annual

Report 2015-2016)

Ethics (AA)

Demonstrate the ability

to make informed decisions based on

ethical principles and reasoning.

Ethics Scenario Assessment Data

Ethics Scenario Instrument and

Rubrics

≥ 70% students score at least 3

out of 5 points

62% of students scored at least 3 out of

5 points

Outcome was addressed through the Center for

Applied Ethics (CAE). The

CAE continued to expand the development and

enhancement of long-term strategic initiatives

and key result areas

based on participant

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feedback and community

stakeholder recommendations.

Initiatives included an enhanced 3-part free

ethics series, ethics in

leadership seminar, hosting a community

event to discuss ethics in business and government

– and similar events, all

open to students, staff, faculty, administrators,

and the community (CAE Report 12/2/15)

Global Awareness (AA)

Exhibit a sense of social, cultural and

global responsibility.

Global Awareness

Scenario Assessment

Data

Global Awareness

Scenario Instrument and Rubric

≥ 70% students

score at least 3

out of 5 points

71% of students

scored at least 3 out of

5 points; target met

Not targeted for


Information Literacy

(AA)

Demonstrate the ability to find, evaluate,

organize and use

information.


Scenario Assessment Data


Scenario Instrument

and Rubric

≥ 70% students

score at least 3 out of 5 points

70% of students

scored at least 3 out of 5 points; target met

Information Literacy was

addressed through libraries. Library staff

focused on common assessment results,

moving instruction from

SLS1501 to ENC1101; development of strategic

plan; added ProQuest Research Companion;

launched a library literacy

campaign to provide additional tutors (Cluster

Minutes Library 08/20/14; Cluster Minutes Library

08/19/15)

Other Indicators

Students will perform as well or better than

students statewide in the Florida College

System.

State Accountability

Report

State Accountability M1A

Percent students

successful

State Accountability M1B

Percent students complete


M2 Average GPA

84.84%

41.51%

2.91

89.75% of PBSC students were

successful; target met

44.96% of PBSC students completed in

a timely manner; target met

2.83 average GPA for

PBSC students; target unmet

Performance metrics tied to funding with “levels”

(Gold, Silver, Bronze) of

institutional performance within College system;

president launched campaign, Go Bold for Gold, to work collaboratively and

collectively to improve

completion and quality of education to become a

“gold” college while working toward our

mission of offering a








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M3 Percent students

with GPA greater than 2.5

74.85% 72.08% of PBSC

students had GPA > 2.5; target unmet

“high-quality” education.

Improvements include:

Implementation of mandatory

advising at credit-attainment

milestones (15,

30, 45)

Move toward a

“guided pathways” model

to help students

make connections between

academic performance and

persistence and future

employment.

Infusion of career counseling and

advising earlier into the advising

process and

curriculum via SLS classes

(Introduction to the College

Experience, SLS1501)

BAS, BSN, AS, PSAV will indirectly support

institutional learning outcomes.

Student achievement of BAS, BSN, AS,

PSAV PLOs that support institutional

outcomes

Program Data

(Career-Oriented Programs Report

2015-2016)

Students will achieve ≥ 70% of

program PLOs that support the

institutional outcomes

81% achievement on PLOs that support

institutional outcomes


Students will self-report

the College has done well to help them

achieve the institutional learning outcomes.

Student ratings on

the Graduating Student Survey

≥ 70% of student

ratings will be “4” or “5” on the 5-pt

scale for the outcomes

81% of ratings were at

least a 4.

Not targeted for


1 - California Critical Thinking Disposition Inventory 2 - Community College Survey of Student Engagement

Documenting Assessment Plans, Results, Action Plans, and Improvement

Compliance Assist reports. These include the outcomes, measures, achievement targets, findings, action

plans, and progress reports (when outcomes are targeted from improvement). Reports are provided for two full cycles, 2014-2015 and 2015-2016, for all programs (Career-Oriented Programs Report 2014-2015; Career-

Oriented Programs Report 2015-2016).

Program Review Summary Form reports. These include a summary of findings in the annual program as the

assessment results relate to program learning outcomes (PLOs), enrollment, student evaluations,

success/withdrawal rates, completion, Perkins Grant accountability measures, job placement, and occupational




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projections. Reports are provided for a sample of programs from each area of study in 2015-2016 and for two full cycles, 2014-2015 and 2015-2016, for all programs (PRSF Sample Report 2015-2016; Program Review

Summaries Full Report 2014-2015; Program Review Summaries Full Report 2015-2016).

Perkins Program Improvement Plans. These reports document the collective improvement strategies for

programs that did not meet the Perkins accountability measures. Actual improvements are documented with the

program reports. Available plans for 2015-2016 and 2016-2017 are provided (Perkins Program Improvement Plan PSAV 2015-2016; Perkins Program Improvement Plan Credit 2015-2016; Perkins Program Improvement Plan

Credit 2016-2017).

General education and AA degree reports. The College publishes annual assessment results in Compliance

Assist under "Learning Outcome Data" on the College Data webpage (Webpage: College Data, Student Achievement). Reports are provided here for 2014-2015 and 2015-2016 (General Education AA Annual Report

2014-2015; Gen Ed Report 2015-2016; AA Degree Report 2015-2016).

General education embedded assessment instruments. Instruments for all classes are collected or confirmed annually. A document is provided with instruments for all general education classes that participate in

assessment of the respective general education area (GE Assessment Instruments Fall 2016).

General education and AA degree instruments. Scenarios and rubrics for scoring are provided as a single

document (Scenarios Instruments Rubrics 2016).

General education and AA degree initial review. Presentation and attendance rosters document the initial review of results for general education and the Associate in Arts degree in spring campus meetings. All faculty,

staff, and administrators are invited to participate, but the emphasis is for general education faculty to begin developing improvement (2016 Faculty Campus Meetings Presentation; 2016 Faculty Campus Meetings

Attendance; 2017 Faculty Campus Meetings Presentation; 2017 Faculty Campus Meeting Attendance.)

General education and AA degree cluster review. Meeting agendas and minutes document this second

review. Clusters are discipline-specific groups of faculty who meet together four times a year. In the spring

semester, they are asked to review their embedded assessment results and process to develop improvement strategies where needed and to communicate those improvement strategies to the Office of Institutional

Research and Effectiveness (General Education Cluster Agenda Item 2016; General Education Cluster Agenda Item 2017; Sample Cluster Data Handout 2016; Cluster Data Handout 2017). Faculty document this

communication in cluster minutes as of the spring semester in 2017 (Sample Cluster Minutes Chemistry 3/23/17;

Sample Cluster Minutes Social Science 3/23/17; Webpage: Cluster Minutes 2016-2017).

General education and AA degree review by committee. The General Education and Assessment

Committee reviews the results and faculty feedback or improvement plans. Based on College-wide faculty review, the faculty on this committee finalize improvement strategies for general education overall, a process

documented in meeting minutes (General Education and Assessment Committee minutes 9/11/15; General Education and Assessment Committee Minutes10/28/16).

Review includes other constituencies as appropriate. The President’s Cabinet and the District Board of Trustees annually review State Accountability Measures, and the College publishes the data on the College Data webpage (DBOT

Presentation, 2016; Webpage: College Data Student Achievement). Academic program leaders, department chairs, and staff in the Department of Student Services reviewed pertinent components of the Community College Survey of Student Engagement (CCSSE) results (Fall Start-up Meeting Agenda CCSSE 2016; CCSSE 2016 Key Findings; CCSSE Student

Services Review 3-23-17). The QEP support team annually reviews the results of various critical thinking assessment (QEP Minutes 2015-2016 September; QEP Minutes 2015-2016 January; QEP Minutes 2016-2017 September).

Distance Learning

Students may take courses on campus, online, or in a combined format (hybrid); learning outcomes for all programs,

courses, and general education are identical, and assessment cycles and instruments are consistent throughout the

curriculum regardless of course delivery, so previous descriptions of assessment also apply to distance learning courses. However, additional practices are in place to ensure equivalent curriculum and quality online and on campus.

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Prior to the last reaffirmation report, the College created an eLearning department to ensure the quality of distance learning. Staff members include a director, coordinator, student retention specialist, and several instructional designers to

train and credential faculty and to standardize and improve distance learning courses (Web Page: eLearning Department).

The College regularly monitors distance learning course success and uses the results to make improvements. The Office

of Institutional Research and Effectiveness provides an interactive report that can be produced internally at any time, by campus, and by semester. The report compares student performance in courses that are both online and on campus,

and it includes overall success and withdrawal rates. The eLearning department reviews the report each semester and uses the results to address low performance or satisfaction. Discrepant results prompt a course review and evaluation,

possible redesign, and possible elimination of a distance learning course. A report showing three semesters is provided (Comparing Success Distance Learning to Classroom Report 2015-2016).

The College has also developed policies that address uniform and minimum criteria for courses to be offered online. Specifically, a course can only be offered as a distance learning course in any format (component, hybrid, or fully online)

if that course is first certified by the eLearning department. New course sites, and those up for review, must adhere to the eLearning guidelines. Guidelines are based on best practices for the industry and are published in the Academic

Management Manual on the College’s website (Academic Management Manual: Section N – eLearning Policies and

Procedures). These policies have been effective since before the last reaffirmation.

Fully online programs. The College offers fully online programs (more than 50% of courses) only at the bachelor's level. The Bachelor of Applied Science in Supervision and Management or Information Management degrees may be

completed online, but classes are also offered on campus. The Bachelor of Science in Nursing degree coursework must be completed online, but clinical components must be completed in community-based facilities. All distance learning courses

for the bachelor’s degree programs were developed in conjunction with and internally certified by the eLearning

department. Additionally, the nursing program has begun external certification through Quality Matters. Currently, three courses are certified, and the goal is to certify all remaining nursing courses in the 2017-2018 academic year (Quality

Matters Certificates for NUR3678, NUR4107, and NUR4655).

Associate in Arts degree. The College does not currently offer the Associate in Arts degree as an online degree, and

almost no students obtain it by enrolling only in distance learning courses, but it is possible to do so. Analysis shows that from the summer term 2010 through the fall term 2016, only six students out of 5,539 (0.1%) graduated with an

Associate in Arts degree by taking only online courses. The learning outcomes, curriculum, and institutional assessment are the same in both the online and on-campus delivery for any course that is offered in both formats. The learning

outcomes for the associate in arts degree are closely aligned to general education, and the outcomes assessment

processes are explained earlier in this section. Differences in student performance are reviewed each semester in the multiple distance learning reports and annually in the General Education Assessment Report, which have also been

explained previously in this section.

Sources

2016-Faculty-Campus-Meeting-Presentation

2016-FacultyCampusMeetings-Attendance

2017-FacultyCampusMeeting-Presentation

2017-FacultyCampusMeetings-Attendance

AAdegreeReport-2015-2016

AMSectionN-2016-17-ELearningGuidelines

CAE-Report-SprSum-2015

CareerOrientedProgramsReport-2014-2015


CCSSE11-Highlights

CCSSE16-KeyFindings

CCSSE-StudentServices-Review-032317

http://www.palmbeachstate.edu/elearning/


http://www.palmbeachstate.edu/academicservices/Documents/AMSectionN-2016-17.pdf

http://www.palmbeachstate.edu/academicservices/Documents/AMSectionN-2016-17.pdf









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Chemistry Assessment Instruments

Cluster Assessment Handout-032317

ClusterAgenda032416

ClusterDataHandout-2017

ClusterMinutes-English010515

ClusterMinutes-English082014

ClusterMinutes-Health010515

ClusterMinutes-Health101514

ClusterMinutes-Library081915

ClusterMinutes-Library082014

Communications-EA-AssessmentData-1415-1516

Communications-English-Literature-Instruments

Communications-Scenarios-AssessmentData-1415-1516

Communications-ScenariosRubrics-2016

ComparingSuccess-DLtoClassroom-2015-2016

CriticalThinking-Scenarios-AssessmentData-1415-1516

CriticalThinkingScenariosRubrics-2016

DBOT-Accountability-2016

DentalHygiene-FETPIP-14-15

DentalHygiene-OccupationalProjections-2015-20

DentalHygiene-PerkinsReport-14-15

DentalHygiene-PHI-1112-1516

Ethics-Scenarios-AssessmentData-1415-1516

EthicsScenariosRubrics-2016

FallStartUp-MeetingAgenda-CCSSE-2016

FETPIPReport-2016

Fine-Arts--Assessment-Instruments

GE-AssessmentInstruments-Fall2016

GenEdAA-AnnualReport-20142015

GenEdAssessCmte-Minutes-011113





GenEd-AssessmentData-2015-16

GenEd-ClusterAgendaItem-032317

GenEd-ClusterAgendaItem-032616

GenEdOutcomesRevision-CampusMeetings-2013

GenEdReport-2015-2016



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GlobalAwareness-Scenarios-AssessmentData-1415-1516

GlobalAwarenessScenariosRubrics-2016

GraduatingStudentSurvey-2015-2016

Health-Nutrition-Assessment-Instruments

Humanities-EA-AssessmentData-1415-1516

InfoLiteracy-Scenarios-AssessmentData-1415-1516

InformationLiteracyScenariosRubrics-2016

InteriorDesign-AssessmentInstrument

InteriorDesign-FETPIP-14-15

InteriorDesign-OccupationalProjections-2015-20

InteriorDesign-PerkinsReport-14-15

InteriorDesign-PHI-1112-1516

Mathematics-EA-AssessmentData-1415-1516

Mathematics-Instruments

Mathematics-Scenarios-AssessmentData-1415-1516

MathematicsScenariosRubrics-2016

NaturalScience-EA-AssessmentData-1415-1516

NewProgramCurriculumPacket

NUR3678 QM Course Certificate



OccupationalProjections20152020

PerkinsAccountabilityMeasuresDefinitions

PerkinsAccountabilityReport-2016-2017

PerkinsPIP-Credit-2015-2016

PerkinsPIP-Credit-2016-2017

PerkinsPIP-PSAV-2015-2016

Philosophy Assessment Instrument

PhysicalScience-Assessment-Instruments

ProgramAssessment-RubricsScoringCriteria2012

ProgramHealthIndicators-2011-12-2015-16

ProgramReviewSummaries-FullReport-2014-2015


ProgramReview-Timeline

ProgramRevisionCurriculumPacket

PRSF-SampleReport-2015-2016

QEP-AnnualReport-2015-2016

QEP-CCSSEdata

QEP-CCTDI-2015-2016








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QEP-EmbeddedAssessment-2015-2016

QEP-Minutes-2015-16-January

QEP-Minutes-2015-16-Sept

QEP-Minutes-2016-17-Sept

SampleClusterHandout-GE-EA-Results-Spring2016

Sample-ClusterMinutes-SocialScience032317

Sample-GE-AssessmentInstruments-Fall2016

SamplePLOReport-EMT-201415-201516

Scenarios-AssessmentData-2015-2106

ScenariosInstrumentsRubrics-2016

SocialScience-EA-AssessmentData-1415-1516

SocialSciences-Philosophy-Instruments

Speech Assessment Instrument

StateAccountability-Report-April2016

StateAccountability-Report-March2015








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CS - 3.4.3

Educational Programs: All: Admission Policies The institution publishes admissions policies that are consistent with its mission. (Comprehensive Standard 3.4.3) Judgment

Compliant Non-Compliant Not Applicable Narrative Palm Beach State College (PBSC) publishes admissions policies that are consistent with its mission "to create and sustain

a dynamic teaching and learning environment that provides a high-quality, accessible, affordable education, preparing students to contribute and compete ethically and successfully in a diverse global community." PBSC is an open-access

institution, which ties to accessible education in the mission statement, with a minimal one-time application fee. Students

will be assessed a $40 nonrefundable application fee, which highlights the affordable education part of PBSC's mission statement. International (F-1) students will be assessed a $75 nonrefundable application fee. Returning students, high

school dual enrollment and early admission students, and transient students who attend a Florida public institution will not be assessed an application fee. The College is compliant with the state of Florida regulations to maximize students’

accessibility to postsecondary academic and career degree education (Webpage: FL Statute 1001.60)

The College’s admission policies are published in the College Catalog, as well as on the College’s website (College Catalog

2016-17, Admissions, p11-26; Webpage: College Catalog, Admissions). Students may apply for admission in person at any Palm Beach State College Office of Admissions, by sending a completed application through the mail, or by

completing the online application via the state of Florida’s website, Florida Shines (Webpage: Florida Shines). International students must print and complete an application to apply for credit programs (Application for Admissions).

Applications can be mailed to the Office of International Admissions and Recruitment or faxed to: (561) 868-3623. The

College’s home page has a prominent link (“Apply”), which takes a prospective student directly to the admissions webpage (Webpage: Apply). This site provides information to all students regarding how to access online credit and

noncredit application forms and policies. By providing students a variety of ways to submit their application and to register and pay for classes, we are providing accessibility to all students, especially to those students who have full-time

jobs and/or family obligations.

After the application for admissions is processed, the student is sent a Conditions of Admissions email or letter,

delineating key information regarding the use of PantherWeb (PantherWeb Portal), financial aid, Panther Cards (student-issued cards for identification and purchasing), student email, placement test requirements, orientation, and additional

documentation needed (FTIC Admissions Letter). Letters vary based on type of student applying; i.e. non-degree seeking, first-time-in-college degree seeking, dual enrollment/early admissions, transient, or international (Non-Degree

Seeking Admissions Letter; Dual/Early Enrollment Admissions Letter; Transient Admissions Letter; International

Admissions Letter). Additional helpful web links are also provided in this letter. A separate letter is sent to each student to notify the student of his/her in-state or out-of-state residency classification for tuition purposes: Resident In-State

Classification Letter; Residency Out-of-State Classification Letter; Insufficient Residency Email (Residency Letters).

Table 3.4.3-1 provides the admissions policies approved by the Palm Beach State College District Board of Trustees.

Table 3.4.3-1

Board Policies on Admissions

6Hx-18-3.011

Admission of Students - Associate in Arts Degree Program (Admission of

Students – Associate in Arts Degree Program)

6Hx-18-3.012

Admission of Students - Associate in Science Degree Program (Admission of

Students – Associate in Science Degree Program)

http://www.leg.state.fl.us/statutes/index.cfm?mode=View%20Statutes&SubMenu=1&App_mode=Display_Statute&Search_String=1001.60&URL=1000-1099/1001/Sections/1001.60.html



http://www.palmbeachstate.edu/catalog/current/regulatory/admissions/index.aspx

https://courses.flvc.org/College/Palm-Beach?

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=7a810359-7750-e711-b837-d639cd757391




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6Hx-18-3.013

Admission of Students – Certificate Programs (Admission of Students – Certificate Program)

6Hx-18-3.014

Admission of Transfer Students (Admission of Transfer Student)

6Hx-18-3.015

Admission of Students – Bachelor of Applied Science Degree Programs

(Admission of Students – Bachelor of applied Science Degree Program)

6Hx-18-3.021

Readmission of Students (Readmission of Students)

Special Admissions

The following programs have specialized admission criteria before acceptance into the program. The baccalaureate

degrees and PBSC's limited access programs specify a certain GPA requirement, as well as some limited access programs

require students complete and pass certain courses with a C or better. These admission standards are put into place to increase the success rate of students by providing high-quality education, thus preparing students "to contribute and

compete ethically and successfully in a diverse global community."

Bachelor’s degrees. The Bachelor of Applied Science degree programs in Information Management and Supervision

and Management have great versatility in serving the needs of both associate degree (AA and AS) students (Webpage:

Bachelor Degree Programs Admission). To be eligible for admission to the Bachelor of Applied Science degree programs in Information Management or Supervision & Management, the student must have earned, at a minimum:

• an AS, AAS, or AA degree (or equivalent) from a regionally accredited college

or

• sixty credit hours that are equivalent to satisfactory completion of an AS, AAS, or AA degree at Palm Beach State College (Note: credit hours must be awarded by a regionally accredited college. Students who have previously

earned a bachelor's degree or higher should meet and speak with an academic advisor). and

• have earned at least a 2.0 cumulative grade point average • have scheduled and attended a bachelor's program orientation/advising session

Bachelor of Science in Nursing. To be eligible for admission to the (RN-BSN) Bachelor of Science in Nursing program, the student must have earned, at a minimum:

• an AS or AAS degree in nursing from a regionally and NLNAC/ACEN accredited institution • 2.5 cumulative grade point average • Current Florida Licensure in Nursing (must be a Registered Nurse) • Nurses who are graduates of an ACEN accredited diploma programs are also eligible Please Note: Students will also have to meet the common prerequisite courses as defined by the state of Florida for the RN-BSN degree.

Associate degree and certificate limited access program. Some academic programs offered by the College have been designated “Limited Access” (Webpage: Limited Access Programs). These programs include all programs in health sciences and public safety areas. The admission criteria in these programs typically assess the student’s past academic performance, certain test scores and eligibility requirements based on a criminal background check and current or former use of controlled substances, or as specified in Florida Administrative Code. Dual enrollment program. Criteria for admission to the College’s dual enrollment and early admissions programs are delineated in the Inter-institutional Articulation Agreement among Palm Beach State College, the School District of Palm Beach County, and Florida Atlantic University (Dual Enrollment Articulation Agreement – 2016-2018). Dual enrollment is available for high school sophomores, juniors, and seniors who meet program requirements, which are described on the





http://www.palmbeachstate.edu/programs/bachelor/Admissions.aspx

http://www.palmbeachstate.edu/admissions/limited-access-programs.aspx


College’s dual enrollment webpage and in the dual enrollment brochures distributed in Palm Beach County high schools (Dual Enrollment Brochure; Webpage: Dual Enrollment Eligibility). International students. Criteria for admission as an international student is clearly delineated on the College’s website and in the College Catalog (College Catalog 2016-17 International Admissions, p16; Webpage: International Admissions). Palm Beach State College is authorized under federal law to enroll non-immigrant alien students, but, once admitted, those students are responsible for complying with all immigration laws in order to maintain valid legal status and comply with all admissions requirements outlined in the International Conditions of Admissions Letter (International Student Letter with Information Outstanding).

Admission Criteria for Transient Students. Criteria for admission as a transient student are clearly delineated on the Florida Shines website and in the College Catalog (College Catalog 2016-17, Transient Students, p20; Webpage: Take a Course at Another School). Students currently attending another college or university may take one or more courses at Palm Beach State College, but should be advised by their own college or university which course(s) to take at Palm Beach State. Transient students must submit an application for admission, Transient Student Form and/or a letter of good standing from his/her home institution. Admission information is available to all students, including distance learning students, on the College admissions website (Webpage: Admissions).

Sources

2016-2018-Dual-Enrollment-Articulation-Agreement

AdmissionsApp


CollegeCatalog-2016-17-InternationalAdmissions-p16

CollegeCatalog-2016-17-TransientStudents-p20

DBOT-6Hx-18-3.011

DBOT-6Hx-18-3.012

DBOT-6Hx-18-3.013

DBOT-6Hx-18-3.014

DBOT-6Hx-18-3.015

DBOT-6Hx-18-3.021

Dual Enrollment Brochure

Dual-Early Enroll Admissions

FTIC Admissions Letter

International Admissions Letter

International Student Letter with Information Outstanding

Non-Degree-Seeking Admissions Letter

Pantherweb Portal

Residency Letters

Transient Admissions Letter


http://www.palmbeachstate.edu/dualenroll/eligibility.aspx


http://www.palmbeachstate.edu/international/

http://www.palmbeachstate.edu/international/

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=f58c9c3b-2255-e711-b837-d639cd757391



https://www.floridashines.org/succeed-in-college/take-a-course-at-another-school

https://www.floridashines.org/succeed-in-college/take-a-course-at-another-school

http://www.palmbeachstate.edu/Admissions/



















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CS - 3.4.11

Educational Programs: All: Academic Program Coordination For each major in a degree program, the institution assigns responsibility for program coordination, as well as for

curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Comprehensive Standard 3.4.11) Judgment


Palm Beach State College assigns responsibility for program coordination, as well as for curriculum development and

review, to persons academically qualified in the field for every baccalaureate and associate degree program.

Degree Programs at the College

The College currently offers degree programs for Bachelor of Applied Science, Bachelor of Science in Nursing, Associate in

Arts, and Associate in Science. Table 3.4.11-1 describes the various degrees offered by the College.

Table 3.4.11-1 Degree Programs

Name of Degree Program Award Type Program Goal


Supervision & Management,

Information Management

Degree Prepare students for managerial and

supervisory roles in various industries and the

eligibility to apply for graduate study.

Bachelor of Science Nursing

Degree Prepare students for administrative and supervisory positions in the nursing and health

care fields.

Associate in Arts Degree Prepare students for upper‐division study in a

baccalaureate program.

Associate in Science Degree Prepare students for employment in a

technical field or to transfer to an articulated baccalaureate program.

Program Coordinators

Within each degree program, the College has identified its major concentrations, except for the Associate in Arts degree, which is characterized by discipline areas that comprise the degree. For each degree major and discipline, the College has

at least one designated person who is academically qualified in the field and has responsibility for program coordination. This is done through a cluster system, and coordinators are called cluster chairs (AM Section G 2016-17, Cluster

Guidelines, p20). Within this cluster system, program coordinators (cluster chairs) are most often faculty or department chairs but may also be program directors or associate deans. Clusters are organized by disciplines and/or programs and

are comprised of the faculty who teach in those disciplines and/or programs, program directors, department chairs, and

associate deans who serve as liaisons.

Qualifications. Program coordinators meet the credentialing requirements for the degree concentration or discipline, meaning they have the required degree and related experience and coursework. Tables 3.4.11-2 through 3.4.11-4 list

program coordination assignments for each degree and major or discipline. Academic qualifications and links to resumes

and transcripts are provided for each person.



Table 3.4.11-2 Academic Program Coordination Bachelor Degree Programs

BACHELOR DEGREE PROGRAM

COORDINATOR ACADEMIC QUALIFICATIONS COMMENTS

Information Management (BAS)

Don Gladney Doctorate in Education Masters in Project Management

Resume and transcript

Nursing (BSN) Louise Aurelien Doctorate in Education Masters of Science Bachelor of Nursing


Supervision & Management (BAS)

Don Gladney Doctorate in Education Masters in Project Management


Table 3.4.11-3

Academic Program Coordination Associate of Science Degree Programs

ASSOCIATE OF SCIENCE DEGREE PROGRAM

COORDINATOR ACADEMIC QUALIFICATIONS COMMENTS

Accounting (AS) Glenn Pate MS in Accounting


Biotechnology (AS) Alexandra Gorgevska BS in Biochemistry/Business Management PhD in Biochemistry/Chemistry Post-Doctoral Research Fellowship National Institutes of Health


Business (AS) Kim Allen AA in Education Palm Beach Community College

BS in Organizational Management Master of Business Administration


Computers (AS) Elizabeth Horvath PhD in Computer Engineering


Crime Scene Investigation (AS) Paul Friedman EdD in Higher Education MA in Criminal Justice


Criminal Justice Transfer (AS) Mark Jones Juris Doctorate


Dental Hygiene (AS) Judy McCauley MA in Community Health Education New York License in Dental Hygiene Certification in Local Anesthesia


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Early Childhood Education (AS)

Colleen Fawcett

MS in Primary Education


Electronics (AS) Oleg Andric MS in Electrical Engineering


Emergency Management (AS) Chad Crouse BS in Business Administration

MS in Fire Science and Homeland Security Management State of FL Firefighter Cert #113814

Instructor III - Cert # 183611


Emergency Medical Technician* (AS) James Smith BBA Certificates ACLS Instructor Florida Paramedic ACLS Provider BLS Instructor PALS Instructor Level A EMS Instructor Course 40 Hours Level B EMS Instructor Course 15 Hours Health Care Provider CPR and AED PALS Provider


Engineering (AS) Oleg Andric MS in Electrical Engineering


Environmental Horticulture (AS) George Rogers PhD in Botany


Environmental Science (AS) Jessica Miles PhD in Adult and Community Education

MS in Biology


Film/TV Production (AS) Michael Seminerio MFA in Motion Picture, Television & Recording Arts


Fire Science (AS) Chad Crouse BS in Business Administration

MS in Fire Science and Homeland Security Management State of FL Firefighter Cert #113814

Instructor III - Cert # 183611


Graphic Design (AS) Victoria Martin MFA in Art


Health Information Management (AS) Julia Steff BS in Health Information Administration


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Hospitality (AS) Danny Fontenot BS in Professional Management Specialized Associates Degree Culinary Arts A.S. Food Service Management 4 Years Chef Experience


Human Services (AS) Suzanne Duff MS in Mental Health Counseling


Industrial Management (AS) Richard Reeder MS in Management Master Journeyman License HVAC


Interior Design (AS) Zenaida Espinosa MS in Interior Design


Nursing (AS) Buddy Herrington MS in Nursing


Ophthalmic Medical Technology (AS) Robert Kershner MD in Medicine


Paralegal (AS) Cary High Juris Doctorate


Paramedic (AS) James Smith BBA Certificates ACLS Instructor Florida Paramedic ACLS Provider BLS Instructor PALS Instructor Level A EMS Instructor Course 40 Hours Level B EMS Instructor Course 15 Hours Health Care Provider CPR and AED PALS Provider


Professional Pilot (AS) Judy Maxwell BA in Aeronautical Science

AA in Commercial Pilot


Radiography (AS) Vicky Shaver EdD in Educational Leadership/Adult Education

MS in Health Administration


Radiography ATC (AS) Vicky Shaver EdD in Educational Leadership/Adult Education

MS in Health Administration


Respiratory Therapy (AS) Nancy Latimer Ph.D. Educational Leadership A.S. Respiratory Care

Technology

Resume and

transcript

Sonography (AS) Patty Braga B.S. Radiography Technology

M.S. Education Certifications

ARDMS ‐ Register Diagnostic

Medical Sonographer

(OB/GYN, Abdomen) ARCS ‐ Register Diagnostic

Cardiac Sonographer RVT ‐ Register Vascular Sonographer

Resume

and transcript




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Table 3.4.11‐4

Academic Program Coordination Associate in Arts Degree Programs

ASSOCIATE IN ARTS

DEGREE PROGRAM COORDINATOR

ACADEMIC

QUALIFICATIONS COMMENTS

Communications ‐ English Zachary Stewart M.A. English Resume and transcript

Nataliya Romenesko M.A. English Resume and transcript

Communications ‐ Speech David Rossman M.A.

Communications


Humanities ‐ Architecture Lynn Trezise M.A. Architecture


Humanities – Art Jacques De Beaufort M.F.A. Art Resume and transcript

Samantha Salzinger M.F.A. Art Resume and transcript

Humanities ‐ Music Michael MacMullen M.Mus. Choral Music Performance


Humanities ‐ Theater Michael Seminerio B.A.

Communications

− Film & Video Studies M.F.A. ‐ Motion Picture, TV

& Recording Arts

M.F.A. ‐ Creative Writing ‐ Fiction (in progress) Digital Paint and Rotoscope

Certificate


Mathematics Bridget Rogers M.S.T. Mathematics 18 Hours

Graduate Mathematics


Natural Science – Biology Tod Fairbanks Ph.D.

Immunology


Natural Science – Chemistry

Cynthia Judd M.S. Biochemistry


Natural Science –

Health/Phys. Education

Kanathy Haney M.S. Exercise Science &

Health Promotion


Natural Science – Nutrition Judith Sharlin Ph.D. Social Science of

Food Policy


Natural Science – Physics Andrew Trupin Ph.D. Physics Resume and transcript

Social Science – Economics

Deborah Thorsen M.S. Agricultural Economics


Social Science – History Sallie Middleton Ph.D. History Transcript

Social Science – Political Science

Shari MacLachlan Ph.D. Public Administration Resume and transcript

Social Science –

Psychology

Andrew Blair Ph.D. Psychology Resume and transcript

Maria Arbona Psy.D. Clinical Psychology Resume and transcript

Social Science – Sociology Lystra Seenath M.A. Sociology Transcript

Responsibilities. Within the cluster system, program coordinators (cluster chairs) are tasked with a variety of responsibilities, all of which are published in applicable sections of the Academic Management Manual. Chairs help ensure

that at least the four required meetings are scheduled each academic year, communicate with cluster faculty regarding agenda items, and name a scribe to take, prepare, and distribute minutes (AM Section G 201617, Cluster Guidelines,

p20). Chairs are also the point of contact and must be copied in many aspects of curriculum development and revisions

and as well as new articulation agreements (AM Section G 201718 Curriculum Development p68-73, AM Section G 201718 Articulation Agreement Procedures p62-63). While the responsibility of textbook selection falls to all faculty in the cluster,

it is the responsibility of the chair to ensure that forms are completed and submitted appropriately for textbook adoption (AM Section G 201718 Textbook Adoption Procedures p109-110).


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Curriculum Development and Review

Curriculum development and review is also a function of the cluster system. All full-time faculty members are assigned to an appropriate cluster to share in the responsibility to develop or review curriculum. A table is provided as a supporting

document to list all faculty cluster assignments with related academic qualifications (Curriculum Development and

Review).

Faculty. Faculty meet in their clusters at least four times per year to discuss, develop, review, and revise curriculum or to make other decisions related to curriculum. Examples of cluster decisions include textbook and software selection,

development and assessment of learning outcomes for concentrations, programs, or courses, course co or prerequisites, course sequencing, common test and assessment instruments, credentialing criteria for courses and assessment of

equipment/facility needs. Cluster actions are documented in cluster minutes, which are published online (Sample Cluster

Minutes – Computer 03/23/17; Web page: Cluster Minutes and Archives).

Department chairs. Some full-time faculty members are further designated as department chairs to ensure the sound delivery of the curriculum in each program or major discipline within a program (department chairs are noted with an

asterisk (*) on the document Curriculum Development and Review). They have the responsibility to observe and provide

feedback to all part-time faculty at least once per year if the observation is not otherwise done by an administrator. This policy is published online in the Academic Management Manual. It is provided here with two sample observations of part-

time faculty (AM Section G 201617, Faculty & Adjunct Observations, p35; Sample Adjunct Observation 1, Sample Adjunct Observation 2).

Cluster liaisons. Each cluster also has an assigned dean, associate dean, or program director who serves as the cluster

liaison. Cluster liaisons have a degree, experience, and/or coursework in at least one cluster discipline, and they assist

program coordinators with program coordination and curriculum development and review (Curriculum Development and Review).

Associate deans. Associate deans have the responsibility for full-time faculty observations, evaluations, and for

providing feedback to faculty members at least once per year to ensure the sound delivery of the curriculum. If the

faculty member teaches online, at least one observation per year must be in an online class. This policy is published online in the Academic Management Manual and is provided here with two sample observations of full-time faculty (AM

Section G 201617, Faculty & Adjunct Observations, p35; Sample Faculty Observation 1, Sample Faculty Observation 2).

Sources

AMSectionG-2016-17-ClusterGuidelines-p20

AMSectionG-2016-17-FacultyAdjunctObservations-p35

AMSectionG-2017-18-ArticulationAgreementProcedures-p62-63

AMSectionG-2017-18-CurriculumDevelopment-p68-73

AMSectionG-2017-18-TextbookAdoptionProcedures-p109-110

CurriculumDevelopmentReview

RESUME-TRANSCRIPT-Allen, Kimberly

RESUME-TRANSCRIPT-Andric, Oleg

RESUME-TRANSCRIPT-Arbona, Maria

RESUME-TRANSCRIPT-Aurelien, Louise

RESUME-TRANSCRIPT-Blair, Andrew

RESUME-TRANSCRIPT-Braga, Patty

RESUME-TRANSCRIPT-Crouse, Chad

RESUME-TRANSCRIPT-De Beaufort, Jacques







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RESUME-TRANSCRIPT-Duff, Suzanne

RESUME-TRANSCRIPT-Espinosa, Zenaida

RESUME-TRANSCRIPT-Fairbanks, Tod

RESUME-TRANSCRIPT-Fawcett, Colleen

RESUME-TRANSCRIPT-Fontenot, Danny

RESUME-TRANSCRIPT-Friedman, Paul

RESUME-TRANSCRIPT-Gladney, Don

RESUME-TRANSCRIPT-Gorgevska, Alexandra

RESUME-TRANSCRIPT-Haney, Kanathy

RESUME-TRANSCRIPT-Herrington, Buddy

RESUME-TRANSCRIPT-High, Cary

RESUME-TRANSCRIPT-Horvath, Elizabeth

RESUME-TRANSCRIPT-Jones, Mark

RESUME-TRANSCRIPT-Judd, Cynthia

RESUME-TRANSCRIPT-Kershner, Robert

RESUME-TRANSCRIPT-Latimer, Nancy

RESUME-TRANSCRIPT-MacLachlan, Shari

RESUME-TRANSCRIPT-MacMullen, Michael

RESUME-TRANSCRIPT-Martin, Victoria

RESUME-TRANSCRIPT-Maxwell, Judy

RESUME-TRANSCRIPT-McCauley, Judy

RESUME-TRANSCRIPT-Miles, Jessica

RESUME-TRANSCRIPT-Pate, Glenn

RESUME-TRANSCRIPT-Reeder, Richard

RESUME-TRANSCRIPT-Rogers, Bridget

RESUME-TRANSCRIPT-Rogers, George

RESUME-TRANSCRIPT-Romenesko, Nataliya

RESUME-TRANSCRIPT-Rossman, David

RESUME-TRANSCRIPT-Salzinger, Samatha

RESUME-TRANSCRIPT-Seminerio, Michael

RESUME-TRANSCRIPT-Sharlin, Judith

RESUME-TRANSCRIPT-Shaver, Vicky

RESUME-TRANSCRIPT-Smith, James

RESUME-TRANSCRIPT-Steff, Julia

RESUME-TRANSCRIPT-Stewart, Zachary

RESUME-TRANSCRIPT-Thorsen, Deborah

RESUME-TRANSCRIPT-Trezise, Lynn

RESUME-TRANSCRIPT-Trupin, Andrew

SampleAdjunctObservation1









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SampleAdjunctObservation2

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TRANSCRIPT-Middleton, Sallie

TRANSCRIPT-Seenath, Lystra





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CS - 3.11.3

Physical Resources: Physical Facilities The institution operates and maintains physical facilities, both on and off campus, that appropriately serve the needs of

the institution's educational programs, support services, and other mission-related activities. (Comprehensive Standard 3.11.3) Judgment

Compliant Non-Compliant Not Applicable Narrative The mission of the Department of Facilities is to be dedicated to using an innovative and sustainable approach in the

planning, design, and construction of an attractive and functional physical environment for Palm Beach State College (Webpage: Mission). The College is committed to providing support as well as operational and maintenance services in a

safe, cost effective, and ethical manner.

Planning, design, construction, maintenance, operations, and support services are all provided by the Facilities Department to assist Palm Beach State College in reaching its mission to provide a wide range of educational programs

and public services throughout Palm Beach County. The College maintains five campuses and a building in downtown

West Palm Beach. Campuses are geographically dispersed throughout the county to best ensure easy access for students and the community.

Although Palm Beach State College was the state of Florida’s first public community college and celebrated its 80th

anniversary in 2013, the Department of Facilities works with its district and campus-based staff personnel to ensure that

all buildings and grounds remain clean, safe, accessible, and attractive (Palm Beach State College Facilities Org Chart). The department also works to ensure that each of its facilities is designed and maintained in a manner that will best

support the teaching and learning mission of the College.

Planning, Design, Construction, Maintenance, and Operations of the Physical Features

In accordance with Section 3.1 of the State Requirements for Educational Facilities (SREF), as issued by the Office of Educational Facilities of the Florida Department of Education, Palm Beach State College issues a comprehensive

Educational Plant Survey every five years (Ed Plant Survey; Webpage: State Requirements for Educational Facilities). The most recent Ed Plant Survey was issued on June 30, 2016. The Ed Plant Survey helps to ensure that all facilities are

inspected and verified to be in satisfactory condition to meet the requirements of the educational programs they are

intended to support. The Ed Plant Survey also identifies those areas where renovations, remodeling, new construction, or site improvements are needed to meet future expected growth in enrollment and/or programs. Once completed, the Ed

Plant Survey is sent to the District Board of Trustees for approval and then forwarded to the Florida Department of Education. The approved Ed Plant Survey data is also forwarded to the local communities where the College’s campuses

are located. Recommendations that come from the Ed Plant Survey become the justification that is required by the state

to support future request for the Capital Improvement Program (CIP) projects (Webpage: Capital Improvement).

In addition, the College’s Department of Facilities annually inspects every building that is owned or leased by the College to confirm that all are in compliance with the governing casualty and sanitation codes and requirements. These

inspections and subsequent reports are done in compliance with Section 4.4 of the State Requirements for Educational Facilities, Florida Fire Prevention Code and Section Florida Statute 1013.12, and they are sent to the District Board of

Trustees (Webpages: State Requirements for Educational Facilities); Florida Fire Prevention Code; FL Statute 1013.12).

Once a construction project is funded, either by the state of Florida or through other means, the College hires

professional architects and/or engineers needed to prepare construction documents. This selection is done in accordance with Florida Statute 287.055 (Webpage: FL Statute 287.055). At times, the College will hire architects or engineers to

work under continuing contracts, but again such solicitations for services are done in accordance with Florida Statute

287.055. All construction projects for the College are permitted and inspected by the College’s Building Department, which is a division of the facilities planning section. Building projects must comply with the Florida Building Code, the

Florida Fire Prevention Code, State Requirements for Educational Facilities (SREF), Florida’s Safe School Design

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http://www.fldoe.org/core/fileparse.php/7738/urlt/srefrule14.pdf

http://www.palmbeachstate.edu/facilities/Documents/facilities_Planning/2016-CIP-2.pdf



http://www.myfloridacfo.com/Division/SFM/BFP/FloridaFirePreventionCodePage.htm

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Guidelines, the International Green Construction Code (IGCC), and other applicable codes and regulations (IGCC Standards; IGCC Presentation) . In addition to the oversight of the building official and building inspector, construction

projects are overseen by a project manager as well as construction administrative services provided by the design architects and engineers of record for each project. This level of administrative oversight ensures that all building projects

are constructed according to contract documents, industry standards, and code requirements applicable to each project.

The Ed Plant Survey also provides the College with the opportunity to update its campus master plans based on

forecasted changes in programs and enrollment on each campus (PBSC Campus Master Plans). Campus master plans are updated every five years as required by SREF. The current campus master plans cover the five year period from 2011-

2016. A planning firm is currently under contract to update all of these master plans, using the data generated from the 2016 Ed Plant Survey. These master plan updates will be completed and submitted to the Board of Trustees and the

Florida Department of Education before the end of the current fiscal year. The updated master plans for campus buildings

are used to project infrastructure changes that will be needed to accommodate new building construction in the future or replace aging infrastructure on the existing campuses. Although not specifically required by SREF, the department also

hires engineering firms to routinely update both primary electrical distribution master plans and underground water distribution master plans on its largest sites (Electrical Distribution Plans; Underground Water Distribution Master

Plans). Both of these utility master plans are currently undergoing updates for the main campus, located in Lake Worth,

Florida. By updating utility master plans, the Department of Facilities can best ensure that the placement and sizing of new or replacement infrastructure will be able to accommodate the projected growth of building areas forecasted by the

master plan for future campus buildings.

The current director of the Department of Facilities was a member of the advisory committee involved in preparation of the 2001 update to the Florida Department of Education’s Maintenance and Operations Guidelines for School Districts and

Community Colleges (Webpage: Florida Department of Education’s Maintenance and Operations Guidelines for School

Districts and Community Colleges). These guidelines provide general direction and guidance to the College’s Department of Facilities on the proper methods for the maintenance of buildings, operating systems, and site improvements.

The department has maintenance mechanics, custodians, and grounds-care staff stationed at each campus location to respond to intern work orders that are received for reactive maintenance, handle moves, and event set-ups. In addition,

this campus based staff handles the routine cleaning of buildings and grounds as well as scheduled routine maintenance

for buildings and grounds, operations, set-ups, and other support issues associated with daily campus functions. This campus based facilities staff is supported by both outside contractors and trade specific district facilities personnel that

provide specialized maintenance assistance to all locations of the College. Some specialized maintenance items are outsourced to vendors that have specific experience, equipment, and abilities in performing certain specialized

maintenance tasks. Collectively, the campus based facilities staff, district facilities staff, and contracted specialized

vendors provide for the required maintenance of all buildings, heating, air conditioning, plumbing, energy management system, grounds care, custodial services, irrigation, vehicles, and equipment repair.

In addition to routine maintenance items, the Department of Facilities uses its Preventative Maintenance Program to

specifically identify what type of maintenance care is required by the various operational systems within the College’s buildings and how often that maintenance must be performed (Webpage: Preventative Maintenance Program). The

Preventative Maintenance Program also covers required maintenance for vehicles within the College’s fleet. The

Preventative Maintenance Program is reviewed and updated annually by the department. The latest update was completed in 2016. In 2007, the Facilities Department automated its Preventative Maintenance Program for both buildings

and vehicles. The programming for the College’s web-based Work Order System now automatically self-generates work orders for routine, scheduled preventative maintenance items for all operating systems within the College’s buildings and

for all vehicles that the College operates as part of its fleet. Routine and preventative maintenance items are paid for

through the operating budget of the department.

Additionally, the Department of Facilities issues deferred maintenance plans at the start of each fiscal year, and the plans cover a three-year period (Deferred Maintenance Plan 2016-17: Deferred Maintenance Plan 2017-18; Deferred

Maintenance Plan 2018-19; Deferred Maintenance Plan Summary 2016). The plan is prioritized to ensure that the most critical maintenance needs within the district are addressed each year. The identification of projects comes from various

sources, including operational maintenance assessments, routine inspections, reported system problems, and the tracking

of general life expectancies for various building systems and operational equipment. The Deferred Maintenance Plan completes between 100 - 140 individual projects each fiscal year. The value of this deferred maintenance work varies

from year to year, but on average, it ranges from $2,500,000 - $4,000,000 per fiscal year. The projects in the annual Deferred Maintenance Program are funded from a variety of sources, included Sum-of-Digits (SOD) funds from the state

of Florida (Webpage: Sum-of-Digits (SOD) funds).




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http://www.fldoe.org/finance/edual-facilities/maintenance-operations-administrative-.stml

http://www.fldoe.org/finance/edual-facilities/maintenance-operations-administrative-.stml

http://www.palmbeachstate.edu/facilities/Documents/facilities/PreventativeMaintenance2017.pdf





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Facilities serves the needs of educational programs. Palm Beach State College currently owns and operates more than 1.7 million square feet of building space located on more than 377 acres of property. The buildings of the College

include 253 classrooms* and 118 labs. The College maintains a current inventory of all sites, buildings, classrooms, and laboratories to ensure optimum utilization of the institution’s physical assets.

Table 3.11.3-1

Classroom, Laboratory, Student Station Inventory

Facilities serves the needs of support services. Palm Beach State College's Department of Facilities helps to provide support services in several ways. The department operates with staff located at every campus and thereby is able to

quickly respond to work orders that are generated by faculty and staff through the Facilities web-based Work Order System. Facilities handles receiving functions on each site, except for the main campus, assists with on-site deliveries,

handles the key distribution and control, and responds to requests for moves and set-up for program functions.

The department also provides both evening cleaning services and day-time porter services at all locations. Members of the facilities planning staff routinely meet with campus groups, campus provosts, and deans to discuss specific areas of

improvement that are desired to afford better educational environments for the various new or existing educational programs offered at a particular location. The Department of Facilities continually strives to find ways to improve the

ability of the College’s buildings to best meet the needs of the educational programs that they house.

If events, such as graduation ceremonies, display booths at community events, or other College related functions, are

held off site, the Department of Facilities will provide both manpower and logistical support to ensure that any needed materials are moved and set-up needs are managed in a manner that will serve the College’s needs during any off-site

function. The manager and staff of the Lake Worth campus are generally responsible for supporting off-site events and programs. Depending on the size and nature of a particular off-site event, additional assistance from district maintenance

personnel or contracted vendors may be provided to ensure the success of the event or program.

Facilities serves the needs of faculty, staff, and students. The Office of Institutional Research and

Effectiveness conducts periodic surveys to measure how well various departments are meeting the needs of the

faculty, staff, and students. Examples related to facilities services include surveys administered in 2010

(Business Services Evaluation Survey) and 2015 (Climate Survey). The Business Services Evaluation Survey

was conducted to gauge how well the business services division, including the Facilities Department, is able to

provide services to other departments throughout the College. In 2015, the Climate Survey asked questions

related to satisfaction with the physical environment of the College. Table 3.11.3-2 summarizes survey findings

related to the Department of Facilities (Business Services Evaluation Survey).

Table 3.11.3-2 Business Services Evaluation Survey

Answer Options

Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

When I contact Facilities, a live person answers the phone. 31.0% (140) 43.4% (196) 17.3% (78) 6.6% (30) 1.8% (8)

If I have to leave a message for Facilities, my call is returned the

same day. 25.4% (111) 38.9% (170) 25.4% (111) 8.9% (39) 1.4% (6)

If I leave an urgent message for Facilities, my call is returned right

away. 30.0% (130) 34.2% (148) 31.4% (136) 3.2% (14) 1.2% (5)

When I contact Facilities, I feel

that they are genuinely interested in helping me. 34.3% (153) 41.5% (185) 18.6% (83) 4.5% (20) 1.1% (5)

Facilities resolves issues without

my having to follow up with a

second call. 23.8% (107) 37.6% (169) 23.6% (106) 12.7% (57) 2.4% (11)

I have confidence that the information provided to me by

Facilities is accurate. 30.7% (137) 44.2% (197) 19.5% (87) 4.7% (21) 0.9% (4)

When I speak with someone in Facilities, I feel that I have their

full attention. 33.3% (150) 44.1% (199) 17.3% (78) 4.0% (18) 1.3% (6)

Facilities processes are easy to

navigate. 23.6% (105) 39.4% (175) 28.4% (126) 7.2% (32) 1.4% (6)

Results of the survey in 2015 indicated that most respondents were generally satisfied with the services of the

Department of Facilities to maintain the College’s physical environment (Webpage: Climate Survey). Questions ranged

from the appearance and the maintenance of the campuses to adequacy of facilities to adequacy of parking. While 40% of respondents did not feel that parking is adequate, 80% agreed that their campus is well maintained and they are

proud of the appearance of their campus. Similarly, while 62% of administrators felt their office space was not adequate, 72% of employees were overall generally happy with their work space at PBSC.

Adjustments to improve services based on the findings included adding accessibility after normal working hours,

improving internal communication, and making the online Work Order System easier to use. Additionally, there has been

an intentional effort underway since the 2010 survey to improve parking space and appearance of parking areas.

Table 3.11.3-3 Facility Inventory and Mission

Campus Facility

Number Name Service Date Mission

Lake Worth

100 HISTORICAL BLDG 1925-01

Provides

administration space for early

childhood education

101 SCIENCE 1 (SCB) 1956-01 Provides classroom and laboratory

space


http://www.palmbeachstate.edu/ire/Documents/IRE/ExecutiveSummary.pdf

102 GYMNASIUM 1965-01

Provides wellness

equipment and training for staff,

faculty and students

103 COUNSELING AND TESTI 1965-01

Houses support

services for students

104 GLYNN STDNT SERVICES 1988-07

Houses support

services for students

105 CAFETERIA 1956-01

Houses food

services for

students

107 CRIM JUSTICE 1 (CJB) 1987-08 Provides classroom and laboratory

space

108 CENTER FOR BACHELOR' 2012-08

Provides classroom

and laboratory space

110 FINANCE 1956-01

Oversees college

purchasing, payroll, accounts

receiveable to help

keep education affordable

111 ADMINISTRATION 1970-01

Oversees the

functioning of the college - quality of

education,

accessability and affordability

112 BUSINESS ADM. 1967-01

Oversees college

purchasing, payroll, accounts

receiveable to help

keep education affordable

113 MANOR LLRC 1966-01

Provides additional

resources to students such as

books, ipad, ipods,

and periodicals

114 INFORMATION TECH I 1966-01

Provides maintenance and

upgrades for the college techology

infrastructure and

software and hardware purchases

115 DENTAL HEALTH SERV 1962-01

Provides classroom


116 TECHNICAL LABS 1966-01

Provides for students additional

computers and printers

117 TECHNOLOGY CENTER 1996-10

Provides classroom


118 INFORMATION TECH II 1996-10

Provides classroom

and laboratory

space

120 HUMANITIES 1963-01 Provides classroom and laboratory

space

121 SECURITY BUILDING 2013-03 Houses security staff to ensure

student safety

128 EDUCATION & TRAINING 2003-07

Provides classroom


129 BOOKSTORE 1963-01

Provides a

convenient place for

students to purchase textbooks

and other resources

130 VOCATIONAL LABORATOR 1959-01 Provides classroom and laboratory

space

131 DUNCAN THEATRE 1960-01

Provides students

with inexpensive access to

entertainment

132 SOCIAL SCIENCE 1963-01 Provides classroom and laboratory

space

135 FACILITIES CENTRAL 1966-01

Houses facility

personnel and resources to

maintan buildings

and grounds

138 EDUCATION & TRAINING 2003-07 Provides classroom and laboratory

space

148 EDUCATION & TRAINING 2003-07 Provides classroom and laboratory

space

158 EDUCATION & TRAINING 2003-07

Provides classroom


201 SCIENCE 2 (SCA) 1956-01

Provides classroom

and laboratory

space

202 FITNESS CENTER 1956-01

Provides equipment and training for

wellnes of staff, faculty and students

205 COLLEGEWIDE SERVICES 1956-01 supports various

needs of the college

207 CRIM JUSTICE 2 (CJA) 1973-01

Provides classroom


208 ALLIED HEALTH 1979-07

Provides classroom


210 CLASSROOM BLDG A 1956-01

Provides classroom

and laboratory

space

230 TECHNICAL EDUCATION 1959-01 Provides classroom and laboratory

space

235 FACILITIES DISTRICT 1972-01 houses district wide facilities personnel

301 SCIENCE 3 (SCD) 1956-01 Provides classroom and laboratory

space

307 CRIM JUSTICE 3 (CJC) 1974-01 Provides classroom and laboratory

space

310 OFFICE BUILDING 1956-01 Houses support

personnel

401 SCIENCE 4 (SCC) 1956-01 Provides classroom and laboratory

space

407 CRIM JUSTICE 4 (CJE) 1974-01

Provides classroom


410 CLASSROOM BLDG B 1956-01

Provides classroom


435 PURCHASING/PRINT SHO 2002-08

used for faculty to

print out resources

for students

501 NATURAL SCIENCE BUIL 2008-08 Provides classroom and laboratory

space

507 CRIM JUSTICE 5 (CJD) 1978-05

Provides classroom


510 CONTINUING ED 1956-01

Provides classroom


535 FIRE ACADEMY GARAGE 2008-09

Provides storage of equipment used by

fire academy students

536 FIRING RANGE 2010-02

Provides a safe

training area for

police academy students

537 FIRE SCIENCE TOWER 2011-06

Provides classroom


538 PUBLIC SAFETY PSC 2013-03

Provides classroom

and laboratory

space

540 PUBLIC SAFETY PSD 2013-03 Provides classroom and laboratory

space

541 TACTICS/WELLNESS CEN 2013-03

Provides equipment

and training for use by our police

academy

543 SOFTBALL COMPLEX 2011-09

Provides a

recreational area for students as well as

our college sports teams

544 BURN BUILDING 2013-03

Provides a safe

location for fire

academy to train students on

extinguishing fires

Palm Beach Gardens

101 ADMINISTRATION 1982-05

hHouses campus admistration as well

as admissions and

financial aid

102 CLASSROOM AA BLDG 1982-05 Provides classroom and laboratory

space

104 LLRC/LAB 1985-05

Provides additional resources to

students such as

books, ipad, ipods, and periodicals

106 REYNOLDS STDNT CENT 1985-08

houses cafeteria as

well as testing, advising, and

student activies

center

107 LEWIS CENTER 1988-09 Provides classroom and laboratory

space

108 AUDITORIUM 1994-03

Provides a larger

area for use by faculty, staff, and

students for large events

110 GREENHOUSE/NURSERY 1992-02

Provide a space for

training of

horticulture students

111 CLASSROOM BB BLDG 1994-02

Provides classroom


115 CTR FOR EARLY LEARNI 2000-12 Provides child care for students,

faculty, and staff

116 BIOSCIENCE BUILDING 2007-11 Provides classroom and laboratory

space

254 BIO-FUELS LAB SUPPOR 1995-01

Provides classroom


Belle Glade


Provides classroom


101 CLASSROOM BLDG B 1978-01

Provides classroom

and laboratory

space

103 DH CULTURAL ARTS CTR 1982-01

Provides students with inexpensive

access to entertainment

105 TECHNICAL EDUCATION 2010-07

Provides classroom

and laboratory

space

Boca Raton

100 CLASSROOM BLDG B 1990-07 Provides classroom and laboratory

space


Provides classroom


102 ADMINISTRATION BLDG 1992-05

houses campus

admistration as well as admissions and

financial aid

104 BOCATECH 1994-03

Provides classroom


105 BOOK STORE 1994-12

Provides a

convenient place for students to

purchase textbooks

and other resources

107 HUMANITIES TECHNOLOG 2007-08 Provides classroom and laboratory

space

Loxahatchee Groves

101 ADMINISTRATION/CLASS 2017-01

Provides classroom

and laboratory space as well as

space for support personnel

Parking services on campus. The Department of Facilities plans, designs, constructs, and maintains parking lots at

each of its locations. All improved parking areas on campuses are hard surfaced, internally drained, signed as part of the overall campus way-finding program, and landscaped with sufficient lighting for night time use. Over the past three years,

the majority of the College’s parking lot lighting was converted to LED lighting to improve lighting levels as well as reduce

the operating and maintenance cost associated with lighting. Resurfacing of on-site roads and parking lots is done routinely as required through the Facilities Department Deferred Maintenance Program. The department operates its own

street cleaning equipment to keep parking lots cleaned on a regular basis. The facilities staff on each of the campuses is responsible for the cleaning of all litter and debris from each parking lot on a daily basis.

Most of the parking lots built over the past seven years were constructed with previous concrete to promote rain water

replenishment of the groundwater and reduce storm water run-off. All parking lots are striped and provided with car

stops, with special identification for disabled parking, carpool parking, low emission-fuel efficient (LEFE) parking, and designated visitor and faculty parking areas. Each site has designated overflow parking areas to handle additional parking

demands during registration and major events that are held on campus.

Table 3.11.3-4

Parking Capacity

Campus Improved Parking Overflow Parking Total Parking

Lake Worth 3,753 130 3,883

Boca Raton 1,470 100 1,570

Belle Glade 537 300 837

Loxahatchee Groves 260 120 380

Palm Beach Gardens 1,313 158 1,471

Technology

Palm Beach State College views technology as an essential part of its students’ educational experience and the

College's learning outcomes. Technology is a vital everyday tool needed for faculty and staff to support students’ success. The College has a fleet of over 5,500 desktop computers which includes Desktop PCs, Mobile PCs, and Mac

Computers. Additionally, the College has over 280 iPads used by students, faculty, and staff. Table 3.11.3-5 provides the number of desktop computers available on each campus.

Table 3.11.3-5

Palm Beach State College Desktop Computers

Belle Glade Employee 93

Kiosk 9 Student 203

Belle Glade Total 305 Boca Raton Employee 254

Kiosk 55 Student 500

Boca Raton Total 809 Lake Worth Employee 1230


Lake Worth Total 3087 Palm Beach Gardens Employee 302


Palm Beach Gardens Total 1107

West Palm Beach Employee 42

Student 6

West Palm Beach Total 48 Loxahatchee Groves Employee 56 Kiosk 6

Student 161

Loxahatchee Groves Total 223

Grand Total 5579

Kiosk = Registration kiosks, student advising kiosks, and library kiosks Student = Classroom computers, Lab Computers, Student Learning Centers (SLC), Library Computers, Testing Centers,

and Career Centers

In 2015, the College replaced approximately 4,900 Windows PCs (Desktops and Mobile PCs). In 2014, the College replaced 175 Macintosh Computers. The College standard for Monitors are 22” monitors for Students and 24” monitors

for Faculty/Staff. During the PC Refresh, faculty were provided their choice of computer. The options included a Desktop PC, Laptop (with touchscreen), Tablet PC, or MacBook. Full-time staff are provided a Desktop PC or a Mobile PC if

required. Multimedia classrooms are equipped with a computer, CD-ROM/DVD drive, data projector, document camera,

and touch monitor.

The network infrastructure was upgraded and replaced in 2013. Palm Beach State College’s network consists of 303 network switches and seven network routers as well as 495 wireless access points. Each campus has a local area

network (LAN) that uses a 10 gigabit Ethernet backbone to interconnect buildings using both multi-mode and single-mode fiber optic cables. The LAN provides gigabit connections to the desktop computers. PBSC’s wireless network (WLAN) is

available on all campuses in many classrooms, common areas, and meeting places. The Wireless LAN is currently

comprised of 495 access points (APs) with additional APs periodically added as needed. Each campus has a high-speed wide area network (WAN) link to provide connectivity to PBSC’s data center resources as well as external services via the

Internet, Internet2, and Florida LambdaRail (FLR). Our internet connection is one Gigabit.

The College also seeks to continuously improve and expand the wireless coverage on all campuses and has currently

reached full coverage in all classrooms, labs, and common gathering areas on two of the five campuses. Table 3.11.3-6 provides a summary by campus of wireless connectivity in classrooms and labs.

Table 3.11.3-6

Classroom Wireless Connectivity Coverage

Campus Belle

Glade

Boca

Raton

Lake

Worth

Loxahatchee

Groves

Palm Beach

Gardens

Total

Total Number of

Classrooms/Labs 25 65 245 13 88 436

Classroom/Labs covered under previous implementation

25 19 66 0 27 137

Classrooms/Labs remaining to

be covered in 2016 0 46 179 13 61 299

Classrooms/Labs covered

2016 0 19 73 13 26 131

Total Classrooms/Labs covered

25(100%) 38 (58%)

139 (57%) 13 (100%) 53 (60%) 268 (61%)

Classrooms/Labs remaining to

be covered 0 27 106 0 35 168

Support Services

Student Learning Centers. All campuses have a Student Learning Center (SLC) which provides for our students computer-aided, individualized, and group tutoring and instruction.

Palm Beach Gardens campus. The Gardens campus SLC provides students with the following facilities and technology to support academic learning:

90 computers in the SLC Three DSS computer-tutoring stations One private room for DSS students with two computers, including Aladdin Two Private meeting spaces 17 Group study areas Four private study rooms

Lake Worth campus. The Lake Worth campus SLC provides students with the following facilities and technology to

support academic learning:

TC214 and TC210 English Writing Lab: 61 seats (18 with computers)

Seminar Room: 30 seats

Reading Lab: 60 seats (26 with computers)

Testing Room: 16 seats

TC204 Computer and Science Lab: 141 seats (114 with computers)

Collaboration Cubicles: 12 seats

Supplemental Instruction dedicated group study area: 25 seats

TE207 dedicated Supplemental Instruction classroom: 20 seats

ETA230 Math Lab: 80 seats (32 with computers)

ETA230 Math Lab Think Tank: 12 seats

Prep Math Lab: 41 seats (10 with computers)

ETA235 VPI Lab: 31 seats (31 with computers)

ETA240 VPI Lab: 20 seats

ETA241 ETA Computer Lab: 21 seats (21 with computers)

Boca Raton campus. The Boca Raton campus SLC provides students with the following facilities and technology to support academic learning:

Student Seating Capacity: o Open Computer Lab (BT 216) = 80 o Math/Science and Writing/Reading Labs (BT 207) = 125

Number of Desktop Computer Stations: o Open Computer Lab = 74 o Math/Science Lab = 8 o Writing/Reading Lab = 13

DSS Support Equipment: o Open Computer Lab = One DSS computer with scanner (Software Installed: Real Speak SOLO 4.0; Jaws

for Windows 15.0; FS Reader; Dragon Naturally Speaking; Open Book 9.0) Collaborative Work Space:

o Writing/Reading Lab = One collaborative workroom with collaborative monitor. Other Equipment:

o Open Computer Lab = 11 student laptops; scanning, printing and copying services; pay for print machine o Math/Science Lab = One cell phone charging kiosk with 8 individual lockers; student printing services

o Writing/Reading Lab = Two laptop/iPad charging stations

Belle Glade campus. The Belle Glade campus SLC provides students with the following facilities and technology to

support academic learning:

Student Seating Capacity: o Computer/Math/Science Lab (CRA 115 ) = 23 o English and Writing/Reading Lab (CRA 106/107 )= 19

Number of Desktop Computer Stations: o English and Writing/Reading Labs (CRA 106/107 ) = 12 o Computer/Math/Science Lab (CRA 115 ) = 12

DSS Support Equipment: o All SLC Lab (CRA 115 & CRA 106/107 ) = One DSS Smart View computer for visually impaired; 1 iPad for

limited motor ability Collaborative Work Space:

o Computer/Math/Science Lab (CRA 115) = One collaborative station with collaborative monitor. Other Equipment:

o Computer/Math/Science Lab (CRA 115) = printing and copying services; pay for print machine o English and Writing/Reading Lab (CRA 106/107 )= printing and copying services; pay for print machine o English and Writing/Reading Lab (CRA 106 )=one projector for workshops/seminars

Student Services Department. Each campus provides space for student services which includes registration,

admissions, advising, disability services (DSS), and financial aid. Also under the umbrella of student services are career services and testing. Each campus has a separate area where students can receive career counseling. These areas

include resources on job hunting as well as computers for students to conduct career/job searches or to create their

resumes. On two of PBSC's campuses, Lake Worth and Palm Beach Gardens, there is a separate area for veterans to receive counseling as well as common areas to meet and discuss issues (Webpage: Veterans). Finally, each campus

provides a location for student activities so that students can get together, relax, and enjoy a variety of games.

http://www.palmbeachstate.edu/VeteransServices/

Library Learning Resource Centers. The Palm Beach State College library system includes Library Learning Resource

Centers at the Belle Glade, Lake Worth, and Palm Beach Gardens campuses (Webpage: Library Learning Resource Centers). Students, faculty, and staff at the Boca Raton campus have library privileges at both Florida Atlantic University’s

Boca Raton campus and Palm Beach State College's libraries.

PBSC libraries house collections totaling over 179,000 physical items: 12,822 items at Belle Glade, 118,399 at Lake Worth,

and 48,598 at Palm Beach Gardens. The libraries’ electronic collections consist of over 100 online research databases, over 117,000 ebooks, and more than 52,500 electronic journals.

The Belle Glade library, a facility of approximately 2,500 square feet, includes seating for 33 students, one group study

room, and 21 computer workstations, as well as five laptop computers, three iPads, and 15 ebook readers available for

check out to students. The Lake Worth library has 54,000 square feet of floor space, seating for 530 students, 14 group study rooms, 132 computer workstations, and a library instruction lab with 36 seats. 20 laptops, 19 iPads, and over 50

ebook readers are available for loan to students. The Palm Beach Gardens library, at 50,000 square feet, has seating for 416 students, eight group study rooms, 150 computer workstations, and a library instruction lab with 35 seats. Eleven

laptop computers, 48 iPads, and 65 ebook readers are available for loan.

Sources

Business Services Evaluation Survey

Deferred Maintenance Plan 2016-17



Deferred Maintenance Plan Summary

Ed Plant Survey

Electrical Distribution Plans

IGCC Presentation

IGCC Standards

Palm Beach State District Facilities Org Chart

PBSC Campus Master Plans 2016-2021

Underground Water Distribution Master Plans







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CS - 3.13

Policy Compliance 3.13 The institution complies with the policies of the Commission on Colleges.

(Note: Institutions are responsible for reviewing the following Commission policies and providing evidence of compliance with those that are applicable. Polices can be accessed at http://www.sacscoc.org/policies.asp.).

Judgment


Palm Beach State College (PBSC) currently complies with all Southern Association of College and School Commission on

Colleges (SACSCOC) policies. PBSC’s accreditation liaison, Dr. Roger Yohe (Accreditation Liaison Letter of Appointment), is responsible for staying current with all SACSCOC policies, for informing all College functions of compliance requirements,

and for providing necessary oversight to ensure on-going compliance. Dr. Yohe reports directly to the president of PBSC, as vice president of academic affairs, and as such is a member of the President’s Cabinet. In this role, Dr. Yohe is well

positioned to keep senior leadership members appraised of SACSCOC policy provisions and to bring any out-of-line situations to their attention for immediate action. Dr. Yohe also presides over the Deans Council and is thus able to

oversee and ensure policy compliance at a detailed level. The accreditation liaison and other members of the institutional

effectiveness staff regularly (at least annually) attend SACSCOC meetings in order to stay current with policies and accreditation requirements. In early 2017, PBSC discovered a compliance issue relative to the SACSCOC Policy “The Quality and Integrity of

Undergraduate Degrees” due to discrepancy between this policy and Florida DOE Curriculum Frameworks as relates to

awarding of block credit for postsecondary vocational programs as required by state-wide articulation agreements. This issue affected a number of institutions in the Florida State College System. PBSC self-reported this non-compliance in a

letter dated May 30, 2017 (SACSCOC 053017 Policy Compliance Notification), which outlined steps taken by which the College is now in full compliance.

Sources

Accreditation Liaison Letter of Appointment

SACSCOC 053017 Policy Compliance Notification

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CS - 3.13.a

Policy Compliance: Accrediting Decisions of Other Agencies Applicable policy statement. Any institution seeking or holding accreditation from more than one U.S. Department of

Education recognized accrediting body must describe itself in identical terms to each recognized accrediting body with regard to purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituencies, and it

must keep each institutional accrediting body apprised of any change in its status with one or another accrediting body.

Documentation: The institution should (1) list federally recognized agencies that currently accredit the institution; (2)

provide the date of the most recent review by each agency and indicate if negative action was taken by the agency and the reason for such action; (3) provide copies of statements used to describe itself for each of the accrediting bodies; (4)

indicate any agency that has terminated accreditation, the date, and the reason for termination; and (5) indicate the date and reason for the institution voluntarily withdrawing accreditation with any of the agencies. (Or you can reference Part

II, item five (5), Accreditation, for your response and also include your response to item three (3) above.) Judgment

Compliant Non-Compliant Not Applicable Narrative As described in detail in Part II, Section five, Accreditation, Palm Beach State College (PBSC) currently offers 35 programs that are either accredited or certified by professional accreditors and/or state certifying bodies. A list of these bodies is provided (PBSC Program Accreditation and Certification). Seven of these accreditors (shaded in yellow) are federally recognized as listed in the following table. The most recent accreditation review date is provided. PBSC is currently in good standing with these accreditors with no pending sanctions or negative actions. The elements and facts used by PBSC to describe itself to accreditors have always been consistent. However, to ensure descriptions in identical terms to all federally recognized accreditors and to communicate updates regarding the status of accreditation by any of these agencies, the College implemented a new practice in 2017. In the new practice, a letter is sent annually to each agency confirming the description of the College and accreditation updates. The letter is sent prior to the start of the fall term by the accreditation liaison to all accrediting bodies (SPA Notification Letters 2017). The common description is included here, followed by the federal agencies which grant accreditation to specialized programs at PBSC:

Palm Beach State College, founded in 1933 as Florida's first public community college, is a diverse, comprehensive

institution dedicated to serving the educational needs of Palm Beach County. Integrally linked to the community through

strong partnerships, the College provides associate and baccalaureate degrees, professional certificates, workforce development and lifelong learning.

Purpose: The mission of the College is “to create and sustain a dynamic teaching and learning environment that provides a high-quality, accessible, affordable education, preparing students to contribute and compete ethically

and successfully in a diverse global community.”

Governance: The College is overseen and approved by the District Board of Trustees, which is appointed by the

governor. The president is appointed by the board and is responsible for the organization of the College. The president employs administrative and academic officers which include provosts, vice presidents, deans, general

counsel, and other senior administrators (approved by the board on recommendation of the president).

Programs, Degrees, Diplomas, and Certificates: The College currently offers about 130 programs that lead to a Bachelor of Science in Nursing (BSN), Bachelor of Applied Science (BAS), Associate in Arts (AA), and Associate in

Science (AS) degrees, as well as a broad range of College Credit Certificates (CCC), Post-Secondary Adult Vocational (PSAV) Certificates, Advanced Technology Certificates/Diplomas (ATC & ATD) and Certificates of

Professional Preparation (CPP). Programs are offered within eight major areas of study. These include

o Business o Child Care, Human Services and Teacher Education

o Computer Science o Creative Arts & Communications

o Health Science

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o Public Safety o Science and Environment

o Trade and Industry

Personnel: The College employed 2,598 persons in 2015-2016. This includes full-time and part-time faculty, staff,

and student workers.

Finances: The College's operating budget in 2016-2017 was $126.7 million, and the economic impact on Palm Beach County was $1.1 billion (2013).

Constituencies: The College is a non-majority institution (40% White, 29% Hispanic, 27% Black, 4% all others), serving approximately 47,800 students in 2015-2016 who have an average age of 26. Most students (57%) are

female and most (72%) are enrolled part-time. Students at Palm Beach State College represent 153 countries and territories. Approximately 15,000 students are enrolled in at least one distance learning course, and more than

400 students are enrolled in the Dr. Floyd F. Koch Honors College. The College serves local business and industry

and has 28 formal partnership or advisory councils.


Federally Recognized Accrediting Bodies

Accrediting Body Most Recent

Accreditation

Negative Action

Taken & Reason

Termination or Voluntary

Withdrawal

Accrediting Council of Business Schools and

Programs (ACBSP), 11520 West 119th St, Overland Park, KS 66213

Member since 2013 None None

Accreditation Commission for Education in Nursing (ACEN), 3343 Peachtree Rd NE, Suite

850, Atlanta, GA 30326

2014 None None

American Dental Association Commission on

Dental Accreditation (ADA), 211 E Chicago Ave, Chicago, IL 60611

2014 None None

Commission on Accreditation of Health Informatics and Information Management

(CAHIIM), 233 N Michigan Ave, 21st Floor,

Chicago, IL 60601

2012 None None

Commission of Accreditation of Allied Health Education Programs (CAAHEP), 25400 US

Highway 19 North, Suite 158, Clearwater, FL 33763

2014 None None

Joint Review Committee on Education in

Radiologic Technology, 20 N Wacker Dr, Suite 990, Chicago, IL 60606

2016 None None

Commission on Accreditation for Respiratory

Care, 1248 Harwood Rd Bedford, TX 76021 2016 None None

Sources

PBSC Program Accreditation and Certification

SPA Notification Letters 2017

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CS - 3.13.b

Policy Compliance: Complaint Procedures Against the Commission or its Accredited Institutions Applicable Policy Statement. In addition to FR 4.5 regarding complaints, the Commission also requires, in accord with

federal regulations, that each institution maintains a record of complaints received by the institution. This record is made available to the Commission upon request.

Documentation: Normally, this record will be reviewed and evaluated by the Commission as part of the institution’s decennial evaluation; however, during the fifth-year interim review, when addressing this policy statement, the institution

should provide information to the Commission describing how the institution maintains its record and (1) individuals/offices responsible for the maintenance of the record(s), (2) elements of a complaint review that are included

in the record, and (3) where the record(s) is located (centralized or decentralized).

Judgment

Compliant Non-Compliant Not Applicable Narrative Palm Beach State College is in compliance with CS 3.13b because it has policies and procedures in place for complaints and maintains a record of complaints received.

Complaints against the College

Student rights to file complaints against the College with the Florida Department of Education (FLDOE) or the Southern Association of College and School Commission on Colleges (SACSCOC) are outlined in the Student Handbook (Student

Handbook 2016-17, p18-19). College administrators are not aware of any complaints with or to FLDOE or SACSCOC, but if this occurs, the complaint will be referred to the accreditation liaison. The liaison will respond to the complainant

appropriately and take up the matter with the office(s) or person(s) against whom the complaint is filed. The record of

the complaint will be maintained by the accreditation liaison either in electronic format or in the liaison’s office.

Elements and Maintenance of Complaint Records

In all cases, complaint records contain the following elements:

Student name

Student ID

Nature of complaint

Instructor, class, or course involved (for academic complaints)

Reason for complaint

Desired outcome or solution

Maintenance of formal written complaints was historically dependent on the campus, type of complaint (academic, non-academic, Title IX), and whether the complaint was received via email, the online Resolution Form, or the online Incident

Form. Records were housed either in the online database, as an archived email chain, or as physical files in office of the

person on a given campus who was delegated with resolving the complaint. Over time, this system became problematic because the in-house online method provided only rudimentary options, and the email tracking system was inefficient. To

address these concerns, the College piloted a behavior management system (Maxient) in early 2017. Maxient provides a secure location to record and maintain all academic and non-academic complaints in a single repository for all

departments College-wide. It was successfully piloted for the recording of all Title IX complaints and subsequently expanded to cover other types of complaints, and it has proven to be the most efficient and reliable method for tracking

student complaints (Title IX Complaint 1, Title IX Complaint 2, Title IX Complaint 3). The College therefore decided to

consolidate the recording aspect of the complaint process so that, as of the fall 2017 semester, all student complaints and their resolutions will be entered into Maxient (Joint Deans’ Council Minutes, August 3, 2017).

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During the transition to the College-wide utilization of Maxient for student complaints, the Title IX coordinator/student life director maintains the Maxient system. The system is backed up and encrypted daily by Maxient.

Sources

SH-2016-17-StudentRights-p18-19

Title IX Complaint 1







CS - 3.13.c

Policy Compliance: Reaffirmation of Accreditation and Subsequent Reports Applicable Policy Statement. An institution includes a review of its distance learning programs in the Compliance

Certification and in its Fifth-Year Compliance Certification. Documentation: In order to be in compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and

correspondence education programs and courses. Judgment


Palm Beach State College (PBSC) received approval from Southern Association of College and School Commission on

Colleges (SACSCOC) in July 2001 to offer programs in which 50% or more of instruction is delivered via distance learning. Many courses across the curriculum are offered in fully on-line and/or hybrid modes, as well as face-to-face. However,

only bachelor programs (BAS) in information management, supervision & management and nursing are offered fully online, i.e. more than 50% of content is delivered via distance learning using asynchronous technology. PBSC does not

use synchronous technology or correspondence education.

Addressing Compliance for Distance Learning in the Fifth-Year Report

The College appropriately addresses distance learning in CR 2.8, CR 2.10, CS 3.3.1.1, CS 3.4.3, CS 3.4.11, 3.11.3, and FR

4.2 through FR 4.9 as described below.

CR 2.8 – The narrative in 2.8 addresses the quality and evaluations of programs including those offered in a distance

learning format, and Table 2.8-4 provides the percentage of full-time faculty who teach in classrooms, hybrid, and online classes.

CR 2.10 – Table 2.10-3 lists the student support services that are available (or required) online. The table compares

traditional availability to the online delivery of each service. Section 2.10 also addresses the connection between these services in their online format and the mission of the College.

CS 3.3.1.1 – The learning outcomes for all programs, courses, and general education are identical, and assessment cycles and instruments are consistent throughout the curriculum regardless of course delivery, so previous descriptions of

assessment also apply to distance learning courses. The narrative for CS 3.3.1.1 outlines the additional practices in place at the College to ensure equivalent curriculum and quality online and on campus.

CS 3.4.3 - Students may apply for admission by completing an online application. Narrative in this section explains how students may do so via the state of Florida’s website, "Florida Shines." The narrative for CS 3.4.3 further explains how

students may find admissions information easily as the College’s home page has a prominent link, which takes a prospective student directly to the admissions webpage.

CS 3.4.11 – Full-time and part-time faculty are observed and evaluated on a regular basis, and the observations and evaluations integrate online teaching to ensure equivalent instructional quality and curriculum delivery regardless of

modality as outlined in the narrative for CS 3.4.11.

CS 3.11.3 – The College views technology as an essential part of our students’ educational experience and learning outcomes as well as a vital everyday tool needed for faculty and staff to support students’ success. This includes students

who take courses online but may be visiting a physical campus. The narrative for CS 3.11.3 explains the network

infrastructure that ensures adequate support for distance learning students who may rely on physical campus resources for connectivity.

CS 3.13b - The College has policies and procedures in place for student complaints, explained in CS 3.13b and FR 4.5,

and it keeps a record of complaints regardless of whether students take classes online or face-to-face and whether the

grievance is related to an experience online or on campus as documented in CS 3.13b.

FR 4.2 – The first goal in the College's current strategic plan is “The College will advance a constant commitment to

excellence in teaching and learning.” The narrative for FR 4.2, the College addresses distance learning as it explains that faculty development prepares faculty and staff to deliver curriculum with excellence in classes online and on campus.

Further, this section discussions assurances of curriculum that remain appropriate to the mission whether classes are online or on campus.

FR 4.3 – The College publishes on its website the academic calendars, student planners, grading policies, and refund policies, giving online access to the public and to all students, whether they take classes online or face-to-face. The

narrative for FR 4.3 also explains that multiple policies are published within the College Catalog, which is also published online for students.

FR 4.4 – All programs at Palm Beach State College meet program length requirements. This is true regardless of the

teaching modality, face-to-face or online, and the College explains in the narrative for FR 4.4 what the requirements are

and how compliance is ensured.

FR 4.5 – The College ensures students have access to policies regarding complaints by directing them to the Student Handbook, which is available online. Students have access to file complaints in person on campus or online as explained

in the narrative for FR 4.5.

FR 4.6 – Recruitment materials are widely available online for potential or current students to view or download as

explained in the narrative for FR 4.6.

FR 4.7 – The College remains in compliance with its Title IV participation responsibilities and administration of the Federal Student Assistance Programs, as described in the narrative for FR 4.7, ensuring program access to students whether they

take classes on campus or online.

FR 4.8 – The College is in compliance with student authentication, privacy, and charges as described appropriately in the

narratives for FR 4.8.1, FR 4.8.2, and FR 4.8.3.

FR 4.9 – All courses offered online have the same learning outcomes, assessment, course outlines, and credit hour

definitions as the same course offered in a face-to-face modality as described in the narrative for FR 4.9.

FR - 4.1

Student Achievement The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include

enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals. (Federal Requirement 4.1) Judgment

Compliant Non-Compliant Not Applicable Narrative Palm Beach State College, founded in 1933 as Florida's first public community college, is a diverse, comprehensive

institution dedicated to serving the educational needs of Palm Beach County. Integrally linked to the community through strong partnerships, the College provides associate and baccalaureate degrees, professional certificates, workforce

development, and lifelong learning. The mission is to create and sustain a dynamic teaching and learning environment that provides a high-quality, accessible, affordable education, preparing students to contribute and compete ethically and

successfully in a diverse global community.

Success Indicators

The College evaluates student achievement annually using a number of indicators including the College's Program Health Indicator Report, the State of Florida's Accountability Report, state licensing examination pass rates, job placement, and additional measures of student achievement. The Office of Institutional Research and Effectiveness publishes several

related reports online (Webpages: Online Research and Data, College Data).

Program Health Indicator Report. The Program Health Indicator Report (Program Health Indicators Report 2011-12

to 2015-16) annually provides five-year trends for enrollments, course success rates (defined as obtaining an A, B, C or P grade), course withdrawal rates, program completers, and occupational completion points acquired by program students

(occupational completion points are only applicable for workforce certificate programs). Program faculty and administrators review the report every fall semester, specifically evaluating the results for their programs in comparison to

previous years. Associate deans and faculty initiate a review of the report in the annual program review process each fall (Program Review Timeline). Evaluating enrollment trends provides the College an opportunity to ensure it is making

education "accessible" in keeping with the mission. Other indicators in this report are important to the mission as they

allow the College to assess the quality, using the results each year to work toward improvement as needed to offer a "high-quality" education.

When trends are unacceptable (lower than previous years, below program-specific benchmarks, or below state or national

trends), faculty and administrators develop improvement strategies. The associate deans enter written summaries into an

electronic management system (Compliance Assist) and present those summaries for further review by campus deans, provosts, and appropriate vice presidents (PRSF Sample Reports 2015-2016; Program Review Summaries Full Reports

2014-2015; Program Review Summaries Full Reports 2015-2016). Recommendations for targeted improvement are addressed in these reviews, and recommendations for program elimination are forwarded for review by President’s

Cabinet and are approved by the District Board of Trustees (DBOT Policy #6Hx-18-2.01). The College publishes the

Program Health Indicator Report online (Webpage: Program Health Indicators).

State of Florida Accountability Report. The state provides annual accountability measures to every community/state college in Florida. The College publishes the accountability measures in an annual report that shows five-year trend data

for every measure. The report also compares the College's outcomes with statewide average outcomes for all 28 community and state colleges in the Florida College System (Accountability Report April 2016; Webpage: Accountability

Report Trends 2011-2015). This report constitutes a component of the College president's annual evaluation by the Board

of Trustees, and it contains a number of measures relevant to completions. It is important to the College to prepare "students to contribute and compete ethically and successfully in a diverse global community." It is expected that Palm

Beach State College will perform as well or better than colleges across the Florida College System, and measures in the Accountability Report allow the College to evaluate whether or not and to what degree Palm Beach State students are in

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fact competing successfully against their peers at other colleges in Florida, thereby connecting these accountability measures to the mission.

Licensure pass rates. The College offers a number of programs that require licensing examinations (either state or

national) of their graduates. For other career-oriented program offerings, the licensure exam is optional and, in some of

those cases, the licensure agency reports results only at the state or national level and not at the college level. Thus, programs are only able to report licensure pass rates when the data are available. Program directors report data to the

Office of Institutional Research and Effectiveness which maintains a database record (Licensure Pass Rates: 2010-2016).

In all programs that require licensure examinations, the program review process builds evaluation of licensure and certification pass rates into the Program Learning Outcomes Assessment process, establishing benchmarks for first-time

attempts that range from 70% to 100% of students depending on the program. When pass rates on the licensure exam

do not meet the benchmark set by the program, faculty design and implement improvement strategies. During the next cycle, the program review process includes a re-evaluation of pass rates with an expectation of improvement. As an

example of this process, see results for the first learning outcome in the sample report for the Emergency Medical Technician program (Sample PLO Report EMT 201415-201516; Career-Oriented Programs Full Report 2014-2015; Career-

Oriented Programs Full Report 2015-2016). The College selects this as a measure of student achievement because

knowing the extent to which Palm Beach State students are successfully able to obtain industry licensure and certifications helps the College evaluate whether or not and to what degree Palm Beach State students are prepared to

"contribute" to their communities and "compete" against other job seekers, thereby supporting the College's mission.

Job placement rates. The College relies on two sources for job placement information. The first source is the previously discussed State Accountability Report, which includes the percentage of students employed in field or enrolled in a

subsequent program in higher education (Measure 3, Part 2), and it provides a five-year trend for this information. The

measure is segmented into placement rates (percent employed in field of study or engaged in higher education) for completers and for leavers (non-completers who become employed). In 2015 (the most recent year for which data are

available), the College's placement rate for completers was 88.2%, close to the statewide average of 89.1%. The placement rate for leavers was 76.3%, higher than the statewide average of 69.5%.

The second source is the placement data provided through the Florida Education and Training Placement Information Program (FETPIP) (Webpage: FL DOE FETPIP). These data are helpful because they are presented by program, taking

into account job employment, continuing postsecondary education activities, military service, and other measures (FETPIP 201415-201516). Program deans and faculty review these data annually during the program review process, documenting

findings on Program Review Summary Forms (PRSF Sample Reports 2015-2016; Program Review Summaries Full Report

2014-2015, Program Review Summaries Full Report 2015-2016). It is expected that Palm Beach State College graduates will be employed in field at a rate at least as high as students throughout the state as measured by the State Accountability Report and FETPIP.

The College uses employment data to measure student achievement because gainful employment in field is an indication that the College is fulfilling its mission to help students successfully "contribute" to their communities and "compete"

against other job seekers.

Additional Data Relevant to Student Achievement

Additional IRE reports. The Office of Institutional Research and Effectiveness publishes a large number of regular reports on its website, two of which are especially relevant to course success and completion data: Panorama and Grade Distributions. These reports combine the data that were previously described but remain available both for public accountability and as needed during program review.

Panorama, the College's annual fact book (Webpage: Panorama 2016), includes a section entitled "Student Performance." This section contains program completions in multiple areas:

Program completions by degree type: bachelor’s and associate degrees, Educator Prep Institute, College Credit

Certificate (CCC), Postsecondary Adult Vocational (PSAV) certificates, applied technology diplomas, advanced technical certificates, and apprenticeships

Program completions by track: number of completions for each career-oriented program

Overall course success rates by campus and type of course (credit vs. prep)

Overall course grade distributions by campus and type of course (credit vs. prep)

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Separately, the Office of Institutional Research and Effectiveness also posts a set of reports that show complete grade distributions (including withdrawal rates) for every credit and prep course offered by term (summer, fall,

spring) and campus (Grade Distribution 2015-2016; Webpage: College Data, Grade Distribution Data).

Standards of Academic Progress. Also relevant to student success and completion are the College's Standards of

Academic Progress. The College requires each student to maintain reasonable academic progress and has processes in place to aid students when their progress falls below these standards (for example, seeing an academic advisor prior to

registering for the subsequent term). The standards and the procedures are detailed in both the Student Handbook and College Catalog and are published online (Student Handbook 2016-17, Standards of Academic Progress, p9-10; College

Catalog 2017-18, Standards of Academic Progress, p37-47; Webpages: Student Handbook; College Catalog). A separate policy, Academic Progress for Financial Aid Eligibility, applies specifically to students who receive financial aid (Academic

Progress for Financial Aid Eligibility; Webpage: Academic Progress for Financial Aid Eligibility). Evaluating individual

student achievement and holding students accountable contributes to an "affordable education" as it maintains compliance with federal financial aid requirements allowing students to receive financial aid. The standards and

accountability to meet those standards further ensure the College is maximizing the "high-quality" of its education in keeping with the PBSC mission.

Learning outcomes assessment. Learning outcomes have been defined and are assessed annually for all career-oriented programs and general education. The extent to which students achieve the benchmarks set by the program

(Program Learning Outcomes) or the College (General Education Learning Outcomes) constitute additional student achievement data that are systematically reviewed annually by program and general education faculty (Career-Oriented

Programs Report 2014-2015, Career-Oriented Programs Report 2015-2016; Gen Ed AA Annual Report 2014-2015, AA Degree Report 2015-2016, General Education Report 2015-2016). It is important to the College to evaluate the results of

learning outcomes assessment in order to know how well students are learning and to develop improvement strategies to

ensure a "high-quality" education is being offered, "preparing students to contribute and compete ethically and successfully in a diverse global community," thereby connecting learning outcomes assessment to the mission of the

College.

Graduating Student Survey. Students complete the Graduating Student Survey just prior to completing a degree or

certificate program, and results provide an indirect measure of student achievement. Students rate the extent to which they believe that their experience at the College has contributed to their competency on each of the nine general

education and institutional learning outcomes. The Office of institutional Research and Effectiveness compiles an annual report, sharing the results with faculty and the General Education and Assessment Committee and publishing the report

online (Graduating Student Survey 2015-2016, Graduating Student Survey 2016-2017; Webpage: Graduating Student

Survey 2016-2017). Student perspective is important to the College. These results are reviewed by faculty and staff in most programs, and the expectation is that students will rate the College well (at least a 4 on a 5-point scale) in each

area reviewed. Results are used to improve services or instruction. This measure helps the College know if, from the students' perspectives, a Palm Beach State College education is in fact a "high-quality, accessible, affordable education,

preparing students to contribute and compete ethically and successfully in a diverse global community," as expected based on the PBSC mission.

Financial aid monitoring. In accordance with federal requirement 34 CFR 668.34 (Webpage: Federal Student Aid Satisfactory Academic Progress), the College’s Office of Financial Aid monitors the Satisfactory Academic Progress (SAP)

of all aid recipients. Palm Beach State College has established a reasonable SAP policy to ensure students receiving aid are progressing academically in their educational programs and are otherwise eligible to receive state and Title IV aid; the

policy is published online (Academic Progress for Financial Aid Eligibility; Webpage: Academic Progress for Financial Aid

Eligibility). Evaluating students' academic progress not only helps the College ensure a "high-quality" education, but when progress is also tied to financial aid, it allows the College to offer financial aid packages making that education more

"affordable," which is another important part of the College mission.

Sources

AAdegreeReport-2015-2016

AcademicProgress-FinancialAidEligibilityPolicy

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=bb733371-7950-e711-b837-d639cd757391





http://www.palmbeachstate.edu/studenthandbook/




http://www.palmbeachstate.edu/financialaid/sap.aspx










http://www.palmbeachstate.edu/CollegeData/documents/GSS-051016-051517.pdf

http://www.palmbeachstate.edu/CollegeData/documents/GSS-051016-051517.pdf

https://ifap.ed.gov/qahome/qaassessments/sap.html

https://ifap.ed.gov/qahome/qaassessments/sap.html






Accountability-Report-April2016



College Catalog-Standards Academic Progress-2017-2018-p37-47

DBOT-6Hx-18-2.01

FETPIP-201415-201516



GradeDistribution-2015-2016



LicensurePassRates-2010-2016

ProgramHealthIndicators-2011-12-2015-16



ProgramReview-Timeline


SamplePLOReport-EMT-201415-201516

SH-2016-17-AcademicProgress-p9-10









https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=bb733371-7950-e711-b837-d639cd757391



https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=c1733371-7950-e711-b837-d639cd757391








FR - 4.2

Program Curriculum The institution's curriculum is directly related and appropriate to the purpose and goals of the institution and the

diplomas, certificates, or degrees awarded. (Federal Requirement 4.2)

Judgment


Narrative

Palm Beach State College's curriculum is directly related and appropriate to the purpose and goals of the College and the

diplomas, certificates, and degrees awarded. The College provides curriculum for associate and baccalaureate degrees,

college credit certificates, applied technology diplomas, and workforce certificates in accordance with the College's mission (Webpage: Palm Beach State College Mission).

The College is authorized by the state of Florida to offer its degrees and other awards through Florida Statute (FL

Statutes 1004.65, FL Statutes 007.33) and Florida Administrative Code (FAC-Rule-6A-14.030, FAC-Rule-6A-10.024). Board policy further reflects the authorization of these programs (DBOT Policy 6Hx-18-2.06). The College has

membership with Southern Association of College and School Commission on Colleges (SACSCOC) as a Level II institution

(SACS Reaffirmation Letter 2012; SACS Member and Candidate List 2017)

Curriculum Related to the Mission and Goals of the College

The College’s curriculum relates to both the mission (purpose) and goals. The Palm Beach State College mission

statement specifically names each type of program offered at the College. The College offers only these types of programs to ensure that curriculum remains related to and supportive of the College’s mission (see Table 4.2-1).

Additionally, the first goal in the College's current strategic plan is “The College will advance a constant commitment to

excellence in teaching and learning” (Palm Beach State College Strategic Plan, 2012-2018). Curriculum relates to this goal through faculty and staff development, which supports teaching excellence and faculty-driven assessment to monitor and

improve student learning in all courses, whether on campus or online. Faculty regularly share best practices for

curriculum delivery in campus Professional Teaching and Learning Centers (Webpage: Professional Teaching & Learning Center) and in breakout sessions up to twice annually at a college-wide event called Development Day (Webpage:

Development Day). To further support this goal, the College brings in various speakers to meet with faculty for the purpose of professional development related to exemplary teaching (Development Day Agenda 3/26/15 – Stephen Chew;

Development Day Agenda 10/19/16 - Kay McClenney). The College further supports faculty with designated funds, called

Staff and Program Development funds, which allow faculty to take additional coursework or to attend teaching seminars and conferences (Funded Professional Development 2015-2016; Funded Professional Development 2016-2017; Webpage:

Staff and Program Development).

Table 4.2-1

Alignment of Curriculum to the College Mission and Goals

Mission Statement Programs that address the mission statement

Palm Beach State College, founded in 1933 as

Florida's first public community college, is a diverse, comprehensive institution dedicated to

serving the educational needs of Palm Beach County. Integrally linked to the community

through strong partnerships, the College provides

associate and baccalaureate degrees, professional certificates, workforce development, and lifelong

learning.

Associate and Baccalaureate Degrees

Bachelor of Applied Science Degrees Bachelor of Science in Nursing Degree

Associate in Arts Degree Associate in Science Degrees

Developmental Courses

Professional Certificates

College Credit Certificates Applied Technology Diplomas

http://www.palmbeachstate.edu/crm/statements.aspx

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=92ecb391-7950-e711-b837-d639cd757391


https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=aca1858a-8150-e711-b837-d639cd757391

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=5c871a76-7a50-e711-b837-d639cd757391



https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=7eecb391-7950-e711-b837-d639cd757391

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=efdac696-8150-e711-b837-d639cd757391

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=eddac696-8150-e711-b837-d639cd757391


http://www.palmbeachstate.edu/ptlc/

http://www.palmbeachstate.edu/ptlc/

http://www.palmbeachstate.edu/academicservices/faculty-information/development-day.aspx




https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=aea1858a-8150-e711-b837-d639cd757391


http://www.palmbeachstate.edu/academicaffairs/spd-page.aspx

Palm Beach State College's mission is to create

and sustain a dynamic teaching and learning

environment that provides a high‐quality,

accessible, affordable education, preparing

students to contribute and compete ethically and

successfully in a diverse global community.

Workforce Development Workforce Certificates

Continuing Workforce Education

Lifelong Learning

Recreational and Leisure Courses

Strategic Goals Related to Curriculum

Goal Programs that address the goal

The College will advance a constant commitment to excellence in teaching and learning.

Bachelor of Applied Science Degrees Associate in Arts Degree

Associate in Science Degrees

Associate in Applied Science Degrees College Credit Certificates

Applied Technology Diplomas Workforce Certificates

College Preparatory and Developmental Courses

Continuing Workforce Education Recreational and Leisure Courses

The College will respond to the current and emerging educational needs of the community

with innovative educational opportunities.

Bachelor of Applied Science Degrees New program in Information Management

College Credit Certificates New program in Biotechnology

New program in Sustainable Construction

Process to Ensure Curriculum is Appropriate to the Mission and Goals of the College

The College has checks and balances to ensure that the curriculum is appropriate to the mission and goals of the College. The curriculum process (AM 2017-18 Section G Curriculum Development, p68-73; Curriculum Process Flow Chart),

through compliance with state and board policies (FL Statute 1004.65, FL Statute 1007.33; FAC-Rule-6A-14.030, FAC-

Rule-6A-10.024; DBOT Policy 6Hx-18-2.01), ensures alignment to the mission of the College. By requiring all programs to address the College’s institutional learning outcomes, whether program courses are offered online or on campus,

curriculum remains appropriate to the goals of the College (New Program Curriculum Packet; Program Revision Curriculum Packet). The curriculum process starts with faculty, and faculty have majority membership on the Curriculum

Committee (Webpage: Curriculum Committee Members & Schedules). When curriculum changes are proposed, program faculty, the business partners, and the Board of Trustees must approve the changes to make certain the program remains

related to and supportive of the mission and goals; recent changes to a supply chain program illustrate this approval

process (Sample Cluster Minutes Supply Chain December 2016; Sample Business Partnership Minutes Supply Chain 10/28/16; Sample DBOT Transmittal Supply Chain 2017; Webpages: Curriculum Development; Business Partnership

Meeting Minutes).

Additionally, compliance with state and board policies ensure curriculum remains appropriate to the mission and goals of

the College. The requirements and process may vary slightly based on the program. Table 4.2-2 explains the process for each type of curriculum offered by the College to ensure appropriateness to the mission and goals of the College, and

Table 4.2-3 provides a list of programs.

Table 4.2-2

Curriculum Appropriate to the Mission and Goals

Curriculum/Award Type (see Table 4.2-3 for program list)

Ensuring Appropriateness with the Mission and Goals












http://www.palmbeachstate.edu/curriculum-development/members-and-schedules.aspx

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=f3dac696-8150-e711-b837-d639cd757391




http://www.palmbeachstate.edu/curriculum-development/default.aspx

http://www.palmbeachstate.edu/bpc/minutes.aspx

http://www.palmbeachstate.edu/bpc/minutes.aspx


Faculty develop curriculum; demonstration of

program need, board approval; state approval; SACSCOC notification.

Associate in Arts Degree

Comply with Florida Administrative Code (Rule 6A-

10.024) which specifies 36 hours of General

Education and common prerequisites for associate of arts degree transfer requirements (FAC-Rule- 6A-

10.024).

Associate in Science Degree

College Credit Certificates Applied Technology Diplomas Workforce

Development Certificates

Faculty develop curriculum compliant with established Curriculum Frameworks including

program length (Webpage: FL DOE Curriculum

Frameworks). If no curriculum framework exists, develop using the DACUM (Developing a Curriculum)

process (DACUM Sample 2005): demonstrate program need; obtain board and state approval (if

program is new); and notify SACSCOC. (Process has not been necessary since 2005.)

Courses in Programs All credit and workforce development courses must count toward a program of study; avoids proliferation

of courses unrelated to the mission.

Courses not taught or obsolete

Faculty make recommendations through the curriculum process on obsolete courses; courses not

taught for five years are removed from the

curriculum and approved by the board per Florida Administrative Code (FL Statute 1001.61, FL Statute

1001.64; DBOT Policy 6Hx-18-2.08).

College Preparatory Curriculum

As an open door institution, the College offers college

preparatory instruction per Florida Administrative Code to support success in the program curriculum

(FAC-Rule-6A-10.0315).

Continuing Workforce Education

The College offers continuing education courses to

meet local need and demand for continuing professional education in a variety of fields to support

workforce development, a key element of the

mission.

Recreational and Leisure

The College offers recreational and leisure courses in

support of part of the College mission dedicated to lifelong learning.

Table 4.2-3

List of Programs

Award Name Type of Award


Information Management Bachelor of Applied Science

Supervision & Management Bachelor of Applied Science

Nursing Bachelor of Science

Associate in Arts

Associate in Arts (Transfer Degree) Associate In Arts


Accounting Technology AS Associate In Science

Biotechnology AS Associate In Science

Business Administration and Management-Banking Concentration AS Associate In Science

Business Administration and Management-Management, Supervision Concentration AS

Associate In Science

Business Administration and Management-Marketing Concentration AS Associate In Science



http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/

http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/

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https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=a0a1858a-8150-e711-b837-d639cd757391

Business Administration and Management-Risk Management and Insurance

Concentration AS Associate In Science

Business Entrepreneurship AS Associate In Science

Computer Programming AS Associate In Science

Crime Scene Technology AS Associate In Science

Criminal Justice Technology-General (Non-Sworn) AS Associate In Science

Criminal Justice Technology-Law Enforcement Officer AS Associate In Science

Dental Hygiene AS Associate of Science

Diagnostic Medical Sonography AS Associate of Science

Early Childhood Education AS Associate In Science

Electrical Power Technology AS Associate In Science

Emergency Management AS - Emergency Management Concentration Associate In Science

Emergency Management AS - Homeland Security Concentration Associate In Science

Emergency Medical Services AS Associate In Science

Engineering Technology - Advanced Technology Concentration AS Associate In Science

Engineering Technology - Alternative Energy Systems AS Associate In Science

Engineering Technology - Electronics Concentration AS Associate In Science

Environmental Science Technology AS Associate In Science

Fire Science Technology AS Associate In Science

Graphic Design Technology AS Associate In Science

Health Information Technology AS Associate In Science

Hospitality and Tourism Management AS Associate In Science

Human Services-Addiction Studies AS Associate In Science

Human Services-General Concentration AS Associate In Science

Human Services-Youth Development Concentration AS Associate In Science

Industrial Management Technology AS Associate In Science

Interior Design Technology AS Associate In Science

Internet Services Technology AS Associate In Science

Landscape and Horticulture Management AS Associate In Science

Motion Picture Production Technology-Digital Animation Concentration AS Associate In Science

Motion Picture Production Technology-Production Concentration AS Associate In Science

Motion Picture Production Technology-Recording Arts Concentration AS Associate In Science

Networking Administrator AS Associate In Science

Nursing AS Associate In Science

Ophthalmic Medical Technology AS Associate In Science

Paralegal AS Associate In Science

Radiography AS Associate In Science

Respiratory Care AS Associate In Science


Career and Technical Educator ATC Advanced Technical

Certificate


Computer Information Security ATC Advanced Technical

Certificate

Healthcare Documentation/Transcription ATD Advanced Technical

Certificate

Magnetic Resonance Imaging ATC Advanced Technical Certificate

Accounting Technology CCC College Credit Certificate

Addiction Studies CCC College Credit Certificate

Alternative Energy Engineering Technology CCC College Credit Certificate

Banking Specialist-Financial Services CCC College Credit Certificate

Biotechnology CCC College Credit Certificate

Biotechnology Laboratory Specialist CCC College Credit Certificate

Business Administration and Management CCC College Credit Certificate

Business Operations CCC College Credit Certificate

Business Specialist CCC College Credit Certificate

Child Care Center Management CCC College Credit Certificate

Cinematography CCC College Credit Certificate

Cisco Certified Entry Network Technician (CCENT) CCC College Credit Certificate

Cisco Certified Network Associate (CCNA) Routing and Switching CCC College Credit Certificate

Cisco Certified Network Associate (CCNA) Security CCC College Credit Certificate

Commercial Pilot-Airplane CCC College Credit Certificate

Commercial Pilot-Helicopter CCC College Credit Certificate

Computer Programing Specialist CCC College Credit Certificate

Crime Scene Technology CCC College Credit Certificate

Diagnostic Medical Sonography CCC College Credit Certificate

Digital Animation CCC College Credit Certificate

Directing and Producing CCC College Credit Certificate

Educator Preparation Institute College Credit Certificate

Emergency Management CCC College Credit Certificate

Emergency Medical Technician (EMT-B) CCC College Credit Certificate

Engineering Technology Support Specialist CCC College Credit Certificate

Entrepreneurship CCC College Credit Certificate

Environmental Science Technician CCC College Credit Certificate

Fire Officer Supervisor (Officer 1) CCC College Credit Certificate

Food Service Management CCC College Credit Certificate

Graphic Design Support CCC College Credit Certificate

Graphic Design Technology-Multimedia Arts CCC College Credit Certificate

Graphic Design Technology-Web Design CCC College Credit Certificate

Hazardous Materials Specialist CCC College Credit Certificate

Health Informatics Specialist CCC College Credit Certificate

Hospitality CCC College Credit Certificate

Human Services CCC College Credit Certificate

Infant/Toddler CCC College Credit Certificate

Information Management CCC College Credit Certificate

Information Security CCC College Credit Certificate

Information Technology Administration CCC College Credit Certificate

Information Technology Technician CCC College Credit Certificate

Java Programming CCC College Credit Certificate

Landscape and Horticultural Professional 1 CCC College Credit Certificate

Landscape and Horticultural Professional 2 CCC College Credit Certificate

Landscape and Horticulture Specialist CCC College Credit Certificate

Marketing CCC College Credit Certificate

Medical Information Coder/Biller CCC College Credit Certificate

Mobile Application Development CCC College Credit Certificate

Motion Picture Post-Production Technology CCC College Credit Certificate

Paramedic CCC College Credit Certificate

Pre-School CCC College Credit Certificate

Programming CCC College Credit Certificate

Project Management CPP College Credit Certificate

Rapid Prototyping Specialist CCC College Credit Certificate

Recording Arts CCC College Credit Certificate

Web Development Specialist CCC College Credit Certificate

Youth Development CCC College Credit Certificate


Automotive Service Technology 1 PSAV Workforce Development

Certificate

Automotive Service Technology 2 PSAV Workforce Development

Certificate

Auxiliary Law Enforcement Officer PSAV Workforce Development Certificate

30 Hour Family Child Care Certification PSAV Workforce Development

Certificate

Caring for Children-Birth to 3 Years PSAV Workforce Development

Certificate

Cosmetology PSAV Workforce Development Certificate

Criminal Justice Academy -Law Enforcement Officer PSAV Workforce Development

Certificate

Criminal Justice Academy-Corrections Officer PSAV Workforce Development

Certificate

Cross-Over CMS Law Enforcement Officer to Correctional Officer PSAV Workforce Development Certificate

Cross-Over Correctional Officer to CMS Law Enforcement Officer PSAV Workforce Development

Certificate

Dental Assisting PSAV Workforce Development

Certificate

Diesel Technology 1 PSAV Workforce Development Certificate

Diesel Technology 2 PSAV Workforce Development

Certificate

Early Childhood (ECPC) Professional Certification PSAV Workforce Development

Certificate

Facials Specialty PSAV Workforce Development Certificate

Facilities Maintenance PSAV Workforce Development

Certificate

Firefighter PSAV Workforce Development

Certificate

Heating, Ventilation, Air Conditioning and Refrigeration PSAV Workforce Development Certificate

Heavy Equipment Mechanics PSAV Workforce Development

Certificate

Insurance Claims Adjuster PSAV Workforce Development

Certificate

Introductory 40 Hour Childcare-Birth to 5 Years PSAV Workforce Development Certificate

Life/Health/Variable Annuities Agent PSAV Workforce Development

Certificate

Machining Technology PSAV Workforce Development

Certificate

Massage Therapy PSAV Workforce Development Certificate

Medical Assisting PSAV Workforce Development

Certificate

Nails Technician PSAV Workforce Development

Certificate

Patient Care Assistant PSAV Workforce Development

Certificate

Practical Nursing PSAV Workforce Development Certificate

Property/Casualty Agent-General Lines PSAV Workforce Development

Certificate

Public Safety Telecommunications PSAV Workforce Development

Certificate

Real Estate Sales Associate PSAV Workforce Development Certificate

Residential and Commercial Electrician PSAV Workforce Development

Certificate

School Age Professional Certification PSAV Workforce Development

Certificate

Security and Automation Systems Technician PSAV Workforce Development Certificate

Surgical Technology PSAV Workforce Development

Certificate

Welding Technology PSAV Workforce Development

Certificate

Program review. In addition to the curriculum process to ensure that curriculum is appropriate for the mission and

goals of the College, the program review process at Palm Beach State College provides a mechanism by which the College

ensures that the curriculum is appropriate to the programs offered. The process follows state of Florida guidelines for Level I, Level II, and Level III program review (FL Statute 1001.02), and augments this with a comprehensive report

process using quantitative and qualitative data.

Program review is a part of the institutional effectiveness assessment cycle of the College. The process requires that all areas annually review data and information and engage in analysis to assess and improve program curriculum. This

process ensures that the curriculum supports student success because it allows the College to consider not only the

quantitative measures but also the quality of learning that is occurring in each program or discipline (Program Review Summaries Report 2014-2015; Program Review Summaries Report 2015-2016).

Learning outcomes and assessment. Faculty and administrators develop and assess learning outcomes through an

assessment process that, as with program review, is part of the institutional effectiveness process. This process allows

Palm Beach State to continually assess the learning outcomes of courses and, more importantly, allows faculty to adjust teaching methods and classroom activities to improve learning outcomes. Assessment is a faculty-driven process, and,

combined with learning outcomes, it provides one means for faculty to discuss the curriculum, its continued appropriateness to the programs or disciplines, and the extent to which measurable quality is a component of the

curriculum (Gen Ed and AA Degree Annual Report 2014-2015; Gen Ed Report 2015-2016; AM 2016-17 Section L,

Outcomes Assessment Workbook).

Sources


AMSectionL-2016-17-LearningOutcomesAssessmentWorkbook

CurriculumProcess-FlowChart

DACUM_Sample-2005

DBOT-6Hx-18-2.01

DBOT-6Hx-18-2.06

DBOT-6Hx-18-2.08

DD-Agenda-Chew-032615







https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=ca778363-6950-e711-b837-d639cd757391










DD-Agenda-McClenney-101916

FAC-Rule-6A-10.024

FAC-Rule-6A-10.0315

FAC-Rule-6A-14.030

FLStatute-1001.02

FLStatute-1001.61

FLStatute-1001.64

FLStatute-1004.65

FLStatute-1007.33

FundedProfessionalDevelopment-2015-2016

FundedProfessionalDevelopment-2016-2017



NewProgramCurriculumPacket

PBSC-StrategicPlan2012-2018



ProgramRevisionCurriculumPacket


SACS-MemberCandidateList-2017

SACS-Reaffirmation-2012

Sample-Business Parternship Minutes-SupplyChainDegree-102816

Sample-Cluster-SupplyChain-December 2016

SampleDBOTTransmittal-SupplyChain-2017



https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=a0a1858a-8150-e711-b837-d639cd757391







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https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=eddac696-8150-e711-b837-d639cd757391

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=efdac696-8150-e711-b837-d639cd757391




FR - 4.3

Publication of Policies The institution makes available to students and the public current academic calendars, grading policies, and refund

policies. (Federal Requirement 4.3) Judgment


Narrative

Palm Beach State College makes available to students and the public current academic calendars, grading policies, and

refund policies through the College Catalog, Student Handbook, and the College's websites.

Academic calendars and student planner. All College academic and registration calendars are available on the

College’s website (Webpage: Calendars: Academic-Class Meeting-Registration). A link to the calendars is also included on the left navigation bar on the College Catalog webpage (Webpage: College Catalog). The proposed academic calendar is

distributed to the College community a year before finalization and two full years before publication and is in compliance with the Florida Administrative Code for the Required Annual Calendar for Schools and Colleges (FAC-Rule-6A-10.019).

The proposed calendar is distributed to the Deans Council for their input (Deans’ Council Agenda-Academic Calendar, 3-

16-17) and revisions are made, if necessary. The calendar is then approved by the vice presidents, the president, and finally the District Board of Trustees (Board Agenda-Academic Calendar: 2018-2019, 4-11-17). The state gives final

approval of the calendar in the spring preceding the academic year in which the calendar is to become effective (Academic Calendar Approval Process). Students, faculty, and staff can easily access the final calendar through the link on

the College's website (Webpage: Calendars: Academic-Class Meeting-Registration).

Grading policies. College grading policies are published in the College Catalog (College Catalog 2016-17, Grading, p38-

40). The grading policies include grade change procedures, grade forgiveness policies, calculation of grade point average, grade reports, the grading system, incomplete grades, and repeated courses. The policies for grade appeal are published

in the Student Handbook where students are provided with a detailed procedure and timeline in which a final course grade can be appealed (Student Handbook 2016-17, Grading, p36-37). Both the College Catalog and Student Handbook

are provided on the College's website, making grading policies accessible to students and the public alike (Webpages:

College Catalog; Student Handbook). Refund policies. All refund policies are published in the Student Handbook. Such policies outline the timeframes in which refunds are granted and also detail the appeal procedures in regard to issuing refunds (Student Handbook 2016-

17, Refund Policy, p39-40). Refund policies are based in District Board of Trustees policy (DBOT Policy 6Hx-18-4.29). The Student Handbook is available to students and the public on the College's website (Webpage: Student Handbook) and board policies are available on the College's website (Webpage: Board Policies).

Academic Policies. The College's academic policies, such as those related to attendance, enrollment status, graduation

and prerequisites, can be found in the College Catalog: 2016-2017 (College Catalog 2016-17, Academic Policies, p36-47).

The Catalog also contains policies related to financial aid (College Catalog 2016-17, Financial Aid, p26-28). In addition, the Student Handbook contains academic policies, leave and withdrawal policies, and policies related to financial aid

(Student Handbook: 2016-17, Financial Aid, p42-46). Various supportive policies are found on the College's website (Webpage: Satisfactory Academic Progress (SAP) Information; Transfer Credit Manual; Faculty Handbook: 2016-2017).

http://www.palmbeachstate.edu/academicaffairs/calendars-acad-class-mtg.aspx



https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=af2c3afd-7950-e711-b837-d639cd757391


https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=8d78a4bb-7950-e711-b837-d639cd757391

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=8b78a4bb-7950-e711-b837-d639cd757391

http://www.palmbeachstate.edu/academicaffairs/calendars-acad-class-mtg.aspx

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=5bfac6c2-7950-e711-b837-d639cd757391


https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=5efac6c2-7950-e711-b837-d639cd757391





https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=e5e24016-0256-e711-b837-d639cd757391


http://www.palmbeachstate.edu/boardoftrustees/district-board-of-trustees-policies.aspx

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=9178a4bb-7950-e711-b837-d639cd757391




http://www.palmbeachstate.edu/admissions/Documents/TransferCredit.pdf

http://www.palmbeachstate.edu/academicservices/Documents/Faculty-manual-1617.pdf

Sources

Academic Calendar Approval Process

Board Agenda-Academic Calendar 2018-2019, 4-11-17

CollegeCatalog-2016-17-AcademicPolicies-p36-47

CollegeCatalog-2016-17-FinancialAid-p26-28

CollegeCatalog-2016-17-GradingPolicies-p38-40

DBOT-6Hx-18-4.29

Deans' Council Agenda -Academic Calendar, 3-16-17

FAC-Rule-6A-10.019

SH-2016-17-FinancialAid-p42-46

SH-2016-17-GradingPolicies-p36-37

SH-2016-17-RefundPolicy-p39-40

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=8b78a4bb-7950-e711-b837-d639cd757391

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FR - 4.4

Program Length Program length is appropriate for each of the institution's educational programs. (Federal Requirement 4.4) Judgment

Compliant Non-Compliant Not Applicable Narrative Each of Palm Beach State College’s education programs has appropriate program length. All associate degree programs are at least 50 semester hours in length and the college’s baccalaureate degrees require at least 120 semesters for

completion.

All of the College’s programs of study are in compliance with state of Florida statutes, administrative rules, Florida College System policies and procedures, District Board of Trustees policies and College-developed and approved policies and

procedures. These policies include program length as listed in Florida Administrative Code and Florida Statutes, which stipulate that the Associate in Arts degree requires no more than 60 hours, Associate in Science degrees must require at

least 60 hours, and that baccalaureate degrees require 120 hours (FAC Rule 6A-14.030; FL Statute 1007.25).

Program length development occurs at both the state and Palm Beach State College level. Program length is developed

by faculty and discipline professionals who work together in state committees to determine the sufficiency of program length to gain mastery. Faculty work closely with their Business Partnership Council to determine the knowledge, skills,

and other attributes graduates need to be successful in their chosen occupations. The Business Partnership Councils also review the curriculum. Florida Administrative Code and Florida Statutes stipulate Associate in Science degrees must

require at least 60 hours. Through the curriculum process, the program review process, and the adherence to the Florida

Department of Workforce Curriculum Frameworks, program length is offered at Palm Beach State College in accordance with all state guidelines (AM Section K 2016-17, Program Review; Electronic Signature Approval Procedure; New at State

Program Addition Form; SACS Substantive Change Form; New Program Submission Form; Program Proposal Form; Webpages: Create a New Program; FL DOE CTE Curriculum Frameworks). All programs offered at Palm Beach State

College meet the applicable program length requirements. This is true whether the entire program is taught face-to-face, partially online, or in the case of one bachelor degree program, fully online. The processes and procedures for

determining program length are the same in all programs, even when the length exceeds 60 hours because of

accreditation, state, or industry standards.

The Florida Division of Career and Adult Education publishes the curriculum frameworks aligned to the Career Cluster delineated by the U.S. Department of Education and Florida Statute (Webpages: FL Statute 1003.01; FL Statute

1004.02(26). Programs offered at Palm Beach State College must match a curriculum framework approved at the state

level (Webpage: FL DOE CTE Curriculum Frameworks).

Program lengths are published to students, faculty and staff through the College Catalog or on the College website (College Catalog 2016-17 Areas of Study Section). Table 4.4-1 lists the credit or clock hours for each program of study

offered at the College.

Table 4.4-1

Programs of Study at Palm Beach State College

Award Name Type of Award Hour Type Program Length


Information Management – Data Base Administration


Credit 120

Information Management – Project Management


Credit 120


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http://www.palmbeachstate.edu/curriculum-development/create-a-new-program/default.aspx

http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks

http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=1000-1099/1003/Sections/1003.01.html



http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks



Information Management – Security and Network Assurance


Credit 120

Project Management Certificate of Professional Preparation

Credit 21

Supervision & Management - Entrepreneurship


Credit 120

Supervision & Management – General Management


Credit 120

Supervision & Management – Health Management


Credit 120

Supervision & Management – Project Management


Credit 120

Nursing Bachelor of Science Credit 120

Associate in Arts

Associate in Arts (Transfer Degree)

Associate In Arts Credit 60


Accounting Technology AS Associate In Science Credit 60

Aeronautical Science-Helicopter Concentration AS **


Aeronautical Science-Operations Concentration AS **


Aeronautical Science-Professional Pilot Concentration AS **


Biotechnology AS Associate In Science Credit 61

Business Administration and Management-Banking Concentration AS


Business Administration and Management-Management, Supervision Concentration AS


Business Administration and Management-Marketing Concentration AS


Business Entrepreneurship AS


Computer Programming AS Associate In Science Credit 63

Crime Scene Technology AS Associate In Science Credit 64

Criminal Justice Technology-General (Non-Sworn) AS


Criminal Justice Technology-Law Enforcement Officer AS


Dental Hygiene AS Associate of Science Credit 88

Diagnostic Medical Sonography AS

Associate of Science Credit 77

Early Childhood Education AS


Electrical Power Technology AS


Emergency Management AS - Emergency Management Concentration


Emergency Management AS - Homeland Security Concentration


Emergency Medical Services AS


Engineering Technology - Advanced Technology Concentration AS


Engineering Technology - Alternative Energy Systems AS


Engineering Technology - Electronics Concentration AS


Environmental Science Technology AS


Fire Science Technology AS Associate In Science Credit 60

Graphic Design Technology AS


Health Information Technology AS


Hospitality and Tourism Management AS


Human Services-Addiction Studies AS


Human Services-General Concentration AS


Human Services-Youth Development Concentration AS


Industrial Management Technology AS


Interior Design Technology AS


Internet Services Technology AS


Landscape and Horticulture Management AS


Motion Picture Production Technology-Digital Animation Concentration AS


Motion Picture Production Technology-Production Concentration AS


Motion Picture Production Technology-Recording Arts Concentration AS


Networking Administrator AS


Nursing AS Associate In Science Credit 72

Ophthalmic Medical Technology AS


Paralegal AS Associate In Science Credit 64

Radiography AS Associate In Science Credit 77

Respiratory Care AS Associate In Science Credit 76


Career and Technical Educator ATC

Advanced Technical Certificate

Credit 12


Credit 9

Computer Information Security ATC


Credit 12

Emergency Medical Technician (EMT-B)


Credit 11

Medical Transcription ATD Advanced Technical Certificate

Credit 33

Magnetic Resonance Imaging ATC


Credit 12

Accounting Technology CCC College Credit Certificate

Credit 27

Addiction Studies CCC College Credit Certificate Credit 24

Alternative Energy Engineering Technology CCC


Banking Specialist-Financial

Services CCC

College Credit Certificate

Credit 12

Biotechnology CCC College Credit Certificate

Credit 19

Business Administration and Management CCC


Credit 24

Business Operations CCC College Credit Certificate

Credit 18

Business Specialist CCC College Credit Certificate

Credit 12

Child Care Center Management CCC


Credit 12

Cisco Certified Entry Network Technician (CCENT) CCC


Credit 15

Cisco Certified Network Associate (CCNA) Routing and Switching CCC


Credit 21

Cisco Certified Network Associate (CCNA) Security CCC


Credit 15

Commercial Pilot-Airplane CCC


Credit 24

Commercial Pilot-Helicopter CCC


Credit 24

Computer Programing Specialist CCC


Credit 18

Crime Scene Technology CCC


Credit 28

Diagnostic Medical Sonography CCC


Credit 47

Digital Animation CCC College Credit Certificate

Credit 24

Educator Preparation Institute


Credit 21

Emergency Management CCC


Credit 24

Engineering Technology Support Specialist CCC


Credit 18

Entrepreneurship CCC College Credit Certificate

Credit 12

Environmental Science Technician CCC


Credit 30

Fire Officer Supervisor (Officer 1) CCC


Credit 12

Food Service Management CCC


Credit 30

Graphic Design Technology-Multimedia Arts CCC


Credit 24

Graphic Design Technology-Web Design CCC


Credit 24

Hazardous Materials Specialist CCC


Credit 14

Health Informatics Specialist CCC


Credit 24

Hospitality CCC College Credit Certificate

Credit 30

Human Services CCC College Credit Certificate

Credit 18

Infant/Toddler CCC College Credit Certificate

Credit 12

Information Management CCC


Credit 24

Information Security CCC College Credit Certificate

Credit 21

Information Technology Administration CCC


Credit 18

Information Technology Technician CCC


Credit 21

Java Programming CCC College Credit Certificate

Credit 21



Credit 18



Credit 30

Landscape and Horticulture Specialist CCC


Credit 12

Marketing CCC College Credit Certificate

Credit 24

Medical Information Coder/Biller CCC


Credit 37

Mobile Application Development CCC


Credit 27

Motion Picture Post-Production Technology CCC


Credit 16

Paramedic CCC College Credit Certificate

Credit 42

Pre-School CCC College Credit Certificate

Credit 12

Programming CCC College Credit Certificate

Credit 27

Rapid Prototyping Specialist CCC


Credit 12

Recording Arts CCC College Credit Certificate

Credit 24

Web Development Specialist CCC


Credit 36

Youth Development CCC College Credit Certificate

Credit 18


Automotive Service Technology 1 PSAV


Clock Hour 1,050

Automotive Service Technology 2 PSAV


Clock Hour 750

Auxiliary Law Enforcement Officer PSAV


Clock Hour 319

30 Hour Family Child Care Certification PSAV


Clock Hour 30

Caring for Children-Birth to 3 Years PSAV


Clock Hour 600

Cosmetology PSAV


Clock Hour 1,200

Criminal Justice Academy -Law Enforcement Officer PSAV


Clock Hour 770

Criminal Justice Academy-Corrections Officer PSAV


Clock Hour 420

Cross-Over CMS Law Enforcement Officer to Correctional Officer PSAV


Clock Hour 172

Cross-Over Correctional Officer to CMS Law Enforcement Officer PSAV


Clock Hour 515

Dental Assisting PSAV


Clock Hour 1,230

Diesel Technology 1 PSAV


Clock Hour 1,050

Diesel Technology 2 PSAV


Clock Hour 750

Early Childhood (ECPC) Professional Certification PSAV


Clock Hour 600

Facials Specialty PSAV


Clock Hour 260

Facilities Maintenance PSAV


Clock Hour 900

Firefighter PSAV


Clock Hour 450

Heating, Ventilation, Air Conditioning and Refrigeration PSAV


Clock Hour 1,350

Heavy Equipment Mechanics PSAV


Clock Hour 1,800

Insurance Claims Adjuster PSAV


Clock Hour 40

Introductory 40 Hour Childcare-Birth to 5 Years PSAV


Clock Hour 40

Life/Health/Variable Annuities Agent PSAV


Clock Hour 40

Machining Technology PSAV


Clock Hour 1,500

Massage Therapy PSAV


Clock Hour 750

Medical Assisting PSAV


Clock Hour 1,300

Nails Technician PSAV


Clock Hour 240

Patient Care Assistant PSAV


Clock Hour 290

Practical Nursing PSAV


Clock Hour 1,350

Property/Casualty Agent-General Lines PSAV


Clock Hour 200

Public Safety Telecommunications PSAV


Clock Hour 232

Real Estate Sales Associate PSAV


Clock Hour 63

Residential and Commercial Electrician PSAV


Clock Hour 1,200

School Age Professional Certification PSAV


Clock Hour 120

Security and Automation Systems Technician PSAV


Clock Hour 960

Surgical Technology PSAV


Clock Hour 1,330

Welding Technology PSAV


Clock Hour 1,050

** These programs are currently not accepting new students. Program will be discontinued and is in teach-out.

Appropriate documentation was sent to notify Southern Association of College and School Commission on Colleges

9SACSCOC) of these changes along with a Teach Out Agreement. (Flight Advisory, Letter to SACS about Program Deletions, Letter to VA 2.19.16 - Certification of Aero Program Closure, Private Pilot Ground School and Flight Courses

Email, Program Closeout Letter - Fixed Wing and Operations, Program Closeout Letter-Helicopter 2197H Students, Program Closeout Letter-New Students-Change of Program Objective , Program Deletion Form-Prof Pilot Helicopter AS,

Program Deletion Form-DSC-Aeronautical Science Airplane Operations Maintenance, Program Deletion Form-DSC-

Aeronautical Science Helicopter, Transition-Teach Out Plan-Helicopter Program Objective 2197H)

Sources

AMSectionK-2016-17-ProgramReview

CollegeCatalog-2016-17-AreasofStudySection

Electronic Signature Approval Process

FAC-Rule-6A-14.030

Flight Advisory

FLStatute-1007.25

Letter to SACS about Program Deletions

Letter to VA 2.19.16-Certification of Aero Program Closure

New-at-State-Program-Addition-Form

NewProgramSubmissionForm

Private Pilot Ground School and Flight Courses Email

Program Closeout Letter- Helicopter 2197H Students

Program Closeout Letter-Fixed Wing and Operations Close Out Letter

Program Closeout Letter-New Students-Change of Program Objective

Program Deletion Form_DSC_Aeronautical Science _Airplane_Operations_Maintenance

Program Deletion Form_DSC_Aeronautical Science _Helicopter

Program Deletion Form-Prof Pilot Helicopter AS

Program-Proposal-Form

SACS-Substantive-Change-Form

Transition-Teach Out Plan-Helicoper Program Objective 2197H

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FR - 4.5

Student Complaints The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating

that it follows those procedures when resolving student complaints. (Federal Requirement 4.5) Judgment


Narrative

Palm Beach State College recognizes that students have a right to put forward both informal and formal complaints, as

well as request due process for appeals of administrative decisions. Frequently, when informal complaints are not

resolved, they move to a formal process. These processes are clearly described to students, faculty, and staff primarily in the Student Handbook and made available to everyone on the College website (Student Handbook 2016-17, Student

Responsibilities, p21-38; Webpages: Student Handbook Current Year; Student Handbook Archived Years).

As outlined in the Student Handbook, when dissatisfied, students are encouraged to file complaints with a campus dean of student services. The complaint process, as well as the procedures to address complaints at Palm Beach State College

are not intended to punish students; rather, it exists to protect the interests of the College community and to challenge

those whose behavior is not in accordance with the institution’s policies. The complaint process is designed to be fair, prompt, and nondiscriminatory. The Student Handbook governs the process and applies to all complaints involving

students and is reviewed annually to ensure our policies and procedures are kept current to adequately address the ever changing student population, laws, and environment (Student Handbook 2016-17, Student Responsibilities, p21-38).

Palm Beach State College policies and procedures also address complaints that fall under Title IX of the Education Amendments Act to include sexual harassment, sexual violence and/or a hostile environment of sexual harassment, or

any other form of discrimination. When a faculty/instructor or staff member receives a complaint, or has reason to know of or believes that a student is the victim of harassment or discrimination, he or she shall advise the student to notify the

campus dean of student services and/or file a report themselves. A staff member’s failure to immediately notify the dean or designee of suspected harassment, a hostile environment, or any other discrimination is a violation of board policy

(DBOT Policy 6Hx-18-5.86).

Prior to a student registering at Palm Beach State College, he/she is required to complete an online and an in-person

orientation (New Student Orientation). During orientation all new students are provided with an explanation of their rights and responsibilities, as well as how to navigate the College’s website, including how to find the section of the

Student Handbook which outlines student complaint policies and procedures. The Student Handbook is also prominently

located on the College’s homepage for easy access (Webpage: Palm Beach State College Homepage).

Student complaints-informal. Palm Beach State College recognizes that sometimes a student feels unfairly treated or would like further clarification of a rule or policy. Students are invited to request clarification or to register a complaint.

Procedures to do so are located in the Student Handbook, with a list of appropriate initial contacts (Student Handbook

2016-17, Contacts, p8). The College also has an ombudsman available to serve as a student advocate to guide students in resolving conflicts and in processing appeals through established procedures (Student Handbook 2016-17,

Ombudsman, p47). Student complaints-formal. Any student whose complaint has not been resolved through the informal process can complete and submit a complaint in several different ways. These processes are convenient for all students, but they also

make the complaint process readily available to distance learning students. The first method is to complete the online

Student Problem Resolution Form that is accessible when a student logs in to the student PantherWeb portal (Pantherweb Screen Shot; Pantherweb Portal; Student Problem Resolution Form). The student's concerns are then forwarded to the

appropriate college administrator who follows up with the student and records the resolution of the problem in the same online utility. This process is an automated procedure for all areas of the College, including academic affairs, student

services, and business services. An example of an online problem submission and the workflow of the online procedure

are attached (Problem Resolution Workflow Instructions; Sample Resolutions from Student Problem Resolution Form; Sample Case Resolution Form). Another method utilized by students to submit a complaint is to directly email a staff

member. In these instances, the recipient of the complaint will either resolve the issue or forward it to the appropriate

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party for resolution. Records of these complaints and their resolutions are maintained within the various offices throughout the College (Grade Appeal Request and Resolution; Veteran Complaint and Resolution; Syllabus Requirement

Complaint and Resolution). Lastly, an incident form may be submitted via the online Panther Watch webpage (Webpage: Panther Watch). The "Panther Watch" webpage was originally created for Title IX to allow students to report any acts of

discrimination, physical violence, or sexual violence. These incidents and their resolutions are recorded in Maxient, a

behavior management system. The Panther Watch reporting system was expanded in 2017 to include an Incident Report which accepts complaints of all kinds (Webpage: Incident Report).

Maxient was successfully piloted for the recording of all Title IX complaints and subsequently expanded to cover other

types of complaints, and it has proven to be the most efficient and reliable method for tracking student complaints (Title IX Complaint 1, Title IX Complaint 2, Title IX Complaint 3). The College therefore decided to consolidate the recording

aspect of the complaint process so that, as of the fall 2017 semester, all student complaints and their resolutions will be

entered into Maxient (Joint Deans’ Council Minutes, August 3, 2017).

Appeals

The College's Student Handbook contains all appeals processes available at the College for a variety of situations,

including academic progress, multiple course attempts, withdrawals and refunds, residency, disciplinary appeals, and several others. A reference summary of frequently asked questions related to student appeals is contained in the Student Handbook (Student Handbook 2016-17, Appeals FAQ, p16). All appeals processes apply equally to all students, including baccalaureate and distance learning students.

A student who is directly affected in an adverse manner by a College decision has the right to appeal. The final authority

in any appeals case is with the president or designee (DBOT Policy 6Hx-18-3.34).

The College has appeals processes to respond to provision of due process in a variety of situations. These appeals

processes are listed in Tables 4.5-1 (academic policies) and 4.5-2 (non-academic policies). Several documented examples are linked to the table, as well as linked to the written policy in the Student Handbook, College Catalog, or other

document.

Table 4.5-1

Palm Beach State College Appeals Process Summary (Academic Policies)

Academic Policies

Nature of Appeal Appeals Body/Person Reference

Academic Dismissal College-wide Appeals Committee Student Handbook

2016-17, p10

Fourth-Attempt Override

First: campus Office of Academic Advising

Second: decisions determined by campus dean of student services (confers with appropriate

academic dean)

Student Handbook 2016-2017, p11

Appeal for 4th and Final

Attempt Form

100% Payment of full

cost of instruction

Third attempt: campus registrar Student Handbook

2016-17, p11

Appeal of 3rd Attempt Full Cost of Instruction

Tuition

Religious Observance

Denied

Associate dean of academic affairs Student Handbook

2016-17, p19

Final Course Grade First: informal – faculty/instructor

Second: formal – in writing to

faculty/instructor, associate dean, Campus

Grade Appeals Committee

Student Handbook

2016-17, p36-37


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http://www.palmbeachstate.edu/pantherwatch/default.aspx

http://www.palmbeachstate.edu/pantherwatch/default.aspx

http://www.palmbeachstate.edu/pantherwatch/incident-report.aspx





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Table 4.5-2

Palm Beach State College Appeals Process Summary (Non-Academic Policies)

Non-Academic Policies

Nature of Appeal Appeals Body/Person Reference

Re-entry after voluntary health-related withdrawal

Campus dean of student services


Involuntary health-related leave of absence

Campus dean of student services (in consultation

with campus provost)

Student Handbook 2016-17, p13-14

Re-entry after involuntary health-related leave of absence

Campus dean of student services and campus

provost


Late withdrawal during the

term (with associated refund)

Campus registrar

Appeals to College-wide

Appeals Committee

Student Handbook 2016-

17, p12

Late Withdrawal Request

Refund Request

Code of Conduct Violations Campus dean of student

services


17, p29-35

Academic Dishonesty Violation First: campus dean of student services

Second: campus dean of

academic affairs


Sexual Harassment or

Discrimination, Student-on-Student Complaint

First: campus dean of

students

Second: campus provost or

designee


17, p22-28

Harassment or Discrimination

during Admissions Process

First: college registrar

Second: Admissions

Appeals Committee

College Catalog 2016-17,

p36-47

Student Record Amendment

Appeal Process

College registrar College Catalog 2016-17,

p36-47

Residency Status First: college registrar

Second: Residency Appeals Committee

College Catalog 2016-17, p36-47

Residency Appeal

Procedures

Denial of Admissions First: college registrar

Second: Admissions Appeals Committee


p36-47

Transfer Credit Review College registrar with vice

president of academic

affairs


p36-47

Denial of Financial Eligibility First: campus financial aid manager

Second: director of

financial aid

Webpage: Satisfactory Academic Progress

Satisfactory Academic

Progress Appeal Form

Students with Disabilities

Substitution Denial by

First: disability support

services manager


17, p48

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Academic Substitution

Committee

Second: vice president of

academic affairs

Parking and Traffic Citation First: campus security office


General Complaint Procedure

Any student may complete an online complaint form (Problem Resolution Form) through PantherWeb on any issue and expect a response.

Ombudsman. Students who need assistance in resolving conflicts or in processing appeals through established procedures can contact the director of college-wide student programs, who serves as the student ombudsman (Student

Handbook 2016-17, Ombudsman, p47).

Sources

3rdAttemptAppeal

4thAttemptAppealForm

CollegeCatalog-2016-17-AcademicPolicies-p36-47


DBOT-6Hx-18-3.34

DBOT-6Hx-18-5.86

Grade Appeal Request and Resolution

Joint Deans Minutes - 080317

LateWithdrawalRequest

Pantherweb Portal

Pantherweb Screen Shot

Problem Resolution Workflow Instructions

RefundRequest

ResidencyAppealsProcedures

Sample Case Resolution Form

Sample Resolutions from Student Problem Resolution Form

Sample Student Problem Resolution Form

SAPAppeal

SH-2016-17-Appeals-4thAttempt-FullCost-p11

SH-2016-17-Appeals-AcademicDishonesty-p32

SH-2016-17-Appeals-Conduct-p29-35

SH-2016-17-Appeals-CourseSubstitutions-p48

SH-2016-17-Appeals-Dismissal-p10

SH-2016-17-Appeals-FAQ-p16

SH-2016-17-Appeals-FinalGrade-p36-37

SH-2016-17-Appeals-Harrassment-p22-28










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SH-2016-17-Appeals-InvolHealthLOA-p13-14

SH-2016-17-Appeals-LateWD-p12

SH-2016-17-Appeals-ParkingCitation-p59

SH-2016-17-Appeals-Reentry-InvolHealthLOA-p15

SH-2016-17-Appeals-Reentry-VolHealthWD-p13

SH-2016-17-Appeals-ReligiousObservances-p19

SH-2016-17-Contacts-p8

SH-2016-17-Ombudsman-p47

SH-2016-17-StudentResponsibilities-p21-38

Student Problem Resolution Form

StudentHandbook2016-17

Syllabus Requirements Complaint and Resolution




Veteran Complaint and Resolution











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FR - 4.6

Recruitment Materials Recruitment materials and presentations accurately represent the institution's practices and policies. (Federal Requirement 4.6) Judgment


Narrative

Palm Beach State College’s recruitment materials and presentations for prospective students accurately represent the

College’s practices and policies. Recruitment activities are coordinated through the student services/enrollment

management area; the recruitment staff works closely with other areas, especially the Office of College Relations and Marketing, the Department of Academic Affairs, and the Department of Student Services, to ensure that the informational

pieces that are disseminated to the community accurately represent the College.

The primary communication channels used for recruitment are the College website, College social media sites, videos, slide presentations, posters, flyers, program brochures, and other printed and electronic materials provided to prospective

students by staff and faculty. These channels are strategically used to support and augment face-to-face outreach. To

ensure message accuracy and consistency, all recruitment pieces are either created by the Office of College Relations and Marketing or are reviewed and approved by that department before they are distributed. A branding guide clarifies this

information and is published online (College Relations and Marketing Branding Guide; Webpage: Graphic Identify Standards).

The College website provides comprehensive information on the College’s educational offerings, practices and policies (Webpage: Palm Beach State College Homepage). The College Catalog and the Student Handbook are both housed on

the website and are the official reference sources for information on the institution’s practices and policies. Each is fully indexed and provides live hyperlinks throughout to assist in accessing updated information (Webpage: College Catalog;

Student Handbook).

The website features quick links to provide access to the most frequently sought topics and a robust search feature. To

serve our multilingual community, the Google Translate tool is provided on key pages, providing instant text translation in more than 100 languages. The webpage with admissions criteria provides an example (Google Translator - Admissions

Page). For users accessing the site via mobile devices, the College currently provides a mobile website to facilitate navigation and ease of locating information. In March 2017, Palm Beach State College launched a comprehensive

redesign and conversion to a fully responsive website for seamless access across all digital platforms.

Each area of the College website has a designated owner, who is an administrator or faculty member responsible for the

content, and a designated maintainer, who is charged with keeping content updated. The web content manager oversees and monitors all pages for content accuracy and the website manager ensures that forms, links, and navigation are

working properly. Access to post to specific pages is limited to the page owner(s), maintainer(s), web content manager,

website manager and webmaster. The College web standards specifically charge page owners and maintainers with keeping information updated and accurate (Palm Beach State College Web Standards). The standards also provide a

process by which pages can be removed if they are not updated or corrected in a timely manner.

Along with the live, updated information on its website, recruitment messages and information on College practices are continuously posted on its social media sites, including Facebook, Twitter, Instagram, Flickr and YouTube (Webpage:

Social Media). These postings link prospective students to webpages, videos, photo galleries, etc., to provide accurate

information in an engaging format. College messaging is posted by the college relations and marketing staff and coordinated by that department’s digital media coordinator. The coordinator also monitors these sites continuously and

responds to inquiries and comments on behalf of the College. This close oversight allows the College to promptly clarify or correct inaccurate information that may be posted in a comment by a fan, follower, or external individual. In addition to

the College’s official social media sites, many departments and programs within the College also maintain a social media

presence. These sites must comply with the College’s social media guidelines to ensure that their messaging is consistent and accurate (Palm Beach State College Social Media Guidelines).

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=351490b7-d456-e711-b837-d639cd757391

http://www.palmbeachstate.edu/crm/GraphicIdentityStandards.aspx

http://www.palmbeachstate.edu/crm/GraphicIdentityStandards.aspx

http://www.palmbeachstate.edu/

http://www.palmbeachstate.edu/Catalog/Current/Index.aspx


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http://www.palmbeachstate.edu/socialmedia/


Printed recruitment materials undergo multiple levels of review to ensure the accuracy of information on practices and policies. General recruitment pieces include a publication called Viewbook to give an overview of the College, and a

brochure called Choose Your Path, which provides students a list of College programs (Palm Beach State College Viewbook; Choose Your Path Brochure). In addition, the College produces a series of group program brochures to

market specific programs (Webpage: Programs & Recruitment Brochures). For these pieces, college relations and

marketing specialists work directly with each program to create text and design that accurately depict the offerings. Content is reviewed by the program leaders, department chairs, associate deans, and academic dean to ensure content

accuracy. Recruitment brochures that explain admissions-related policies and practices also are reviewed by the College registrar. Reviewers are required to read, correct, and ultimately approve the content before printing. After all reviewers

approve, the final piece also undergoes a thorough review by college relations and marketing specialists before it goes to press.

The College provides templates and guidelines for departments to create flyers, posters, and postcards to promote special events, information sessions, etc. To ensure accuracy and consistency, however, all of these pieces still must be reviewed

and approved by the Office of College Relations and Marketing before they are reproduced and/or distributed.

Sources

ChooseYourPath-Brochure

CRM-BrandingGuide

GoogleTranslator-AdmissionsPage

PBSC-SocialMediaGuidelines

PBSC-Viewbook

PBSC-WebStandards

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http://www.palmbeachstate.edu/crm/publications/brochures.aspx

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FR - 4.7 and CS - 3.10.2

Title IV Program Responsibilities and Financial Aid Program Audits The institution is in compliance with its program responsibilities under Title IV of the most recent Higher Education Act as

amended. (Federal Requirement 4.7) The institution audits financial aid programs as required by federal and state regulations. (Comprehensive Standard 3.10.2) Judgment


FR 4.7 Title IV Program Responsibilities

Palm Beach State College is in compliance with its program responsibilities under Title IV of the 2008 Higher Education

Amendments (Higher Education Opportunity Act of 2008).The Title IV Federal Student Assistance Programs are critical

resources for Palm Beach State College Students. Over 50 million dollars in federal aid was received in 2015-16; total aid disbursed was 66.4 million dollars.

Table 4.7-1

2015-2016 Financial Aid Disbursement Summary

Source Recipients Total Expenditures

Federal Count 14215 $53,426,160.93

State Count 5749 $4,447,714.00

Institutional Count 2303 $2,197,546.55

Foundation Count 1757 $1,691,884.94

Private Count 448 $667,228.90

Veterans 948 $4,007,520.04 25420 $66,438,055.36

Types of federal aid. Title IV Financial Aid Programs consist of the Federal Pell Grant, the Federal Supplemental Education Opportunity Grant (FSEOG), Federal Work Study, and William D. Ford Direct Loans. The Program Participation

Agreement (PPA) authorizes Palm Beach State to administer all of the Title IV Programs, Including TEACH Grants. This agreement is in effect through June 30, 2017 and covers students in all degree programs, The Education Preparation

Institute, and many certificate programs (Eligibility and Certification Approval Report).

In 2015, the College submitted a request to the Department of Education to add a new Gainful Employment (GE)

certificate program to the Eligibility and Certificate Approval Report (ECAR). During the same time period, the Office of Financial Aid inadvertently neglected to submit a required GE report by the specified deadline date imposed by the

Department of Education. As a consequence for the late filing of the GE report, the College was placed on a provisional

status through June 30, 2017. On March 24, 2017, the College submitted the recertification of the Participation Program Agreement application along with a listing of all GE programs on the ECAR (PPA/ECAR). All gainful employment reporting

is current and has been submitted in a timely fashion to the Department of Education.

Compliance responsibility and audits. Palm Beach State is in full material compliance with Title IV participation responsibilities and administration of the Federal Student Assistance Programs. Compliance responsibilities are those of

the college-wide director of financial aid who meets regularly with the four campus financial aid coordinators in order to

maintain consistent policies and procedures (Cluster Minutes Financial Aid 3/23/17). The college-wide director of financial aid reports to the dean of college-wide enrollment management. The institution compliance is measured and evaluated

by annual and independent audits by the Florida auditor general. The three most recent audits of Title IV program's administration are summarized below:

2013-14. There were two previous minor findings related to IT access controls which were fully corrected (Summary Schedule of Prior Audit Finding: June 30, 2014).

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2014-15. There were three audit findings – untimely return on unearned Title IV funds, timely reporting of

enrollment status changes, and providing exit counseling materials to FDSL student loan borrowers (Auditor General Report 2014-2015, p150; Auditor General Report 2014-2015, p164; Auditor General Report 2014-2015, p171). The

findings were fully corrected.

2015-16. The findings from 2014-2015 were fully corrected and there were no additional findings (Summary

Schedule of Prior Audit Finding: June 30, 2016). Florida auditor general reports. The Florida auditor general reviews the accuracy and reconciliations in the annual Fiscal Operations Report and Application to Participate (FISAP) with the U.S. Department of Education (Application for

Approval to Participate in Federal Financial Aid Programs; FISAP report 2013-2014; FISAP report 2014-2015; FISAP report

2015-2016).

Title IV programs at Palm Beach State College-History of favorable audits. In addition to a history of favorable audits, the U.S. Department of Education has never imposed the reimbursement methodology, or any other sanction or

limitation on Palm Beach State College. There is no pending litigation or other issues with the administration of the Title

IV Programs, nor are there any unpaid or unsubstantiated funds. In addition, the institution has not been required to obtain a letter of credit in favor of the Department of Education nor is the institution aware of complaints that have been

filed with the Department of Education.

Return to Title IV provisions. The college is in full compliance with return to Title IV provisions.

Student loans. The most recent cohort default rate for Palm Beach State College is 14.1%. The state average for

Florida is also 14.1% (Cohort Default Rate). The national rate as of September, 2016 is 11.3 percent (Webpage: National Default Rate). In an effort to help reduce Palm Beach State student loan defaults, a loan default analyst was hired and has begun

working with students to further increase PBSC's student population's financial literacy knowledge to reduce its default rate (Loan Default Analyst Job Description).

CS 3.10.2 Financial Aid Program Audits

Financial aid support for students. Palm Beach State College provides financial assistance to students via federal,

state, and local sources which include Federal Title IV Financial Aid, state of Florida student financial aid, and local

financial aid opportunities. Local financial aid is obtained primarily from the College’s direct support organization, the Palm Beach State College Foundation, Incorporated.

Federal programs. The College participates in all available Federal Title IV financial aid programs, which include Federal Pell Grant, the Federal Student Educational Opportunity Grant, Federal College Work Study Program, the

Academic Competitive Grant, and all Federal Family Educational Loan Programs. Eligible Palm Beach State students receive these federal funds to support their educational pursuits. The College disbursed $53,426,160.93 in the fiscal year

ending June 30, 2016, in aid from 2015-16 Federal Title IV funds (excluding loans).

State programs. Because Palm Beach State College is a state supported college, eligible students can participate in

financial aid programs offered by the state of Florida as described in Florida Statute (FLStatute 1009B-FL Statute 1009.53(5)(c)). These include the Florida Student Assistance Grant, the First Generation Match Grant, and the Children of

Deceased or Disabled Veterans Scholarship. In addition, students are able to participate in the Florida Bright Futures

Scholarship Program, including the following: Florida Academic Scholars, Florida Medallion, and Gold Seal Vocational programs. Bright Futures Scholarships are funded by lottery proceeds and are guaranteed to any Florida student meeting

certain academic criteria. In the 2015-16 academic year, Palm Beach State students received $4,447,714.00 in aid from state-supported programs.

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https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html

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Financial Aid Audits

The College's demonstration of accountability and integrity in relation to the administration of federal and state financial aid programs is evidenced in annual audits conducted by the Office of the Florida Auditor General. Annual audits of

College federal programs, including Federal Title IV student financial aid programs, are conducted by the auditor general

as part of their State of Florida Audit of Compliance and Internal Controls over Financial Reporting and Federal Awards in accordance with the Office of Management and Budget (OMB) Circular A-133, audits of state, local governments, and

non-profit organizations.

For the previous three fiscal years that have been audited (2012-2013, 2013-2014 and 2015-2016), the institution received an unqualified opinion in all three audits. Palm Beach State is in full material compliance with Title IV

participation responsibilities and administration of the Federal Student Assistance Programs. Compliance responsibilities

are those of the college-wide director of financial aid. The institution compliance is measured and evaluated by annual and independent audits by the Florida auditor general. The three most recent audits of Title IV programs administration

are summarized below: 2013-14. There were two previous minor findings related to IT access controls which were fully corrected (Summary

Schedule of Prior Audit Finding: June 30, 2014). 2014-15. There were three audit findings – untimely return on unearned Title IV funds, timely reporting of enrollment status changes, and providing exit counseling materials to FDSL student loan borrowers (Auditor General

Report 2014-2015, p150; Auditor General Report 2014-2015, p164; Auditor General Report 2014-2015, p171). The findings were fully corrected.

2015-16. The findings from 2014-20-15 were fully corrected and there were no additional findings (Summary Schedule of Prior Audit Finding: June 30, 2016).

Operational audit and Bright Futures. Included in these audits is the evaluation of the processes and systems used

to award, receive, and disburse student financial aid. Pursuant to the Florida Statute (FL Statute 1009B-

FL Statute 1009.53(5)(c)), the Florida Auditor General’s Office also conducts an annual operational audit on the Bright Futures program. Currently, the state of Florida auditors are auditing the Florida Bright Future Scholarship for the 2015-

2016 and 2016-2017 academic years, during which time the auditors will also review the 2014-2015 audit to ensure that the College has corrected the findings found during that period. For the 2012-2013 and 2013-2014 audit, the College has

corrected the findings (Bright Futures Scholarship Operational Audit, February 2012; Bright Futures Scholarship

Operational Audit, March 2014; Bright Futures Scholarship Operational Audit, July 2016). Frequency of state and federal financial aid audits. Palm Beach State College is included in a group of institutions for federal awards compliance review. It is clearly indicated on the auditor general’s website what every college’s findings

were, if any (Webpage: Auditor General's Website).

For each year, there were either no financial aid findings, no repeated findings or findings that have been corrected. Per

state and federal regulations, Palm Beach State financial aid programs are audited annually.

Palm Beach State College is audited as part of a group in the state college system. The findings for each college are clearly separated and published annually on the myflorida.com website (Webpage: Auditor General Findings).

Sources

Application for Approval to Participate in Federal Financial Aid Programs

Auditor General Report 2014-2015 p150



Bright Futures Scholarship Program Operational Audit February 2012

Bright Futures Scholarship Program Operational Audit July 2016

















http://www.myflorida.com/audgen/pages/subjects/ccollege.htm

http://www.myflorida.com/audgen/pages/summaries/2014-173.pdf







Bright Futures Scholarship Program Operational Audit March 2014

ClusterMinutes-FinancialAid-032317

Cohort Default Rates

Eligibility and Certification Approval Report

FISAP Report 2013-2014



FL-Statute-1009B-FL-Statute-1009.53-5-C

Loan Default Analyst Job Description

PPA ECAR

Summary Schedule of Prior Audit Findings June 30 2013








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FR - 4.8.1

Verification of Student Identity for Distance or Correspondence Education An institution that offers distance or correspondence education demonstrates that the student who registers in a distance

or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at

the option of the institution, methods such as (a) a secure login and pass code, (b) proctored examinations, or (c) new or other technologies and practices that are effective in verifying student identification. (Federal Requirement 4.8.1)

Judgment


Narrative When a student fills out an application to Palm Beach State College and clicks on submit, the PBSC student identification

system automatically generates a student ID. In the application process, the students are required to create a password consisting of a combination of six alphanumeric characters.

Palm Beach State College requires students to use this student ID and personal password to access their personal and academic records, register electronically for courses, and access their online classes on the learning management system

(LMS).

PBSC provides students a comprehensive list online of how to guard their login information and protect their

data/information/computers (Webpage: IT Security).

Faculty members determine whether examinations in their online courses require proctoring. PBSC provides proctored

testing centers for PBSC online students on all campus sites. Faculty can also elect to activate a video-based Respondus LockDown Browser and Monitor proctoring system for their online examinations. This system captures the student’s facial

image, requires the student to present a valid state or College picture ID, and monitors the student via a video recording

throughout the duration of the exam. Online courses in the bachelor’s degree programs require all examinations (tests and quizzes) to be proctored via the Respondus LockDown Browser and Monitor.

Password Change Policy

The College requires faculty and staff to change their passwords approximately every 60 days, and in August of 2017, the Joint Dean’s Council moved forward a proposal by the Department of Information Technology to add requirements for

students as well (Joint Deans Minutes, 8/3/17). A password security policy was approved by the District Board of Trustees in August 2017 to add password requirements for for all students, staff, and faculty (Password Policy). The policy

becomes effective January 2018, so new procedures will be developed in the fall semester 2017 to ensure efficient implementation of the policy.

Sources

Joint Deans Minutes - 080317

PasswordPolicy

http://www.palmbeachstate.edu/itsecurity


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FR - 4.8.2

Written Procedure for Distance and Correspondence Education Student's Privacy An institution that offers distance or correspondence education has a written procedure for protecting the privacy of

students enrolled in distance and correspondence education courses or programs. (Federal Requirement 4.8.2)

Judgment


Narrative

Palm Beach State College grants the same protection to all students regardless of course modality. The Student Right to

Privacy Policy is published on page 11 in the College Catalog (College Catalog 2016-17, Student Right to Privacy, p11-

12).

The College Catalog provides the following information:

In compliance with the Family Educational Rights and Privacy Act (FERPA, also known as the Buckley Amendment), student records at the College (located in the Office of the Registrar) are open for inspection only by the student and, as

per FERPA guidelines:

School officials who have a legitimate educational interest as defined by college policy State educational authorities Federal and state officials representing state or federal programs Persons having written authorization for release Officials in compliance with judicial orders

Upon request, the College discloses education records without consent to officials of another school in which a student seeks or intends to enroll, or where the student is already enrolled so long as the disclosure is for purposes related to the

student’s enrollment or transfer.

Viewing the records:

Permanent records are never permitted out of the Office of the Registrar. Students may view their transcripts from other institutions but may only obtain an official copy of the record by

submitting a request to the institution from which the transcript originated. Students may make an appointment to view their records at the counter in the presence of the registrar office's

personnel.

Requests for copies of records:

Palm Beach State College transcripts are released only upon written consent of the student. If a student cannot have access to the record, i.e., if he/she lives too far away (minimally outside of Palm Beach

County) or extenuating circumstances exist, students may request copies of their records through written requests to the College registrar. The request must specify the types of records to be copied. The registrar will comply with a request for a meeting and/or copies in a reasonable timeframe (no more than 30 business days), depending upon the complexity of the records requested and the time during the term in which the request is received.

Students will pay a fee of 50 cents per page, up to 49 pages, then one dollar per page thereafter for any approved copies of their records.

Subpoenas of student records must be issued by a court of competent jurisdiction and specify the type of records being requested. A fee of $35 will be charged per subpoena. Those requesting records by subpoena must allow sufficient time (at least 10 business days) for the affected student to be notified prior to the issuance of records.

The Palm Beach State College (PBSC) Student Handbook provides students the following information:

Family Education Rights and Privacy Act

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Under the Family Education Rights and Privacy Act (FERPA) of 1974, as amended in 1993, 2008, and 2011, students have

a right to be notified annually as to the rights regarding the maintenance of and access to students’ records that include: academic records, admission records, disciplinary records, placement file and financial aid records. The College abides by

federal and state regulations regarding the privacy of student records and complies with the laws regarding access

procedures. Complete information regarding student records, retention, and access is listed in the College Catalog.

The following Security of Student Records disclosure is provided to the students in the PBSC student system (PantherWeb):

The Federal Education Rights and Privacy Act (Webpage: FERPA) requires each institution to determine "directory information" that may be released without the student's consent, unless the student has specifically requested that some

or all of the information not be released. Palm Beach State has classified the following as directory information:

Student name

Personal e-mail address (non-institutional)

Dates of attendance (session dates only)

Major field of study

Weight and height of members of athletic teams

Degrees and awards received

Educational institution attended

If a student does not wish to have the directory information released, the student must complete and submit a non-disclosure form. The non-disclosure form is located on PantherWeb. (Log in to PantherWeb and click on "Non-Disclosure" under the "Records" heading at the top of your screen).

The Non-Disclosure Form:

Dear (student’s name):

Palm Beach State may have to provide directory information (i.e. your name, personal e-mail address and/or the dates of the terms you attended) to other entities. Please see the “Student Directory Information” section of the Catalog for a complete list of what Palm Beach State has classified as directory information. State Statute and federal FERPA regulations allow for the non-disclosure of directory information upon written request from the student. Please check the box below if you agree to the statement:

I am requesting that my personal information not be disclosed.

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Sources

CollegeCatalog-2016-17-StudentRightToPrivacy-p11-12


FR - 4.8.3

Written Procedure for Projected Additional Student Charges An institution that offers distance or correspondence education has a written procedure distributed at the time of

registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity. (Federal Requirement 4.8.3) Judgment

Compliant Non-Compliant Not Applicable Narrative At Palm Beach State College (PBSC), there are no required additional charges associated with verification of student

identity. Faculty members determine whether their online class will require proctored testing for examinations. Palm Beach State College offers free proctored testing for PBSC online students on all major campus sites. Faculty may also

elect to activate the Respondus LockDown Browser and Monitor video-based proctoring system for their online examinations. All bachelor degree programs’ online courses require all examinations (tests and quizzes) to be proctored

via the Respondus LockDown Browser and Monitor. PBSC licenses the Respondus LockDown Browser and Monitor system and does not charge any student a test fee to take exams using this system.

FR - 4.9

Definition of Credit Hours The institution has policies and procedures for determining the credit hours awarded for courses and programs that

conform to commonly accepted practices in higher education and to Commission policy. (Federal Requirement 4.9) Judgment


Narrative

Palm Beach State College has policies and procedures for determining the credit hours awarded for courses and

programs, and the policies conform to commonly accepted practices in higher education and Commission policy.

Policy for defining credit hours. The College has policies to define credit hours in accordance with state and federal

governance and to policy stated by the Southern Association of Colleges and School Commission on Colleges. The Florida Administrative Code 14.030(5)-(8) explicitly governs credit hour definitions (FAC Rule 6A-14.030), and Florida

Administrative Code 6a-10.033 requires all credit hours lead to a specified program that leads to a baccalaureate, associate degree, certificate, or applied technology diploma (FAC Rule 6A-10.033). The College complies with both state

rules and with the Title IV regulation in the Federal Student Aid Handbook (FSFA) with Active Index, pages 2-31 and 2-32

(FSFA Handbook 2016-2017 p231-236). Finally, the policies for defining credit hours at Palm Beach State College conform to The Commission (SACSCOC Credit Hours Policy Statement).

Definition of credit hours. The College defines a credit hour as the equivalent of fifteen 50-minute instruction periods

for a total of 750 minutes of instruction in addition to one 2-hour final exam. All credit-bearing courses, regardless of

scheduling or delivery format, are expected to include 750 minutes of instruction per credit hour. The 50-minute credit definition is based on Carnegie Units and complies with federal government regulation 34 CFR 600.2 (FSFA Handbook

2016-2017, p231-236). Specifically, one credit hour consists of

(1) A 50- to 60-minute class, lecture, or recitation in a 60-minute period; (2) A 50- to 60-minute faculty-supervised laboratory, shop training or internship in a 60-minute period; or

(3) Sixty minutes of preparation in a correspondence course.

Table 4.9-1 replicates the College’s definitions of credit hours based on types of credits as published in the Academic Management Manual (AM 2016-17 Section G, Credit Hour Definition, p25-27; Webpage: Academic Management Manual –

Section G, Policies and Procedures).

Table 4.9-1 Types of Credit at Palm Beach State College

Type Definition

College Credit College credit is the type of credit assigned by Palm Beach State College institutions to

courses or course equivalent learning that is part of an organized and specified program leading to a baccalaureate, associate degree, certificate, or Applied

Technology Diploma pursuant to the stipulations in subsections 6A-14.030(5)-(8),

FAC. One (1) college credit is based on the learning expected from the equivalent of fifteen (15) fifty-minute periods of classroom instruction; with credits for such

activities as laboratory instruction, internships, and clinical experience determined by the institution based on the proportion of direct instruction to the laboratory exercise,

internship hours, or clinical practice hours. Lower division college credit is assigned to college credit courses offered to freshmen and sophomores (1000 and 2000 level

courses) and upper division college credit. Upper division college credit is assigned to

college credit courses offered to juniors and seniors (3000 and 4000 level courses).


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http://www.palmbeachstate.edu/academicservices/Documents/AMSectionG-2017-18.pdf

Type Definition

Lecture Instruction – Fifteen hours of instruction for 15 weeks 1 Credit

Lab Instruction – Thirty to sixty hours of instruction for 15 weeks 1 Credit

Clinical Instruction – Forty-five to one hundred twenty eight hours for 15 weeks (program specific)

1 Credit

Clock Hour A clock hour is the unit assigned to courses or course equivalent learning that is part of an organized and specified program leading to a Career and Technical Certificate

(PSAV) or Applied Technology Diploma pursuant to the stipulations in subsections 6A-14.030(6), (9), FAC. It applies to postsecondary adult career courses as defined in

Section 1004.02(26), F.S. One (1) clock hour is based on the learning expected from

the equivalent of thirty (30) hours of instruction.

Developmental

Credit

Developmental credit is the type of credit assigned by Palm Beach State College to

courses that provide degree seeking students who wish to enroll in college credit courses with additional academic preparation determined to be needed pursuant to

Rule 6A-10.0315, FAC. One (1) developmental credit is based on the learning

expected from the equivalent of fifteen (15) fifty-minute periods of classroom instruction. Developmental courses provide competency-based instruction to develop

college entry competencies in the communication and computation skills described in Rule 6A-10.0319, F.A.C.

Institutional

Credit

Institutional credit. Institutional credit is postsecondary credit that is a) competency

based or b) based on the learning expected from the equivalent of fifteen (15) fifty-minute periods of classroom instruction. Institutional credit is not guaranteed to

automatically transfer. Competency based awarding of credit is based on established State of Florida awarding of credit from clock hour to credit hour courses.

Continuing

Education and Avocational

Courses

No college credit is awarded for these courses.

Prior learning. Students may be awarded credit or clock hours based on prior learning. Palm Beach State College

recognizes multiple types of prior learning and awards credits for it in ways that are different than transcript evaluation for courses completed at other educational institutions (Webpage: Prior Learning Assessment). Prior learning is defined as

“a student having the ability to be awarded credit or clock hours in PSAV or AS-level courses through the following processes.” Students may not earn bachelor or associate of arts degree credit through the prior learning process. The

College publishes a description of eligible prior learning online in the Academic Management Manual, and the document is

provided here (AM 2016-17 Section I, Prior Learning Assessment; Webpage: Academic Management Manual Section I: Prior Learning Assessment). Table 4.9-2 also provides the descriptions.

Table 4.9-2

Description of Prior Learning Eligible to Earn Credit or Clock Hours

Prior Learning Description

Challenge exams Students may take challenge exams to qualify for course or clock

credit in selected programs.

Palm Beach State Course Equivalency

Course equivalency is an option under certain statewide articulation agreements for granting credits to students who take and pass

courses in selected PSAV programs at Palm Beach State. The process allows the College to grant credit or clock hours to students

who have previously earned PSAV or credit course work towards a

PSAV or credit certificate or an AA, AAS or AS degree. Students who qualify under the statewide articulation agreements for industry

http://www.palmbeachstate.edu/prior-learning/

https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=fa600b51-6950-e711-b837-d639cd757391

http://www.palmbeachstate.edu/academicservices/Documents/AMSectionI-2017-18.pdf

http://www.palmbeachstate.edu/academicservices/Documents/AMSectionI-2017-18.pdf

certification must use this process to be awarded the prescribed

credit.

Prior Learning Portfolio A Prior Learning Portfolio is a written document that demonstrates a student has mastered the course objectives and competencies;

portfolios must be prepared under the guidance of a program instructor or faculty member.

Career Pathways Articulation

from the School District of

Palm Beach County

Career Pathways are programs in the School District of Palm Beach

County, the primary feeder district for the College, that include high

school coursework and assessment for which the student may be awarded college credit.

Advanced Placement of Apprenticeship

Advanced Placement of Apprenticeship may allow students to earn course clock hours for competencies gained through work

experience.

Health Care Courses for PSAV

Students

This prior learning option may award course credit for HSC0003 or

PRN0022 to students enrolled in a health science credit or PSAV program which requires one or both courses. Students must be able

to verify achievement of the course competencies though other coursework or work experience.

Dental Assisting to Dental Hygiene

Students who have completed ADA accredited dental assisting programs may be awarded credits toward the Dental Hygiene

program.

Radiologic Technology Students who have completed relevant hospital programs may be

awarded college credit toward the Radiology program.

FDLE Corrections Academy or Law Enforcement Academy to

Criminal Justice AS Degree

Students who take classes through an FDLE Corrections Academy or Law Enforcement Academy and pass the Florida State

Certification Exam will, upon approval of a submitted Prior Learning Assessment form, be awarded credits toward the Criminal Justice

AS degree.

Florida State Fire College to

Fire Science

Students who have completed coursework at the Florida State Fire

College may be awarded credit toward the Fire Science program.

Educational Prep Institute Students who have completed equivalent coursework at the School District of Palm Beach County or a university and have completed a

portfolio may be awarded college credit.

Statewide Articulation

Agreements – Industry Certification

Students who provide proof of approved industry certifications may

qualify for specific course credits that apply toward a variety of Palm Beach State College AS degrees.

Online Course Equivalency Students who complete online coursework through massive online

open courses or other such modalities may have completed coursework assessed for its potential to earn credit.

College Level Examination Program (CLEP)

CLEP is a series of examinations that may allow students to earn college credit for what they know, regardless of where they gained

the knowledge.

Program Credit Hour Length Determination

Program lengths are set by and conform to the State of Florida for all degree and certificate programs (FL Statute 1007.25; FAC Rule 6A-14.030; Sample FLDOE Program Length, Dental Assisting). Table 4.9-3 lists the programs offered

by the College, the number of credit hours required for completion, and the rule within the Florida Administrative Code





(FAC) that determines that number of credits. (Additionally, SACSCOC Standard 4.4 for program length discusses specific

areas of study within each of the programs listed in 4.9-3).

Table 4.9-3 Program Length as Determined by Florida Administrative Code

Program Credits/Hours Florida Statute and Administrative

Code

Bachelor of Applied Science 120 FL Statute 1007.25(8)

FAC Rule 6A-14.030(1)

Bachelor of Science 120

FL Statute 1007.25(8) FAC Rule 6A-14.030(1)

Associate in Arts 60 FL Statute 1007.25(7)

FAC Rule 6A-14.030(2)

Associate in Science Varies FAC Rule 6A-14.030(3)

FAC Rule 6A-10.024(5)(a)

College Credit Certificate Less than 60 credit hours

FAC Rule 6A-14.030(3)

Career and Technical Certificate (PSAV) Clock Hours FAC Rule 6A-14.030(9)

Applied Technology Diploma Less than 60

credit hours

FAC 6A-14.030(6)

Advanced Technical Certificate Less than 60

credit hours

FAC 6A-14.030(7)

Certificate of Professional Preparation Less than 60 credit hours

FAC 6A-14.030(8)

Sources

AMSectionG-2016-17-CreditHrDefinition-p25-27


AMSectionI-2016-17-PriorLearningAssessment

CurriculumFlowChart

DBOT-6Hx-18-2.01

FAC-Rule-6A-10.024

FAC-Rule-6A-10.033

FAC-Rule-6A-14.030

FLStatute-1007.25

FSFA-Handbook-2016-2017-p231-236

SACSCOC-CreditHours-PolicyStatement

Sample-FLDOE-ProgramLength-DentalAssisting



















https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=fa600b51-6950-e711-b837-d639cd757391




https://palmbeachstate.compliance-assist.com/accreditation/source.aspx?id=7546acfc-0d55-e711-b837-d639cd757391






Part V: Impact Report of the Quality Enhancement Plan

Executive Summary (as submitted to SACS upon 2012 reaffirmation)

Palm Beach State College selected the topic of critical thinking through an institutional process in the

2009-2010 academic year. Through continued broad-based, participatory conversations in 2010,

constituents derived the following operational definition: critical thinking is using the skills needed to

explore, evaluate, express, and engage in purposeful reasoning in order to reach sound conclusions,

decisions, positions, and/or solutions. The College developed its Quality Enhancement Plan (QEP)

using this definition. Plan development resulted in a single goal to improve student learning: Students will develop and apply critical thinking skills. To accomplish this goal, the College will embark on a focused initiative for

professional development to help faculty and staff enhance their skills to teach and assess critical thinking. The plan provides a framework to unite faculty, instructors, staff, and administrators in an

endeavor to create a learning environment that includes a common understanding of critical thinking and of the skills and characteristics associated with critical thinking. It is such a learning environment

that will help students develop and apply necessary critical thinking skills. There are at least three benefits to the College’s QEP. First, student learning will be promoted and

improved. As the five-year plan is implemented and completed, students will develop and use the skills

associated with critical thinking. This will occur as faculty and instructors integrate critical thinking into

the classroom, giving students opportunities to practice critical thinking in ways that encourage its

transfer across disciplines and beyond the classroom. Second, students will benefit as the QEP provides a College-wide mechanism to teach and assess

critical thinking in all academic and career programs. Faculty, instructors, and staff will be provided

needed time to review existing practices and results and to develop new outcomes and strategies to help

students develop critical thinking skills. Third, with a focused effort on critical thinking throughout the College community, the definition of

learning will be broadened and defined. The result will be a cultural shift to a pervasive awareness of

the importance of critical thinking as a life- and career-enhancing skill. The QEP will help the College meet its mission to “create and sustain a dynamic teaching and learning

environment” and to prepare “students to contribute and compete ethically and successfully in a diverse

global community.” The plan is comprehensive. Student learning outcomes define what QEP implementation will

accomplish. A carefully designed strategy for professional development will help realize the outcomes.

The projected five-year budget of approximately $785,010 includes preliminary expenses and is fully

fundable. The degree to which the QEP goals and outcomes have been attained will be informed by a

well-constructed assessment plan. Palm Beach State College looks forward to the spring 2012

implementation of the following Quality Enhancement Plan.

Section I: Initial Goal and Intended Outcomes of the QEP

Palm Beach State College (PBSC) chose to focus its QEP on critical thinking, which was defined as

using the skills needed to explore, evaluate, express, and engage in purposeful reasoning in order

to reach sound conclusions, decisions, positions, and/or solutions. After a pilot semester in spring of

1 | P a g e P B S C Q E P I m p a c t R e p o r t

2012, the QEP was officially launched in the fall of 2012 and continued until the summer of 2017.

Over the five years of its implementation, the success of the QEP was determined by using a clearly

defined goal and measurable learning outcomes.

QEP Goal: Students will develop and apply critical thinking skills.

QEP student learning outcomes:

1. Students will analyze and interpret relevant information.

2. Students will reach sound conclusions based on a demonstrated reasoning process.

3. Students will evaluate and explain relevant information.

4. Students will exhibit affective dispositions known to characterize critical thinkers.

To maximize the stated learning outcomes, the College annually dedicated funding to support QEP

initiatives. Budget allocations covered the cost of resources and staffing necessary to implement the

plan.

Strategies

To address the four learning outcomes, the primary strategy of the QEP was a focused integration of

critical thinking into the classroom in all academic programs. Integration occurred through faculty and

staff professional development, learning outcomes assessment, and through program-specific critical

thinking outcomes in career-oriented programs. Additionally, educational support areas identified and

developed critical thinking learning outcomes outside the classroom. A final supporting action

included the development of and access to electronic and hard copy critical thinking resources. The

following are specific descriptions of the actions implemented.

Professional Development: Two levels of ongoing professional development were offered on a

cyclical basis to advance faculty and staff critical thinking instructional and academic support skills

and increase their capacity to measure student critical thinking through assessment. Level 1

introductory training offered participants an overview of critical thinking with some study of a

particular critical thinking topic, the QEP outcomes, a critical thinking rubric, and assessment

practices. Level 2 comprised a group of faculty and staff, called the collaboration cohort, who were

recruited to lead and participate in training focused on critical thinking as defined by the QEP learning

outcomes.

Outcomes Assessment: Assessment of learning outcomes included the administration of a variety of

direct and indirect measures. Direct measures included the California Critical Thinking Skills Test

(CCTST), the General Education Critical Thinking Scenario, the California Critical Thinking

Dispositions Inventory (CCTDI), the Course Assessments, the Literature Embedded Assessment, and

the ETS Proficiency Profile (ETS). Indirect measures included the Graduating Student Survey and the

Community College Survey of Student Engagement (CCSSE).

Career Programs and Educational Support Services: Program directors and associate deans

participated in a review of QEP outcomes and the development of a QEP critical thinking rubric. All

career programs identified or developed program outcomes specific to critical thinking and their

corresponding benchmarks for success. In addition, educational support areas identified outcomes that

measured critical thinking involved in the delivery of services to students.

Critical Thinking Resources: Resources were shared college-wide on the QEP and Panther Online

Learning Objects (POLO) webpages and, when possible, by live demonstration during trainings.

Purchased critical thinking resources were housed on each campus in both the Professional Teaching

and Learning Center (PTLC) and the campus libraries, and in fall 2015 the QEP leadership created and


distributed a critical thinking guide for use in instruction and academic support services.

Section II: Changes to the QEP and Reasons for the Changes

The QEP remained focused on the four strategies discussed above; however some adjustments and modifications, as described below, were made to the strategies over the five years of the plan. Changes to Professional Development

The implementation of collaboration cohorts was modified in Year 2. Within the first two years, the

collaboration cohort offered 42 different critical thinking instructional and assessment workshops and

seminars that reached nearly 300 faculty and staff. However, this delivery approach offered broad, but

limited exposure to the critical thinking concepts, models, and QEP learning outcomes. It became evident

that there was a “disconnect” between faculty training and how students were being assessed. This

became apparent from QEP leadership survey responses such as, “Assessment has been frustrating

because the instruments selected to measure student learning, although appropriate for the QEP

outcomes, do not necessarily measure what is being taught in the classroom. Additionally, students who

are selected do not have incentive to perform well because assessment is not linked to their course grade.

If data are to be useful to faculty in their attempts to improve instruction, the data must be collected in

ways that are more relevant to what is being taught in individual classrooms.” In order to offer more

intensive professional development to a larger network of faculty and staff, the following revisions were

implemented beginning in the third year.

Professional Learning Groups (PLGs) replaced collaboration cohorts and cohort members

provided leadership for the PLGs.

PLG facilitator training was conducted to guide the PLG leaders in forming and leading their

PLGs.

Grant funding was secured in Year 3 and Year 5 to support two summer events that were not part

of the original plan. The two summer events, named the Summer Institute in 2015 and then

renamed the Summer Project Forum in 2017, provided faculty and staff time to formulate, plan,

and implement a critical thinking instructional or academic support project. As a result of

involvement, participants developed new or revised instructional strategies, assignments, or

outcomes assessments.

Changes to Outcomes Assessment

It was necessary to make some adjustments to the outcomes assessment plan. Changes were made to

sampling and scheduling, and two instruments were discontinued by Year 4. Overall, there were five

changes to the outcomes assessment plan over the course of the QEP.

CCTDI: The original plan mistakenly stated (page 49) that the California Critical Thinking

Disposition Inventory (CCTDI) would be administered annually to randomly selected students

during the general education assessment process. However, the original intent was to sample

students taught by faculty who were involved with QEP implementation and not the general

population of students. CCTDI was implemented this way.

Scenario: The sampling requirement and the instrument were modified. The sampling

methodology was changed by the General Education Assessment Committee. Originally, the

sample included students in courses where the average number of credits earned was 45; the

criterion was changed to 35 credits during the first year. The instrument was revised in response

to multiple scoring sessions. The original instrument did not explicitly ask students to demonstrate

their abilities to identify and analyze information, draw conclusions, or evaluate those

conclusions, all of which were necessary to effectively measure the QEP outcomes.


CCSSE: The Community College Survey of Student Engagement (CCSSE) was expected to be

administered in 2014 (Year 2). However, CCSSE was reschedule and administered in 2016 (Year

4) to accoMmodate other standardized assessment being conducted by the College.

ETS and CCTST: The Educational Testing Serivce (ETS) Profile and the California Critical

Thinking Skills Test (CCTST) were discontinued after two years and three years respectively. The

insturments were originally selected because they aligned well to the QEP outcomes, but

assessment results did not inform classroom instruction. To replace these instruments, the College

began to focus on faculty-developed assessments embedded at the course level, which for the

QEP, were called Additional Course Assessments and reported in the last two QEP years.

Changes to Career Programs and Educational Support Services

No modifications occurred.

Changes to Critical Thinking Resources

Few faculty, instructors, and staff requested or used the resources offered through the PTLC and various

campus libraries. In response, the QEP leadership developed a QEP Critical Thinking Quick Guide in

Year 3 for distribution to all college employees who worked in an instructional or academic support role.

The Quick Guide, and the subsequent, Math Quick Guide for Critical Thinking created the following year,

made it possible to more directly offer critical thinking resources to faculty and staff College-wide as it

was shared in print and electronic formats. Instead of increasing resources in the PTLCs and libraries,

over 2,100 Quick Guides were distributed to faculty, instructors, and academic support staff and a variety

of related workshops and training sessions were conducted.

Section III: Impact on Student Learning

The implementation of professional development, career and educational support outcomes, and critical

thinking resource strategies resulted in the advancement of faculty and academic support staff’s

knowledge and motivation to instruct and measure critical thinking. However, while QEP leadership

attempted to make responsive changes to the types and methods of assessment instruments used,

assessment results were mixed and suggest that overall, students made modest strides in their acquisition

of critical thinking knowledge and skills. Six direct and two indirect assessments were administered over

the five-year QEP period to assess the four learning outcomes. Table 1 details each instrument and related

data collection.

Table 1: Description of Assesment Measures and Data Collection

Direct Measure Instruments Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4 2015-16

Year 5 2016-17

California Critical Thinking Skills Test (CCTST): Multiple-choice test; directly measured LOs 1-3.

107 students1 119 students2



N/A; discontinued in Year 4

Scenario: Faculty-developed scenario. Students provide written response; directly measured LOs 1-3.

90 students 80 students 90 students1 112 students2


17 students3

California Critical Thinking Disposition Inventory (CCTDI): Survey measured student willingness to think critically; measured LO 4. Students assessed in courses taught by QEP faculty.

136 students 219 students 124 students 104 students 107 students

General Education Embedded Assessment: Literature courses; all students complete an assignment graded with QEP rubric; measure LO1.

N/A – did not begin until Year 2

1146 students 1530 students 2139 students

2305 students

Additional Course Assessments: QEP faculty designed course assignments that measured learning outcomes 1-3.

N/A N/A N/A 435 students 609 students


ETS Proficiency Profile: Multiple-choice test included total score for student proficiency in critical thinking; global measure of outcomes. Students in sections randomly selected.

360 students 390 students N/A – college discontinued ETS in Year 3

Indirect Measure Instruments Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4 2015-16

Year 5 2016-17

Graduating Student Survey (GSS) College internal survey; indirect measure; students responded to a question regarding how well the College prepared them to think critically.

722 students; collected June 2012 through May 2013.





Community College Survey of Student Engagement (CCSSE) Provided college specific critical thinking data based on four benchmarks: active and collaborative learning, student effort, academic challenge, and student-faculty interaction.

N/A 1566 students; collected in Spring 2016 semester.

N/A

Notes: 1 Students randomly selected during Gen. Ed. Assessment cycle 2 Sections taught by QEP faculty 3 The low sample of 17 students in Year 5 occurred when the College moved to an voluntary online format.

Direct Assessment: Learning Outcomes Analysis Learning Outcome 1: Students made strides over the five years of the QEP in their ability to analyze and

interpret relevant information. Compared to the baseline scores, the achievement target was met on three

of the four direct measures.

Learning Outcome 2: The results were mixed for student’s ability to reach sound conclusions. While

students achieved the CCTST target during the first year of QEP implementation, the target was not met

on the other two measures, and final results were actually lower than the baseline scores.

Learning Outcome 3: Overall, the results for student ability to evaluate and explain relevant information

demonstrated improvement. The achievement target was met on two of the three measures (CCTST and

Additional Course Assessments). Student performance on the scenario was below the benchmark but

showed improvement over the baseline.

Learning Outcome 4: Results for three of the seven dispositions (analyticity, open-mindedness, and

confidence in reasoning) showed modest annual improvement while the other four (truth-seeking,

inquisitiveness, systematicity, and maturity in judgement) did not. When results are averaged, the overall

achievement target was met with a slight improvement over the benchmark.

Table 2 compares baseline to final results and indicates whether the target was met for each measure.

Table 3 follows immediately to show annual results.

Table 2: Direct Measures of Learning Outcomes Students will demonstrate a 10% increase over baseline scores on outcomes 1-3.

Students will demonstrate annual improvement on outcome 4.

Measure Baseline Year 5 2016-2017 Target

LO1: Students will analyze and interpret relevant information.

CCTST 2.9 3.3 3.2 - target met

Scenario (5-pt scale) 3.0 3.3 3.3 - target met

General Education Embedded Assessment 78% met benchmark 89% met benchmark 86% - target met

Additional Course Assessments 3.6 3.9 4.0 – target not met

LO2: Students will reach sound conclusions based on a demonstrated reasoning process. CCTST (max: 16) 6.25 7.2 6.9 - target met

Scenario (5-pt scale) 3.1 2.8 3.4 - target not met

General Education Embedded Assessment N/A N/A N/A

Additional Course Assessments 3.5 3.4 3.9 – target not met

LO3: Students will evaluate and explain relevant information.


CCTST (max: 11) 3.2 3.5 3.5 - target met


General Education Embedded Assessment N/A N/A N/A

Additional Course Assessments 3.4 4.1 3.7- target met

LO4: Students will exhibit affective dispositions known to characterize critical thinkers.

CCTDI: Truth-seeking 36.0 35.3 target not met

CCTDI: Open-mindedness 41.0 41.9 target met

CCTDI: Inquisitiveness 48.9 48.2 target not met

CCTDI: Analyticity 44.8 45.2 target met

CCTDI: Systematicity 43.2 43.2 target not met

CCTDI: Confidence in reasoning 45.2 46.1 target met

CCTDI: Maturity in judgement 43.1 42.6 target not met

Total Scores CCTST (max: 34) 12.3 (28th-36th percentile) 14.0 (42nd percentile) 13.6 -target met


General Education Embedded Assessment 78% met benchmark 89% met benchmark 86% - target met

Additional Course Assessments 3.7 4.0 4.0 – target met

ETS Proficiency Profile 110 110 121 - target not met

CCTDI 302.2 302.5 Annual Improvement – target met

Notes

Scenario – Original instrument was revised after multiple inter-rater reliability sessions during pilot semester, but initial scores were retained as the baseline. CCTDI - Score ranges per category: 10-19 = Strong Negative; 20-29 = Negative; 30-39 = Inconsistent/Ambivalent; 40 -49 = Positive; 50-60 = Strong

Positive (Source: CCTDI Instrument User’s Manual, Insight Assessment /The California Academic Press 2017.)

Table 3 Learning Outcomes Direct Measure Results Scores reported represent averages for each year and each instrument

Measure Baseline

Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4 2015-16

Year 5 2016-17

Target

CCTST (max: 34) 12.3 15.1 14.0 14.6 N/A 13.6

Scenario (5 pt. scale) 3.0 2.5 2.6 2.8 2.7 3.1 3.3

General Education Embedded Assessment (5 pt. scale)

N/A

4.0 78% met benchmark




3.0 70% will score 3.00 or higher

Additonal Course Assessment (5 pt. scale)

N/A

3.7 3.96 3.3 (see note)

ETS Proficiency Profile 110 110 110 N/A

121

CCTDI (420 total score maximum)

302.2

304.9 Met

300.9 Not Met

295.2 Not Met

304.5 Met

302.5 Met

Annual Improvement

Notes

Additional Course Assessment – Target score was based on the target for the critical thinking scenario because faculty were adapting the QEP outcomes and scoring with a 5-point rubric similar to the one used for the scenario.

Assessment Results: Indirect Measures

Results from the Palm Beach State College Graduating Student Survey (GSS) consistently indicated that

students believe their Palm Beach State College education engaged them in “…purposeful reasoning to

reach sound conclusions.” Aggregate results from the Community College Survey of Student Engagement


(CCSSE) were similar to national results and changed little between 2011 and 2016. Detailed results

follow in Tables 4 and 5.

Table 5: Results of Indirect Measures of QEP Success – PBSC Graduating Student Survey

Baseline (2009 -10)

Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4 2015-16

Year 5 2016-17

Target

Student ratings on Question 16 from Palm Beach State Graduating Student Survey will meet or exceed baseline and improve annually. Question 16: Please rate (5 pt. scale) how you feel Palm Beach State has helped you increase your achievement on the “critical thinking” outcome – “Engage in purposeful reasoning to reach sound conclusions.”

4.1 4.2 4.3 4.4 4.3 4.5 4.1 - annual improvement and target partially met

Professional Development

Professional development participation goals were exceeded. By the end of Year 5, 989 full-time and

part-time faculty (nearly 82%) had engaged in a Level 1 professional development event, surpassing the

goal to reach at least 50% of instructional staff by 2017.

Level 2 cohort participation reached 102 faculty, instructors, and staff, or 107% of the goal. Of these 102

participants, 85 regularly contributed to Professional Learning Groups (PLGs), and 54 completed the

2015 QEP Summer Institute and/or the 2017 Summer Project Forum.

Of further note, PLG participation led to a cross-disciplinary and cross-departmental commitment to the

critical thinking learning outcomes through instruction, academic support, and assessment. Ninety one

percent of those who responded to the 2017 PLG Participant Survey indicated, “I gain insights into my

work as an instructor/staff person” and 87% indicated, “I am challenged to grow professionally in the

PLG because it allows faculty and staff from different disciplines and departments to interact and support

each other’s professional growth.” Furthermore, in the 2015, 2016, and 2017 PLG Participant Survey,

participants indicated a growing interest in their desire to learn more about teaching and assessing critical

thinking. Although by Year 5 a smaller percentage of PLG participants indicated their knowledge

continued to increase (from 100% in Year 1 to 86% in Year 5), responses exceeded the 80% target.

Table 4: Results of Indirect Measures of QEP Success - CCSSE Student ratings on selected questions from the Community College Survey of Student Engagement (CCSSE) will meet or exceed baseline and exceed national

benchmark. Average on questions related to integration of critical thinking in courses at PBSC. CCSSE items included in average score.

Baseline (2011)

Year 4 2015-16

Target

Question 4: In your experiences at this college during the current school year, about how often have you done each of the following? (d) Worked on a paper or project that required integrating ideas or information from various sources (n) Discussed ideas from your readings or classes with instructors outside of class (r) Discussed ideas from your readings or classes with others outside of class

2.68 2.4 (4 pt. scale) Baseline 2.68; Target not met National Benchmark 2.39; Target met

Question 5: During this current school year, how much has your coursework at this college emphasized the following mental activities? (b) Analyzing the basic elements of an idea, experiences, or theory (c) Synthesizing and organizing ideas, information, or experiences in new ways (d) Making sound judgments about the value of information, arguments, or methods (e) Applying theories or concepts to practical problems or in new situations (f) Using information you have read or heard to perform a new skill

2.68 2.79 (4 pt. scale) 2.68 (Baseline) – target met 2.81 (National Benchmark) – target not met

Question 12e: How much has your experience at this college contributed to your knowledge, skills, and personal development in the following areas? e: Thinking critically and analytically.

2.68 2.99 (4 pt. scale) 2.68 (Baseline) 2.98 (National Benchmark) – target met


The College reached the QEP goal to annually increase non-instructional staff participation as evidenced

by the steady rise from 154 to 531 participants for a 245% increase in participation (Level 1 Professional

Development). Data in Tables 6 and 7 describe the professional development results.

Table 6: Results of Level 1 Professional Development (L1PD) Initiatives

Desired outcome Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4 2015-16

Year 5 2016-17

At least 80% of participants will increase knowledge & understanding of critical thinking & increase desire to learn more about teaching & assessing critical thinking.*

Not assessed

N=41; 100% agree

Not applicable

By fall 2013, 100% of incoming new faculty/adjuncts will participate in L1PD.

Not applicable

Implemented; L1PD integrated into new adjunct training & new faculty orientation so that 100% of incoming faculty & adjuncts participate

By 2017, at least 50% of instructional staff will have participated in L1PD. (total unduplicated count)

18.9% 224 of 1,188 224 total new

44.1% 545 of 1,235 321 total new

62.2% 751 of 1,207 206 total new

80.2% 975 of 1,216 224 total new

81.6% 989 of 1,212 14 total new

By 2017, non-instructional staff participating in L1PD will have increased annually.

154 295 306 479 531

Notes

*Because of changes beginning in Year 3 (2014-15), QEP team members weren’t required to offer critical thinking workshops (Level 1 PD).

Table 7: Results of Level 2 Professional Development (L2PD) Initiatives

Desired outcome Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4 2015-16

Year 5 2016-17

Avg. student scores on CCTST will exceed General Education sample (max = 34).

Gen Ed: 15.1 QEP: 15.8

Gen Ed: 14.0 QEP: 13.2

Gen Ed: 14.3 QEP: 15.6

Not assessed

Avg. student scores on critical thinking scenario will exceed gen. ed. sample.1

QEP sections assessed in CCTST only Gen Ed: 2.9 QEP: 2.7

Gen Ed: 2.9 QEP: 2.7

3.1 (no separate sample for QEP)

At least 80% of participants will agree knowledge & understanding of QEP outcomes increased.

Not assessed Not assessed 93% of 29 respondents agree

86% of 21 respondents agree


At least 80% of participants will agree that participation has increased their knowledge & understanding of critical thinking.






At least 80% of participants will agree that participation has increased desire to learn more about teaching/assessing critical thinking.






By 2017, at least 95 faculty or staff will participate in QEP Level 2 events to improve instruction/professional practice.

10 participants 26 to date (includes pilot cohort)2

15 participants 28 to date2




Notes 1 While this is a direct measure of student learning, the intent was to see if there is a difference among students taught by QEP faculty. 2 “To date” totals represent unduplicated participants as of that year.

College faculty and administration embraced creating and measuring career program and educational

support area critical thinking outomes. As described in Table 8, there was a steady annual increase in

career program outcomes that aligned with at least one critical thinking outcome. In Year 1, program

faculty and staff identified 235 outcomes that aligned to the QEP outcomes, and by Year 4, that number


had increased to 364. Also, of the outcomes identified, most students (about 80% each year) assessed met

their targeted benchmark on these outcomes that support critical thinking. A steady increase in

educational support outcomes was also noted with an increase from 10 to 19 outcomes that support

critical thinking, but achievement declined in the third and fourth years. Reasons for the decline are not

understood, conversations were initiated in Year 5 to determine the cause and are ongoing.

Table 8: Results of Supporting Strategies Critical Thinking Outcomes in Career Programs & Educational Support Areas

Desired outcomes Year 1 2012-13

Year 2 2013-14

Year 3 2014-15

Year 4* 2015-16

By fall 2012, critical thinking outcomes in programs will be identified, aligned to QEP & assessed in program cycle.

235 outcomes in 100% of programs; 182 assessed

342 outcomes in 100% of programs; 294 assessed

353 outcomes in 100% of programs 349 assessed

364 outcomes in 100% of programs 279 assessed

By 2013-2014, critical thinking outcomes will be reported annually (programs).

143 out of 182 assessed (78.57%) met benchmark



225 out of 279 assessed (81%) met benchmark

By fall 2013, outcomes will be identified in educational support areas & during assessment cycle.

10 outcomes; 2 assessed 12 outcomes identified; 100% assessed

17 outcomes identified; 100 % assessed

19 outcomes identified; 100% assessed

By 2013-2014, critical thinking outcomes will be reported annually (educational support areas).

100% met benchmark 100% met benchmark 64% met benchmark 53% met benchmark

Notes

*Final Year 5 data not available at the time of 5th Year Impact Report submission

After the Critical Thinking Quick Guide was developed, QEP leadership promoted and distributed the

guide at college events, through regular email communication, and by featuring it on the QEP webpage.

In early fall 2015, over 2,100 Critical Thinking Quick Guides were distributed as a resource for faculty

and staff to help inform course instruction, assessment, and educational support of the four QEP learning

outcomes. Of the 250 respondents to the QEP Quick Guide Survey in November 2015, 48% indicated that

they had used the Quick Guide to support course instruction or services to students, and 71% indicated

they had used or planned to use the guide for assessment purposes.

The QEP webpage ultimately became an additional resource as it offered access to instructional videos,

faculty and staff assignments and projects, an electronic version of the Critical Thinking Quick Guide,

samples of how to use the Quick Guide specifically in various courses, and a separate guide for math.

To help faculty and staff infuse critical thinking skills and develop student dispositions, the QEP offered a

variety of training. Training included the following opportunities.

Three critical thinking modules within the online faculty development course

Student learning center staff and tutor training

Campus Professional Teaching & Learning Center (PTLC) events

College Development Day break out sessions during the fall and spring semesters.

Three training sessions were offered to faculty and SLC tutoring staff specifically to help implement the

use of the guide. Two faculty utilized the guide in their spring 2017 developmental math courses. For

more information on the various support strategies implemented, see Table 9.


Section IV: Reflection on What the Institution Learned

The QEP served as a five-year incubation period in which critical thinking was widely emphasized across

college programs, departments, and classrooms. This first QEP has reminded the College that a robust

emphasis on thinking critically is essential to the College’s mission. The evidence suggests that learning

outcomes improvement was dependent on the assessment instrument used, and in hindsight, the plan to go

broadly across all academic programs may have been too ambitious to truly measure the impact. QEP

strategies successfully garnered attention and involvement among many faculty and instructors, as

professional development goals were largely met. The direct impact on student learning is not as clear.

Professional development. Through the various QEP professional development programs and events,

and as the goals for participation were exceeded, the College confirmed that many faculty and staff had a

strong desire to be better equipped to help students develop critical thinking skills. In final conversations

with participants and discussion at QEP meetings, faculty and staff indicated a strong desire to continue

these type of professional development programming when the QEP has concluded.

Assessment. The institution learned that to implement outcomes assessment that is effective and useful to

faculty and students, better alignment is necessary. Specifically, there is a need to increase the number of

measures that are embedded as course assignments and align to critical thinking outcomes. It is evident

that while faculty are still engaged in their pursuit of teaching critical thinking, there is a need for a robust

conversation regarding why student learning of critical thinking exhibits mixed results.

Career programs and educational support areas. The institution learned that it is not enough to simply

ensure that all programs and educational support areas have outcomes related to critical thinking. The

College accomplished this fairly early in the QEP, but student achievement on these outcomes was not

always consistent or acceptable. It is necessary to have more frequent and more meaningful conversations

about what students are and are not learning, and whether or not the assessment and outcomes are relevant

to the expectations.

Critical Thinking Resources The institution observed that sometimes the best way to respond to the

need for resources and tools is by developing an in-house publication designed by those faculty and staff

who have first-hand knowledge of teaching and supporting critical thinking. The widespread application

Table 9: Results of Supporting Strategies - Critical Thinking Resources

Desired outcomes: Inventory will increase annually on campus or online.

Year 1

Three resources available for check-out on each campus. One resource (A Guide for Educators to Critical Thinking Competency Standards, Paul & Elder, 2007) was distributed to all faculty, instructors, & some staff. Thirty-seven resources developed by faculty and staff to teach/assess critical thinking added to online repository (POLO). Survey respondents will agree that resources are useful. 11 of 16 users returned feedback. All agreed or strongly agreed that resources are useful for improving practice.

Year 2

Twenty-three additional resources added to each campus inventory. Three additional resources added to online repository (POLO). Eleven of 16 users returned feedback. All agreed or strongly agreed that resources are useful for improving practice.

Year 3 Quick Guides created to distribute to faculty and staff.

Year 4

2,115 Quick Guides distributed to faculty, instructors, & staff. 193 discipline-specific Quick Guide planning worksheets created and 14 added to Panther Online Learning Objects (POLO) repository. Two assessment videos created by faculty & added to QEP webpage & online repository (POLO). 48% (119) of survey respondents report using Quick Guide to support course instruction or services to students.

Year 5 Math Quick Guide created and distributed in Spring 2016 to two math instructional staff to pilot in course instruction. Guide used by twenty-four students in two developmental math courses. Student survey results indicated that 100% found the math guide helpful (n=13) with deciphering textbook math terminology and strategies for solving word problems.


of the Critical Thinking Quick Guide verified that through strategic distribution, opportunities for

application, and professional development, well-designed resources can have a lasting impact.

Outcomes of QEP Implementation (Unanticipated or Unintended)

Cross disciplinary and cross departmental commitment to critical thinking learning. Eighty-seven

percent indicated, “I am challenged to grow professionally in the PLG because it allows faculty

and staff from different disciplines and departments to interact and support each other’s

professional growth.”

Students made modest strides in their acquisition of critical thinking knowledge and skills. Greater

gains were expected.

An overwhelming majority (82%) of faculty participated in the QEP’s critical thinking training,

far exceeding the 50% goal.

Surpassing expectations, just over 530 non-instructional staff members participated in QEP

workshops and events by the end of year five.

Career program faculty fully embraced the integration of critical thinking into their curriculum as

evidenced by a continual increase over the five years in the number of program learning outcomes

that support critical thinking.

It was more challenging than originally anticipated to successfully integrate critical thinking

outcomes in some of the educational support areas that are more transactional in nature, such as

admissions, financial aid, and registration.

The campus resource centers, part of the original plan, were considerably underutilized. The

Critical Thinking Quick Guide was developed as an alternative resource and was well received

and widely disseminated.

Institutionalization of the QEP

The QEP as an initiative will not be sustained, nor has it been institutionalized in totality. However,

Professional Learning Groups (PLGs) will continue to meet and focus on critical thinking, but the

infrastructure is not in place to support them at a high level as was possible within the QEP. Critical

thinking will continue to be an institutional learning outcome. It is fully integrated into the assessment and

review process which is supported by the General Education and Assessment committee. The more than

360 program learning outcomes that support critical thinking remain in place, evidence that career faculty

continue to embrace the efforts of the QEP and that critical thinking remains an integral part of the Palm

Beach State College culture.

SACSCOC FIFTH-YEAR INTERIM REPORT · SACSCOC FIFTH-YEAR INTERIM REPORT SEPTEMBER 15, 2017 ......

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