2003-2004 - Bainbridge College by wuyunyi

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									                                         Bainbridge College
                           Annual Report of Institutional Progress, 2003-2004
                                    July 1, 2003 – June 30, 2004

Section A: Summary of Major Institutional Accomplishments in the Preceding Year

1. Developing graduates who are intellectually and ethically informed individuals with
   defined skills and knowledge, capable of leadership, creative endeavors, and contributing
   citizenship in an interconnected world;

    Bainbridge College increased the number of programs in an effort to have better prepared
    students for entering or continuing in the work force. Receiving an education in liberal arts
    is only one of the ways students are prepared to be effective citizens in an interconnected
    world. Services are offered that will help students recognize and develop their skills and
    knowledge. Students are encouraged to participate in research, to be creative and to try
    working in their selected careers before continuing their education.

    The Learning Center had an average of 23 trained tutors who tutored in 25 subjects. In Fall
    2003, 24 percent and in Spring 2004, 20 percent of students enrolled at Bainbridge College
    took advantage of this free service. Of the students in Spring 2004, 53 percent were minority
    students with 89 students returning from fall 2003. In addition to tutoring, the Learning
    Center offered career and study skills workshops.

    (Wynton Hall and student presentation) Students are involved in activities that will increase
    their leadership skills, as well as help them become contributing citizens. Some examples
    are: 1) BC sophomore Cornelius Butler assisted U.S. Secretary of Labor Elaine Chao launch
    http:\\www.disability.gov, a federal website established to assist physically challenged
    Americans locate services and opportunities; 2) the College Bowl Team, under Captain
    Mikey Alday, placed second in the United States at the National Quiz Bowl Tournament
    competition in Los Angeles; 3) the Students in Free Enterprise Team was named first runner
    up at the SIFE Regional Competition in West Palm Beach; 4) BC sophomore Cornelius
    Butler appeared in one of four commercials sponsored by the Georgia Lottery celebrating the
    positive aspects of the HOPE scholarship program.

    Other students have learned to be creative writers and present their papers at public forums in
    our Creative Writing Coffee House presentations. Eight students enrolled in the teacher
    education programs have participated in a new teaching practicum being offered in
    cooperation with the Decatur County school system. Through the program, the students can
    receive continuing education credits. All of this is in addition to the study abroad offerings
    as well as speakers that address the college.

    Students have participated in Bainbridge College sponsored programs that improve
    citizenship by donating their time to working with local nursing homes and community
    health fairs and screenings in the Southwest Georgia area.




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2. Expanding participation by increasing access while maintaining quality, enhancing
   diversity, focusing on the needs of nontraditional students, increasing distance education
   opportunities, advancing public library usage marketing the advantages of a postsecondary
   education to all Georgians;


    Increased number of minority students:
    o Fall 2003 –1,006 students for an increase of 17.11 percent over Fall 2002.
    o Spring 2004—1,129 students for an increase of 21 percent over Spring 2003.

    In an effort to further meet the needs of the southwest Georgia area, new programs were
    submitted and received approval to implement. An Associate of Arts in Music to be
    implemented in Fall 2004 and an Associate of Applied Science in Nursing which will start at
    a later semester. Technical Studies also started a Theater and Video Technology program of
    study and Public Works Technician Aid.

    To increase accessibility to courses there were four courses offered on Saturdays, which
    covered two different subjects. Three subject areas were covered in five Web courses
    offered by the Division of Arts and Sciences and fifteen web courses were offered in the
    Technical Studies Division covering four subject areas. Also, Developmental Studies offered
    a developmental reading course during Spring 2004.

3. Improving continuously the quality of its curricula, research activities, and international
   opportunities;

    Seventeen students took advantage of international opportunities offered by Bainbridge
    College. Six students learned about the history and culture of Russia under the leadership of
    one of the English professors. One of the history professors led eleven students on an
    excursion into Mexico to learn more about Mexico‘s history and culture.


4. Increasing academic productivity through improved recruitment, increased retention,
   accelerated graduation, expanded credit generation, augmented continuing education
   opportunities, and current technology;

    Fall 2003 had enrollment of 2,268 for a 10.8 percent increase over Fall 2002. FTEs were
    1,583 for an 11.6 percent increase over Fall 2002. To meet the growing demands of the
    students there were 94 more courses taught in the academic year of 2003-2004 than in the
    previous year which led to an 18.5 percent increase in total credit hour production. There
    were 214 degrees conferred in 2004 as compared to 108 in 2003. The 214 degrees in 2004 is
    a 100% increase from 2001. The average retention rate from Fall 2002 to Fall 2003 is 64.6
    percent and from Fall 2003 to Spring 2004 the average retention rates is 68.9 percent.
    Bainbridge College‘s pass rate for the Licensed Practical Nurse Program increased to 84
    percent.




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    Technical Studies implemented numerous strategies to increase credit enrollment by
    enrolling students in the Certified Manufacturing Specialist and Certified Customer Service
    Specialist programs at Bainbridge High School. Over 150 high school students were enrolled
    in an extensive Dual Enrollment program in conjunction with Tech Prep and Bainbridge
    High School and Miller County High School. Arrangements were made to test high school
    sophomores at Bainbridge High School, Miller County High School, and Seminole County
    High School with the Asset placement test.


5. Emphasizing the recruitment, hiring, and retention of the best possible faculty, staff, and
   administration;

    Bainbridge College recruits highly qualified faculty and/or staff by placing ads in area
    newspapers, the Chronicle of Higher Ed and the USG Applicant Clearinghouse. Through
    these efforts the College was able to fill the following faculty and administrative positions:
    biology, English, computer science, chair of arts & sciences, chemistry, director of law
    enforcement, vice president of student affairs, music, nursing, speech, developmental math
    and developmental reading. These new faculty members are highly qualified and productive.
    All faculty and staff are encouraged to publish, research, present, or attend workshops in an
    effort to help with retention. Some of the accomplishments of our faculty include:

          Instructor of Speech Communications Wynton Hall was invited to serve as one of the
          eight standing members of the Task Force on the Presidency and Public Opinion for the
          2004 National Presidential Rhetoric Conference held at the George Bush Presidential
          Library in College Station, Texas

          Instructor of Administrative Office Technology Tatyana G. Pashnyak and student
          Cornelius Butler were recognized at Falcons football game for their support of the
          HOPE/Grant Scholarship

          Dr. Barbara Frieling was named Outstanding Teacher in a Two-Year College for 2004,
          South Atlantic Departments of English/South Atlantic Modern Language Association.

    Publications:

          Instructor of Speech and Communications Wynton Hall co-authored The Greatest
          Communicator: What Ronald Reagan Taught Me About Politics, with Richard
          Wirthlin.

          Instructor of Speech and Communications Wynton Hall authored two chapters in
          Reassessing the Reagan Presidency and Principles vs. Policies: The Rhetorical
          Education of George Herbert Bush

          Instructor of Speech and Communications Wynton Hall published ―Revisiting the ‗The
          Dream‘ 40 Years Later: Elocutio in MLK‘s ‗I Have a Dream‖ in Business Research
          Yearbook 11


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          Instructor of speech and Communications Wynton Hall authored an opinion/editorial
          paper that was published in the Washington Times, New York Times and USA Today

          Womack, C. and Loyd, G. Published ―Quintessential Leadership: leading by design‖ in
          The College Quarterly (2004)

          Library Director Tom Frieling, published the article ―Apollo Redux‖ in August 2003
          issue of Spaceflight, the Journal of the British Interplanetary Society.

    Presentations

          Professor of English Dr. Patrick Smith presented ―The Influence of Gauguin and Other
          Artists on the Fiction of Jim Harrison‖ at the Jim Harrison Society of the American
          Literature Association in San Francisco, California

          Instructors of Developmental Reading Carlise Womack and Greg Loyd presented
          ―Quintessential Leadership‖ International at the Conference of Community College
          Leaders -Reston, Virginia, March 2004

          Instructors of Developmental Reading Carlise Womack and Greg Loyd presented
          ―Cultivating Leaders from Within‖ at the International Conference of Community
          College Leaders - Reston, Virginia, March 2004

          Instructors of Developmental Reading Carlise Womack and Greg Loyd presented
          ―Integration of Technology into the Developmental Classroom‖ at the FCCJ
          Conference on College Teaching and Learning in Jacksonville, Florida, April 2004

          Instructor of Political Science and Geography, Dr. John Vanzo, presented a paper at the
          annual meeting of the American Political Science Association in Philadelphia ―A
          Geopolitical Analysis of Palestinian National Viability‖

          Professor of English and French, Dr. Stan Webb presented ―From Faulkner‘s Place to
          Robbe-Grillet‘s Space‖ at the Community College Humanities Association‘s National
          Conference for the Humanities in Santa Fe, New Mexico



6. Accelerating economic development by providing, when feasible, needed graduates,
   appropriate academic programs, and expanding marketing of the System and its
   institutions as an economic asset of the state;

    Expanding the market for Bainbridge College was the premise behind Technical Studies‘
    coordination and implementation of the first Business & Industry Conference for area
    businesses and industries for over 100 residents. Also restructured the Licensed Nursing
    Program to increase class size to meet nursing shortage in area communities. Another effort


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    to increase the market was made by Tech Prep working with Bainbridge High School and
    Miller County High School to set up an extensive Dual Enrollment program in which 150
    high school students enrolled. The Tech Prep Coordinator coordinated the production of a
    Speaker‘s Index and distributed the index to all service area county public schools.

7. Seeking the most efficient, effective, and technologically sound business and service best
   practices and regularly comparing ourselves to national peers;

    Electronic evaluation of courses, instructors, and facilities were implemented this year, which
    should increase student participation and accuracy of reports.

          Electronic early transfer of HOPE funds from student‘s award to Auxiliary Services
          which enabled students to purchase books before the semester began

          Archiving of all student records via optical scanning and storage on CDs and server

          ―Batch‖ electronic transfer of financial aid information to DOE and GSFC


8. Providing and maintaining superior facilities, funded by innovative mechanisms which
   increase the speed with which they are usable;

    Technology Services purchased equipment for and began implementation of a campus-wide
    network upgrade to Gigabit speed. Started conducting business in the new bookstore and
    renovations for the new admissions office were begun.

9. Making University System of Georgia education seamless with K-12, DTAE, and
   independent colleges;

    Enrolled over 150 high school students in the Dual Enrollment program with Bainbridge
    High School and Miller County High School. The PSO program had 180 participants at
    Thomas County Central High School.

10. Increasing, diversifying, and strategically allocating funding;

    Bainbridge College attained a 25% increase in enrollment, while staffing was not increased

    Convened a Roundtable consisting of budget managers from all areas of the college to
    discuss budget cuts. The Roundtable assisted in making recommendations and setting
    priorities campus wide concerning budget cuts and reallocations. With lengthy discussions
    and voting, the Roundtable delegates, as a whole, made recommendations to the President‘s
    cabinet based upon overall college needs instead of area needs.

11. Maximizing cooperation with other state agencies, boards, the Office of the Governor, and
    the General Assembly, while maintaining the constitutional authority of the Board of
    Regents.


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    President Dr. Clifford Brock and Vice-President of Academic Affairs Dr. Rob Gingras
    presented "Institutional Effectiveness the Easy, Electronic Way" at the Southern Association
    of Colleges and Schools Conference. President Brock served on the Commission on
    Communications and Marketing of the American Association of Community Colleges.




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Section B: Annual Progress in Institutional Strategic Planning

    Continued using the planning method that combined the use of Visual Basic and Excel.
    Forms were developed and maintained on a server for access by all planning units. Each unit
    reviewed with a committee its own mission statement and unit goals based upon the
    institutional goals. Next, each unit wrote objectives and detailed action steps as to how they
    would accomplish the unit goals. Included in the objectives are the timelines and resources
    required to accomplish the objectives. Units also assessed the previous year‘s goals.

    All areas of the college participated in planning, but the planning unit heads reported goals,
    objectives and action steps directly to the president. Implementation of this process was to
    streamline annual planning and to inject a level of accountability. The planning unit heads
    will address failure to meet objectives and accomplish goals with the president.

    Bainbridge College will incorporate this planning process into the overall multi-year strategic
    plan. Review of the mission statement and institutional goals occurred in November and
    December to assure alignment with System goals and the structure of the institution. Between
    January and March, planning units wrote their goals while maintaining consideration of
    institutional goals. From April through May, planning units benchmarked their action steps
    for the prior fiscal year and finalized the objectives and action steps for the upcoming fiscal
    year. After the reviewing the mission statement and goals this year, which will allow
    planning units a chance to incorporate their goals into the long-term plan, planning heads will
    write a strategic plan.

    With the development of the new planning process, institutional goals are always in the
    forefront of the planning effort. As such, planning units structure their goals to mesh with
    institutional goals. Therefore, most accomplishments are included in Section A of this report
    and need no further elaboration in this section.

    To ensure that planning occurred campus-wide, a Roundtable was convened that consists of
    budget managers from all areas of the college to discuss budget needs. The Roundtable
    assisted in making recommendations and setting priorities campus wide concerning budget
    cuts and reallocations. After lengthy discussions and voting, the Roundtable delegates, as a
    whole, made recommendations to the President‘s cabinet based upon overall college needs
    instead of area needs.

    An Institutional Effectiveness Revision Team was launched to review the current planning
    process and offer recommendations for improvement or revision of the process.




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Section C: Annual Progress in Assessing Institutional Effectiveness

    Instruction: In addition to the student evaluations in every course administered each fall and
    spring semester, faculty are evaluated using a self-evaluation form and a supervisor‘s
    evaluation form. The process includes a dialogue between each faculty member and the
    division/department chair about the multiple evaluation measures addressed by the evaluation
    instrument. These include grade distribution, student complaints and other relevant measures.
    Also discussed were the survey results from graduates, non-returning students, employers of
    graduates, evaluation of instructor and advisor. A synthesis of the measures is considered
    during this process and goal setting occurs. The last page of both forms specifically provides
    space for commentary in the following categories: improvements observed this year,
    weaknesses observed this year and suggestions for improvement. During this fiscal year, a
    space was provided to allow the faculty to respond to student evaluations.

    Annually a group of tenured instructional faculty undergoes post-tenure review in which a
    committee of tenured faculty examines the last five years of student evaluations, along with
    self and supervisor evaluations. This committee is empowered to identify weaknesses, cite
    improvement needs and make recommendations. The committee, additionally, has the power
    to require that the individual faculty member, in consultation with the division/department
    chairperson and the Vice President for Academic Affairs, correct any deficiencies that may
    have been observed. Individual faculty identified as ―sterling‖ may receive financial or other
    rewards. Individual faculty whose deficiencies are not corrected within the relevant time
    period may lose their tenure and/or be terminated.

    Non-tenured faculty must prepare a pre-tenure review package after three years of service to
    the college at the rank of assistant professor. In consultation with the division/department
    chairperson, the intent of the review is to identify those areas in which the faculty member
    must improve in order to strengthen the application for tenure at the appropriate time.

    In all of the above evaluations, up to 80 percent of the weight is devoted to instruction. In
    each case, the division/department chair keeps copies of these reviews/evaluations in the
    faculty member‘s individual folder.

    Besides faculty and staff evaluations, students are surveyed to determine their opinion of the
    college and what they perceive are areas of improvement. One survey is the non-returning
    student survey for those students who attend in the fall term but fail to return for spring.
    Evaluation of results provides information about what programs need enhancing to improve
    retention. Some issues are almost impossible to address. For example, lack of parking is a
    frequent complaint. With the size of the college, parking is as close to academic buildings as
    is reasonable.

    Another student survey is the graduating student exit survey. The purpose of this survey is to
    measure the overall satisfaction of the college experience that would provide insight into
    where students thought the college was lacking. One issue that was addressed as a result of
    the survey was to increase the number of classes available each term. Students have been
    frustrated because high faculty turnover has resulted in the shortage in faculty to teach



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    classes, particularly with expanding enrollment, so the college initiated an aggressive
    recruitment campaign for full-time and part-time faculty resulting in ten hires.

    Security was also a major concern cited in the student surveys. To address this concern and a
    recommendation from the safety committee, in addition to Plant Operations installing
    additional campus lights in parking areas, administrators performed evening administrator
    duty to assist students when regular offices are closed which will be implemented in Fall
    2002.




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    Section D: Improving Student Retention and Graduation

    Bainbridge College although located in rural southwest Georgia approximately 58 miles from
    Albany and 84 miles from Valdosta has a retention rate that is higher than 60 percent. Based
    upon information from the 2001-2002 Georgia Public Education Report card, high school
    drop out rates from the counties that make up the majority of our students (Decatur, Grady,
    Miller, Seminole) range from 3.0 percent in Miller County to 15.5 percent in Seminole
    County. The number of 2001-02 graduates for these counties total 709. Of these 709,
    perhaps an average of 48.9 percent will attend a public college. Since our enrollment for Fall
    2002 was 2,053 it is obvious that not all students enrolling at Bainbridge College graduated
    from high school or received a GED or they have been out of high school for some time.
    These students require planning and initiative.

    In an effort to assist these students in meeting their educational goals the college added
    associate of applied science programs, certificate programs and technical certificates of
    completion. Class sizes have been increased as well as offering more courses to allow more
    students to enroll in the needed courses for success.

    Bainbridge College‘s Learning Center employs tutors to assist students who are having
    academic difficulties. Tutors work one-on-one with students to enhance their comprehension
    of the material and offer group sessions when needed. At times faculty will require students
    with academic difficulties to attend tutoring sessions in the Learning Center.

    Since 65.7 percent of the students can only attend part-time due to working, chairs attempt to
    schedule classes at alternative times to facilitate attendance. Evening courses allow working
    students to have access to more courses and allows for flexible scheduling for swing shift
    workers. Some weekend classes are available in addition to the increased number of web-
    based classes.

    Since approximately 74 percent of the students receive financial aid, the Financial Aid Office
    offers seminars and workshops to prospective students to inform them of the availability of
    funding.

    To create a student accessible service center, the registrar was moved to the Student Center
    where the Office of Student Affairs is located. The Financial Aid Office is also located in the
    Student Center. Facilitating the interaction with students was the purpose of having all
    student services located in one building.




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Section E: Overall Institutional Health

    The institution continues to transform due to turnover of faculty and staff, mostly because of
    retirements. The staff has done commendable work in attracting new full-time and part-time
    faculty to fill classes as enrollments continue to increase. Committees continue to search for
    faculty and staff replacements. These committees successfully recruited ten new faculty in
    2002-2003.

    The college continues to function effectively to meet the needs of an increasing student body.
    Bainbridge College anticipates further growth and significant improvements to its offerings
    and services in the coming year.

            enrollment increased from 1,739 in Fall 2001to 2,053 in Fall 2002 for an 18 percent
            increase.
            minority enrollment is up at 41 percent of enrollment.
            increased number of courses by 145 for a 27.7 percent increase for Fall 2002 and
            Spring 2003.




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