COMPLIANCE CERTIFICATE
Submitted to the Commission on Colleges
Southern Association of Colleges and Schools
March 15, 2010
This report includes four parts:
Part 1:
Signature page and Trident Technical College’s 2009-2010
Organizational Structure Chart
Part 2: List of substantive changes that have been reported to and
approved by the Commission since Trident Technical College’s
last reaffirmation
Part 3: Institutional Summary Form
Part 4: Assessment of Compliance (tabbed sections):
- Core Requirements
- Comprehensive Standards
- Federal Requirements
TRIDENT TECHNICAL COLLEGE P.O. Box 118067 Charleston, SC 29423-8067
By signing below, we attest to the following:
1. That Trident Technical College has conducted an honest assessment of compliance and has provided complete and accurate disclosure of timely information regarding compliance with the Core Requirements, Comprehensive Standards, and Federal Requirements of the Commission on Colleges.
2. That Trident Technical College has attached a complete and accurate listing of all programs offered by the institution, the locations where they are offered, and the means by which they are offered as indicated on the updated ―Institutional Summary Form Prepared for Commission Reviews,‖ and that the comprehensive assessment of compliance reported on the Compliance Certification includes the review of all such programs.
3. That Trident Technical College has provided a complete and accurate listing of all substantive changes that have been reported and approved by the Commission since the institution’s last reaffirmation as well as the date of Commission approval.
Accreditation Liaison
Suzanne N. Barr
March 11, 2010
Chief Executive Officer
Mary Thornley
Internal Auditor Senior Vice President &
General Counsel Institutional Research Quality Planning & Accreditation Bookstore Facilities Management Financial Services Human Resources Procurement & Risk Management Public Safety Finance & Administration Enrollment Management Student Development
Student Employment & Recruiting Educational Opportunity Programs Student Services Aeronautical Studies
Allied Health Sciences
Business Technology
Community, Family & Child Studies
Culinary Institute of Charleston
Film, Media & Visual Arts
Humanities & Social Sciences
Industrial & Engineering Technology
Law-Related Studies
Nursing
Science & Mathematics
The Learning Center
Distance Learning & Broadcast Services
Learning Resources
Palmer Campus
Berkeley Campus
High School Programs Academic
Affairs
Career, Personal & Professional Development
Health, Human Services, Environmental & Safety
Manufacturing, Industrial & Construction Trades
Workforce Development
Operations Continuing Education & Economic Development
Information Technology Training Center
Information Technology Services
Systems & Operations
Information Services Web Services Information Technology Development Marketing Public Information Advancement President TTC Area Commission
State Board for Technical and Comprehensive Education Commission on Higher Education
Directions: For each substantive change approved since the institution’s initial accreditation or last reaffirmation review, briefly describe the change and provide the date of Commission approval. If no substantive changes requiring approval have been submitted since the last comprehensive review, write ―none‖ in the first column. If, in the review of substantive change, the institution discovers substantive changes that have not been reported according to Commission policy, the changes should be reported
immediately to Commission staff.
Substantive changes requiring approval:
Initiating certificate or degree programs at a more advanced degree level
Initiating an off-campus site at which students can earn at least 50 percent of credits toward a degree
Initiating a branch campus
Initiating any change in legal status, governance, form of control, or ownership of the institution Expanding the institution’s programs at the current degree level through the addition of significantly different programs
Initiating programs at a lower degree level Initiating a consolidation or merger
Approval Date Description of Substantive Change
December 18, 2009 Approval of Dorchester County Career and Technology Center as a new site where students may earn more than 50% of workforce development programs.
December 18, 2009
Approval of West Ashley High School as a site where dual enrollment high school students may earn more than 50% of the Associate in Arts and Associate in Science degrees and the Allied Health Preparation and Pre-Nursing certificates. December 18, 2009
Approval of First Baptist School as a site where dual enrollment high school students may earn more than 50% of the Associate in Arts and Associate in Science degrees and the Allied Health Preparation and Pre-Nursing certificates.
Commission on Colleges
Southern Association of Colleges and Schools
INSTITUTIONAL SUMMARY FORM
PREPARED FOR COMMISSION REVIEWS
GENERAL INFORMATION
Name of Institution Trident Technical College
Name, Title, Phone number, and email address of Accreditation Liaison
Suzanne N. Barr
Associate Vice President, Planning and Accreditation (843) 574-6181
Name, Title, Phone number, and email address of Technical Support person for the Compliant Certification
Bryan Davidson
Compliance Assist! Development (678) 992-1674 (Direct)
(888) 292-7490 (Toll free) (770) 664-1822 (Main) [email protected]
Diploma or certificate program(s) requiring less than one year beyond Grade 12
Diploma or certificate program(s) of at least two but fewer than four years of work beyond Grade 12
Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent designed for transfer to a baccalaureate institution
Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent not designed for transfer
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) Occupational certificate or diploma program(s) Occupational degree program(s)
Two-year programs designed for transfer to a baccalaureate institution Liberal Arts and General
Teacher Preparatory Professional
Private (check one)
Independent, not-for-profit Name of corporation OR
Name of religious affiliation and control: Independent, for-profit *
Name of corporation: Public * (check one)
Not part of a state system, institution has own independent board Part of a state system, system board serves as governing board
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 Compliant Certification for the decennial review. See Commission policy “Reaffirmation of Accreditation and Subsequent Reports” for additional direction.
South Carolina State Board for Technical and Comprehensive Education
The South Carolina State Board for Technical and Comprehensive Education (SBTCE) operates the South Carolina Technical College System. The System is composed of 16 technical colleges located strategically across the state and its statewide affiliate programs: the Center for
Accelerated Technology Training’s readySC™ program, Apprenticeship Carolina™ and
competeSC™. SBTCE delegates primary responsibility for the local governance of the technical colleges to their area commissions.
The System is the largest higher education system in the state with 114,000 credit students and 128,000 continuing education students. In Fall 2009, TTC’s credit student headcount of 14,853 made it the second largest institution in the system.
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.
Trident Technical College (TTC) is a public, two-year, multi-campus community college that provides quality education and promotes economic development in Berkeley, Charleston and Dorchester counties in coastal South Carolina. The college has changed dramatically over the past 45 years. In 1964, the Berkeley-Charleston-Dorchester Technical Education Center was established as part of a statewide system founded by Gov. Ernest F. Hollings to meet the education and training needs of the citizens of South Carolina. The center opened with two buildings and 226 students. Today, TTC serves more than 31,000 curriculum and continuing education students each year on three campuses: the Main Campus in suburban North Charleston, the Palmer Campus in downtown Charleston and the rural Berkeley Campus outside of Moncks Corner. Most recently, the college has begun to develop additional rural sites in Charleston and Dorchester Counties that will provide greater accessibility to residents of those areas. The past decade has also seen a significant enrollment increase in TTC’s dual credit program serving area high schools.
TTC’s mission is to serve as a catalyst for personal, community and economic development by empowering individuals through education and training. For its 12,000* traditional and non-traditional curriculum students, TTC meets its mission by offering more than 150 programs of study, including university transfer associate degrees and applied technical associate degrees, diplomas and certificates. The college further promotes economic development through continuing education courses, customized education and training for business, industry and government; and a variety of employment training programs.
TTC is an open-door institution committed to providing access to higher education in the communities we serve*. The ethnic diversity of TTC’s student body reflects that of the college’s service area.
Student population:
62% white / 34% minority / 4% unknown 63% female / 37% male
46% full-time / 54% part-time Average age: 27
concentrations within those degrees, as well as all certificates and diplomas.
Associate Degrees Associate in Arts Associate in Science
Associate in Applied Science Accounting
Administrative Office Technology Aircraft Maintenance Technology Civil Engineering Technology Commercial Graphics
Computer Technology Criminal Justice
Culinary Arts Technology Dental Hygiene
Early Care and Education
Electronics Engineering Technology Emergency Medical Technology General Business
General Technology Horticulture Technology
Hospitality and Tourism Management Human Services
Management
Mechanical Engineering Technology Medical Laboratory Technology Nursing (ADN)
Occupational Therapy Assistant Paralegal
Physical Therapist Assistant Radio and Television Broadcasting Radiologic Technology
Respiratory Care
Telecommunications Systems Management Veterinary Technology
Diploma Programs Cosmetology
Early Childhood Development Expanded Duty Dental Assisting Medical Assisting
Ophthalmic Clinical Assistant Pharmacy Technician Practical Nursing (PN) Certificates
A+/Network+ Technician Addictions/Substance Abuse Advanced Baking and Pastry
Advanced Beverage Service Management Advanced Computer Animation
Advanced Culinary Arts Advanced Film Production
Aircraft Assembly Technology Aircraft Maintenance Airframe Aircraft Maintenance General Aircraft Maintenance Powerplant Allied Health Preparation
Architectural Design Graphics I
Architectural Design Graphics IIArt Foundations Automatic Transmission Repair Specialist Automotive Brakes and Alignment Specialist Automotive Engine Performance Specialist Automotive Engine Repair Specialist Automotive Servicing
Baking and Pastry
Basic Construction Trades Basic Electronic Journeyman I Basic Industrial Work Skills Bookkeeping
Business Information Systems Certificates in Transfer Engineering
Civil Engineering Transfer – The Citadel Electrical Engineering Transfer – The Citadel
Chemical Engineering Transfer – University of South Carolina Civil/Mechanical Engineering Transfer – University of South Carolina Electrical Engineering Transfer – University of South Carolina Child Care Management
Cisco Certified Network Associate Cisco Certified Network Professional Computer Aided Design I
Computer Aided Design II Computer Animation Computer Game Design Computer Graphics
Computer Network Technician
Computer Numerical Control Operations Construction Management
Corporate Quality Cosmetology
Crime Scene Investigation Criminal Justice: Corrections Criminal Justice: Law Enforcement Culinary Arts Customer Service Database Developmental Disabilities Digital Photography e-Commerce
Early Childhood Development Early Childhood Special Education Electrical Line Worker – Advanced Electrical Line Worker – Third Class Electrician: Automated Controls Electrician: Construction Electrician: Industrial
Family Intervention Studies Filmmaking
Film Production
Food and Beverage Operations Food Service Specialist
Gerontology
Golf Course Maintenance Hotel Operations
Human Services Generalist Illustration
Industrial Maintenance Industrial Mechanic
Infant and Toddler Development International Business
Internet Programming Landscape Design Landscape Management Leadership Development Machine Tool Technology Massage Therapy
Medical Office Specialist Medical Record Coder Medical Transcriptionist
Microcomputer Business Applications Microcomputer Expert User
Microcomputer Programming Microsoft Network Operations Multimedia Design
Nail Technology Network Security Non-Linear Film Editing Nursing Assistant Paralegal Pharmacy Technician Photography Pre-Nursing Professional Accountancy Radio Production
School-Age and Youth Development Small Business/Entrepreneurship Surveying
Transportation and Logistics UNIX Systems Operations Web Site Design
Welding Gas Metal Arc and Flux Cored Arc
Welding Gas Metal Arc and Flux Cored Arc Advanced Welding Gas Tungsten Arc
Welding Gas Tungsten Arc Advanced Welding Shielded Metal Arc
Welding Shielded Metal Arc Advanced Woodworking
List locations (country, state, and city) where course work toward a degree, diploma, or certificate can be obtained primarily through traditional classroom instruction. For each site, indicate the partial or complete degree offered and, for each degree, certificate, or diploma, whether a student can obtain 50 percent of credits toward any of the educational programs.
Provide a brief description of distance education credit offerings that can be obtained primarily through electronic means and indicate where the students are located. Indicate any degree or certificate programs that can be completed primarily through electronic means. Please limit this brief description to one-half page, if possible.
Locations
Main Campus, North Charleston, South Carolina, USA
This is the primary location for all degrees, diplomas and certificates listed above with the exception of those offered exclusively at the Palmer and Berkeley Campuses (below).
Palmer Campus, Charleston, South Carolina, USA
A wide variety of general education courses is available for the Associate in Arts and Associate in Science degrees and for the general education core of technical degrees. In addition, the following programs are offered at the Palmer Campus:
Health Sciences
Associate in Applied Science, Emergency Medical Technology Diploma, Ophthalmic Clinical Assistant
Certificate, Massage Therapy
Law-Related Studies (scheduled to move to Main Campus Fall 2010) Associate in Applied Science, Criminal Justice
Associate in Applied Science, Paralegal Certificate, Paralegal
Certificate, Crime Scene Investigation Certificate, Criminal Justice: Corrections Certificate, Criminal Justice: Law Enforcement Cosmetology
Certificate, Esthetics Certificate, Nail Technology Culinary Arts Technology
Certificate, Advanced Culinary Arts Certificate, Advanced Baking and Pastry
Berkeley Campus, Moncks Corner, South Carolina, USA
A variety of general education courses is available for the Associate in Arts and Associate in Science degrees and for the general education core of technical degrees. In addition, the following programs are offered at the Berkeley Campus:
Aircraft Maintenance Technology
Associate in Applied Science, Aircraft Maintenance Technology Certificate, Aircraft Maintenance Airframe
Certificate, Aircraft Maintenance General Certificate, Aircraft Maintenance Powerplant Veterinary Technology
Associate in Applied Science, Veterinary Technology Cosmetology
Diploma, Cosmetology Certificate, Cosmetology
New Locations Since Last Reaffirmation in 2000
Dorchester County Career and Technology Center, Summerville, South Carolina, USA
A cooperative agreement with Dorchester County allows the college to offer courses in the afternoon and evening at this location. The college offers cosmetology, early care and education, and general education coursework. TTC submitted an abbreviated prospectus for the cosmetology programs August 24, 2009. SACSCOC accepted the prospectus and approved Dorchester County Career and Technology Center as a site December 18, 2009.
West Ashley High School, Charleston, South Carolina, USA
The college offers dual credit courses at West Ashley High School. These courses are primarily general education courses that count toward the Associate in Arts and Associate in Science degrees and the Pre-Nursing and Allied Health Preparation certificates. TTC submitted a prospectus for this location October 5, 2009. SACSCOC accepted the prospectus and approved this site December 18, 2009.
First Baptist School, Charleston, South Carolina, USA
The college offers dual credit courses at First Baptist School. These courses are primarily general education courses that count toward the Associate in Arts and Associate in Science degrees and the Pre-Nursing and Allied Health Preparation certificates. TTC submitted a prospectus for this location October 5, 2009. SACSCOC accepted the prospectus and approved this site December 18, 2009.
St. Paul’s Parish Site, Hollywood, South Carolina, USA
In Fall 2008, TTC opened this site, which primarily offers continuing education courses. TTC has only taught two credit courses at this facility and does not anticipate reaching 25% of the credits required for a program in the foreseeable future. SACSCOC accepted notification of this site July 28, 2009.
Other Area High Schools
In addition to West Ashley High School and First Baptist School, the college offers dual credit courses for 15 other high schools in its service area of Berkeley, Charleston and Dorchester counties. Dual credit courses are primarily general education courses that count toward the Associate in Arts and Associate in Science degrees. As of Spring 2010, the college’s course offerings at each of these high schools do not constitute 50% of the credits required for any TTC academic program.
Distance Education Credit Offerings
In 1997, TTC was one of the 16 South Carolina technical colleges that participated in a system-wide substantive change for distance learning. After an on-site review, the Commission on Colleges approved participating institutions for distance education programs. At the time of TTC’s last reaffirmation in 2000, two of its programs could be completed entirely via distance learning, and an additional ten programs had at least 50% of the coursework available in distance learning format. The college now offers coursework in electronic format in many academic disciplines. Generally, students taking online courses reside in the college’s service area; however, online courses are not restricted to local residents. The following list includes current program offerings with >50% of coursework available in electronic format: (* = 100%)
Associate Degree Programs Associate in Arts *
Associate in Science
Associate in Applied Science Accounting
Administrative Office Technology * Computer Technology *
Criminal Justice *
Culinary Arts Technology Early Care and Education
Hospitality and Tourism Management Management *
Telecommunications Systems Management Early Care and Education
Diploma Programs
Early Childhood Development Practical Nursing (PN) Certificates
A+/Network+ Technician Allied Health Preparation Bank Teller
Bookkeeping *
Business Information Systems * Child Care Management Computer Game Design Computer Network Technician Crime Scene Investigation * Criminal Justice: Corrections * Criminal Justice: Law Enforcement * Culinary Arts
Customer Service Database *
Early Childhood Development e-Commerce*
Food Service Specialist Hospitality Industry Service * Hotel Operations
Information Processing * International Business Internet Programming Leadership Development Medical Office Specialist Medical Transcriptionist
Microcomputer Business Applications * Microcomputer Expert User *
Microcomputer Programming Microsoft Network Operations Network Security Nursing Assistant Pre-Nursing Professional Accountancy Small Business/Entrepreneurship 4. Accreditation
List all agencies that currently accredit the institution or any of its programs and the date of the last review for each. Identify the accrediting agency that is the gatekeeper for federal funds if it is not the
Commission on Colleges. Describe any sanctions applied or negative actions taken by any of these accrediting bodies (including the Commission) during the two years previous to the submission of this report in regard to your institution.
(1866 Southern Lane, Decatur, GA 30033-4097; telephone number 404.679.4500) to award associate degrees, diplomas and certificates.
Program Accrediting, Approving or Licensing Agency Instructional Program Last Review Accreditation Council for Occupational Therapy Education
American Occupational Therapy Association
Occupational Therapy Assistant Dec. 2008 Accrediting Commission American Culinary Federation
Foundation
Culinary Arts Technology March 2006 American Bar Association
Standing Committee on Paralegals and Approval Commission
Paralegal Aug. 2005
American Society of Health-System Pharmacists Pharmacy Technician March 2010 Association of Collegiate Business Schools and Programs Accounting
Computer Technology General Business Management
Administrative Office Technology
Feb. 2000
Committee on Accreditation for Respiratory Care Respiratory Care April 2006 Commission on Accreditation in Physical Therapy Education
American Physical Therapy Association
Physical Therapist Assistant Oct. 2004 Commission on Accreditation of Allied Health Education
Programs
Committee on Educational Programs for the Emergency Medical Services Professions
Emergency Medical Technology March 2007
Commission on Accreditation of Allied Health Education Programs
Curriculum Review Board American Association of Medical Assistants Endowment
Medical Assisting Sept. 2004
Accrediting Commission for Programs in Hospitality Administration and Commission on Accreditation for Hospitality Management
Hospitality and Tourism Management
March 2006
Commission on Dental Accreditation American Dental Association
Dental Hygiene
Expanded Duty Dental Assisting
Feb. 2004 Committee on Veterinary Technician Education and Activities
of the American Veterinary Medical Association
Veterinary Technology Feb. 2007 Council for Standards in Human Service Education Human Services Jan. 2010 Council on Accreditation of the American Health Information
Management Association
Medical Record Coder Dec. 2004 Federal Aviation Administration (Licensure) Aircraft Maintenance Technology July 2009 Joint Review Committee on Education in Radiologic
Technology
Radiologic Technology Oct. 2006 National Accrediting Agency for Clinical Laboratory Sciences Medical Laboratory Technology Oct. 2004 National Association for the Education of Young Children Early Care and Education Feb. 2010 National League for Nursing Accrediting Commission, Inc. Nursing (ADN)
Nursing (PN)
Feb. 2004 South Carolina Board of Cosmetology (Licensure) Cosmetology
Nail Technology Esthetics
June 2005 July 2008 June 2005 South Carolina Department of Labor, Licensing and
Regulation
Board of Nursing (Approval)
Nursing (ADN) Nursing (PN)
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.
Core Requirement 2.1
The institution has degree-granting authority from the appropriate government agency or agencies.
Judgment: Compliant Narrative
Trident Technical College (TTC) is one of 16 constituent institutions of the South Carolina Technical Education System. The South Carolina General Assembly established the State Board for Technical and Comprehensive Education, its purposes, functions and authority.S.C. Code Ann. § 59-53-52 (17) vests degree-granting authority in each college's Area Commission and specifies that these Commissions are authorized to award certificates, diplomas, and associate degrees, but not baccalaureate degrees.
TTC offers degrees solely in South Carolina, and its degree granting authority is derived only from the state of South Carolina as codified in its enabling legislation, S.C. Code Ann. § 59-53-410 et seq.
Sources
S.C. Code Ann. § 59-53-410 et seq. S.C. Code Ann. § 59-53-52 (17)
Core Requirements 2.2
The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, or personal or familial financial interest in the institution.
A military institution authorized and operated by the federal government to award degrees has a public board on which both the presiding officer and a majority of the other members are neither civilian employees of the military nor active/retired military. The board has broad and significant influence upon the institution’s programs and operations, plays an active role in policy-making, and ensures that the financial resources of the institution are used to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from the board except as specified by the authorizing legislation. Both the presiding officer of the board and a majority of other voting board members are free of any contractual, employment, or personal or familial financial interest in the institution.
Judgment: Compliant Narrative
The Trident Technical College (TTC) Area Commission is the legal body responsible for the college and for policy-making. A number of safeguards assure that all Commission actions reflect the decisions of a majority of its members and that the Commissioners carry out their duties free of external influences.
S.C. Code Ann. § 59-53-410 et seq. provides the legislative authority for the appointment of the Area
Commission. The Commission is composed of nine members, three from each of the counties in the college's service area. Commissioners are recommended by the members of the county legislative delegation and appointed to the Commission by the Governor (Area Commission By-Laws, Article I, Section I).
The function, duties and structure of the Area Commission are outlined in S.C. Code Ann. § 59-53-410 et seq. In addition, the State Board for Technical and Comprehensive Education (SBTCE Policy 1-1-100) delegates to the Area Commission "primary responsibility for local governance of a technical college." Both the Area
Commission's Governance Process Policies and its By-Laws, Article III, Section I(b), provide clear direction for collective decision-making. TTC Policy 2-2-0 instructs the Commissioners to "make collective rather than individual decisions" and to "use the expertise of individual members to enhance the work of the Commission as a body, rather than to substitute the judgments of individuals for the collective judgment of the Commission as a whole." The policy further encourages the Commissioners to "make decisions, to the extent possible, on a consensus basis."
The Area Commission By-Laws require five of the nine members to constitute a quorum and list several matters that require at least five affirmative votes to take any action. (Area Commission By-Laws, Article IV, Section IV). The By-Laws clearly reinforce the collective decision-making process by stating that "the Authority of the Area Commission rests in the Commission as a whole, not in individual Commissioners" (Area Commission By-Laws, Article III, Section I(b)). Although the By-Laws allow for actions by the Executive Committee between meetings and in emergency situations, they require these actions to be reported to the full Commission and reflected in the meeting minutes. (Area Commission By-Laws, Article III, Section II(d)). All minutes of the Area Commission meetings clearly reflect adherence to these policies. Sample minutes are included in the table below.
The Area Commission meets bi-monthly, and at other times as necessary, and is legally responsible for all aspects of the college, including provision of financial resources necessary to support a sound educational institution. (Area Commission By-Laws, Article IV, Section I and Article I, Section II). The Commission's role in ensuring that TTC has sufficient resources is clearly stated in TTC Policy 2-12-0 and substantiated in the Commission's meeting minutes. The President is accountable to the full Commission. The Commission delegates the development and implementation of administrative policy and procedures to the President (TTC Policy 2-15-0). The following chart identifies minutes of recent Commission meetings that provide evidence of the Commission's oversight of policy, financial resources, educational programs and executive actions.
Board Actions on Policy, Financial Resources, and Educational Programs
Minutes Page Category Action Item
Feb. 4, 2009 2 Financial Resources
Approved FY 2009 Revised Budget (2nd Revision)
Feb. 4, 2009 2 Educational Programs
Approved new Certificates and Program Terminations
March 24, 2009 2 Financial Resources
Approved the FY 2010 County Budget, FY 2010 Tuition and Fees and the Student Receivables Write Off
March 24, 2009 4 Policy Reaffirmed TTC Policy 2-18-0, Mission Statement (Mission, Vision, Role and Scope) Operational and Strategic Goals
May 26, 2009 2 Financial Resources
Approved FY 2010 County Budget and Auxiliary Activities
July 28, 2009 6 Executive Accountability
Approved the Agency Head Performance Evaluation of the President
Jan. 22, 2008 3 Educational Programs
Approved new Certificates in Business Technology (Computer Game Design, Advanced Baking and Pastry, Culinary Arts, Advanced Culinary Arts, Event Management, and Hotel Operations) and Certificates in Industrial Technology (Air-conditioning/Refrigeration and Basic Industrial Work Skills)
Jan. 22, 2008 3 Educational Programs
Terminated the Certificate in Business, Catering, and the Diploma in Business, Culinary Arts
Jan. 22, 2008 3 Policy Approved an amendment to the Area Commission By-Laws as recommended by the Ad Hoc By-Laws Review Committee
March 11, 2008 3 Financial Resources
Approved the FY 2009 County Budget
March 11, 2008 5 Policy Reaffirmed TTC Policy 8-1-0, Affirmative Action and Nondiscrimination
May 27, 2008 2 Financial Resources
Approved the FY 2009 Tuition and Fees, FY 2009 Proposed Budget and Auxiliary Activities Budget
May 27, 2008 2 Educational Programs
Approved new Certificate in Health Sciences, Pharmacy Technician
July 22, 2008 4 Executive Accountability
Ratified the selection of the Vice President for Finance and Administration
Sept. 23, 2008 8 Executive Accountability
Approved the Agency Head Performance Evaluation of the President
Nov. 25, 2008 2 Financial Resources
Approved the FY 2008 Annual Financial Report and the FY 2009 Revised Budget
Nov. 25, 2008 4 Policy Reaffirmed TTC Policy 9-0, General Executive Constraint and TTC Policy 2-16-0, President’s Responsibilities
TTC is not a military institution. Sources
Area Commission By-Laws Area Commission Minutes Policies and Procedures
Area Commission Appointments, TTC Web Site Area Commission Governance Process Policies Area Commission Roster
Core Requirements 2.3
The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board.
Judgment: Compliant Narrative
The CEO of Trident Technical College (TTC) is the President, Dr. Mary Thornley. Dr. Thornley has served in this capacity since her appointment by the TTC Area Commission in June 1991. The President's position description
defines the primary purpose of the position: "The President, as the chief executive officer of the college, is responsible for all college operations, resources and the external image and reputation of the college. The President must provide the leadership and strategic vision and direction for the entire college."
TTC Area Commission By-Laws, Article II, Section I(c) state, "The President of the College shall be the Executive Officer of the Area Commission and shall serve on appointment at the will and pleasure of the Commission. The President shall serve as the Secretary of the Commission." The current Chairman and presiding officer of the TTCArea Commission is Mr. Jack Harrison.
Sources
Area Commission By-Laws, Article II, Section I(c) Area Commission By-Laws, Article II, Section II Area Commission Members, TTC Web Site Area Commission Roster
Dr. Mary Thornley, State Position Description Dr. Mary Thornley, TTC Web Site
Core Requirements 2.4
The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service.
Judgment: Compliant Narrative
Trident Technical College’s (TTC) mission statement is clearly defined, well published, and appropriate for a two-year institution of higher education. The mission statement explicitly describes the institution’s role in the community, with specific attention given to its characteristics, including size, academic components, student services and continuing education opportunities. As with many two-year colleges, academic research and public service are not defined purposes of the college.
TTC's mission statement includes the mission, vision, values and the role and scope of the college. The statement is approved by the TTC Area Commission and the South Carolina Commission on Higher Education. Additional information about the mission statement approval process may be found in CS 3.1.1.
Mission
Trident Technical College serves as a catalyst for personal, community and economic development by empowering individuals through education and training.
Vision
Trident Technical College’s vision is to be the leading force for educational opportunity and economic competitiveness in the communities we serve.
Values
Student success Diversity Academic freedom Continuous improvement Teaching excellence Integrity Accountability Lifelong learning
Individual worth Safety Creativity Role and Scope
Trident Technical College is a public, two-year, multi-campus community college that provides quality education and promotes economic development in Berkeley, Charleston and Dorchester counties.
An open-door institution of higher education, the college serves approximately 12,000 traditional and nontraditional curriculum students who have a wide variety of educational goals, from personal enrichment to career
development to university transfer. To help students meet their goals, TTC offers university transfer associate degrees and applied technical associate degrees, diplomas and certificates. The curriculum includes programs in arts and sciences, agriculture, business, computer technology, engineering technology, health sciences, industrial technology, and public service. TTC students draw on knowledge from a broad range of disciplines to develop the communication and critical thinking skills that are fundamental to lifelong learning.
TTC further promotes economic development through continuing education courses; customized education and training for business, industry and government; and a variety of employment training programs.
TTC is committed to being accessible and responsive to community needs. To foster student success, TTC provides developmental education and comprehensive student services. In addition to traditional instruction, TTC’s flexible course offerings and alternative delivery methods, including online instruction, enable more members of the community to pursue higher education.
Mission Statement Characteristics
The mission statement is specific to TTC as evidenced by the delineation of its service area and the descriptions of its accessibility, size and students. The mission is appropriate to an institution of higher education, defining the degrees and programs offered by the college, its associate degree competencies, and its role in providing support to students. The mission and values statements identify the college's principal roles in teaching and learning. The chart below identified the specific content of the mission statement and addresses each of these characteristics.
TTC Mission Statement
Characteristic Content Quote
Specificity to TTC Service Area Berkeley, Charleston, and Dorchester counties
Access open-door institution of higher education
flexible course offerings and alternative delivery methods … enable more members of the community to pursue higher education.
Size approximately 12,000
Students traditional and nontraditional curriculum students who have a wide variety of educational goals
Appropriateness to Higher Education
Degrees Offered transfer associate degrees and applied technical associate degrees, diplomas and certificates.
Curriculum Offered arts and sciences, agriculture, business, computer technology, engineering technology, health sciences, industrial technology, and public service.
Associate Degree Competencies
communication and critical thinking skills
Support for Students
provides developmental education and comprehensive student services.
Teaching and Learning Mission empowering individuals through education and training.
Values Student Success Teaching Excellence Academic Freedom Lifelong Learning Creativity
Published
TTC widely publishes its mission statement. In addition to TTC Policy 2-18-0, the college publishes its mission statement in the Catalog (Page A11), the Employee Handbook (Page 4), the Student Handbook & Planner (Inside Cover), the On Course (Page 22), the annual AccountabilityReport (Page 1) and on the college's Web site.
Distance Learning
The TTC mission statement documents the college's commitment to accessibility to higher education through distance learning: "TTC is committed to being accessible and responsive to community needs. . . TTC's flexible course offerings and alternative delivery format, including online instruction, enable more members of the
community to pursue higher education." TTC has included a strategic initiative, Flexible Student Scheduling, in its strategic plan since 2000.
Sources
Accountability Report 2008-2009, Mission Statement (Page 1) Catalog, Mission Statement (Page A11)
Employee Handbook, Mission Statement (Page 4) Mission Statement, TTC Web Site
On Course, Mission Statement (Page 22)
Student Handbook & Planner, Mission Statement (Inside Cover) TTC Policy 2-18-0, Mission Statement
Core Requirements 2.5
The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission.
Judgment: Compliant Narrative
Trident Technical College (TTC) has an institutional planning process that begins with a regular, systematic review of the college's mission and incorporates an annual review of strategic goals and expected outcomes. The college uses a variety of data sources to monitor progress toward the expected outcomes and uses the results of these assessments to plan for improvement and set new expected outcomes. The documentation for TTC's planning and evaluation processes clearly demonstrates that the college consistently accomplishes its mission.
The table below provides links to the key documents of the college's planning processes for the last five planning cycles, which provide clear evidence that TTC's strategic planning and evaluation processes are ongoing, integrated, institution-wide, and research-based. The documents, their content and their role in the planning process are discussed under Annual Strategic Planning and Evaluation Process later in this section.
Strategic Planning
Component 2009-2010 2008-2009 2007-2008 2006-2007 2005-2006
1. Reporting Plan X X X X X
2. Budget X X X X X
3. Final Report Aug. 2010 X X X X
4. Highlights Sept. 2010 X X X X
Five-Year Strategic Planning Process
The planning process at TTC includes both strategic and operational planning. The college uses information from three important sources in the development of its five-year strategic and operational plans: input from college stakeholders, results of an evaluation of the college environment, and data on college performance.
Stakeholder Input. The college begins each five-year planning cycle by actively soliciting advice and counsel from all college stakeholders. At the beginning of the 2005-2010 strategic planning cycle, the Director of Quality held focus groups with students, faculty, staff, alumni, academic deans, senior leaders, Area Commissioners and academic program advisory committee members. TTC's Quality Council, a committee of 28 with representation from all administrative divisions, reviewed the input of these focus groups to identify the strengths and weaknesses, as well as key barriers and opportunities the college faces.
Environmental Scan. In conducting its environmental scan, TTC places value on both the internal and external environment. To assess its internal climate, the college regularly surveys both students and employees. To complete its external assessment, TTC uses information from a variety of sources such as the Charleston Metro Chamber of Commerce’s Economic Forecast for the Charleston Region and the SBTCE Economic Impact Study.
Performance Results. TTC regularly evaluates institutional performance on a variety of key measures. As part of the strategic planning process, the college identifies expected outcomes for key performance measures. Additionally, senior leaders regularly review college performance on measures that reflect overall organizational health and sustainability. The analysis of performance results is the precursor to continuous improvement.
The current strategic plan incorporates the college’s vision, mission, and values as well as strategic and operational goals. This five-year plan provides the framework on which the college constructs its annual plan. Each year, the college community identifies strategic initiatives. These initiatives, along with the operational goals, guide the planning processes for academic and administrative programs.
At the beginning of the 2005-2010 planning cycle, the college identified four key challenges and established four strategic goals designed to meet these challenges:
Relationship Between Challenges and Strategic Goals
Challenges Strategic Goals
Challenge 1. To leverage new facilities and technologies to meet student needs for courses offering technical skills, and engage them in the learning process.
Accessibility. To enable all members of the community we serve to pursue or continue higher education.
Challenge 2. To maintain the affordability of a TTC education in spite of declining state funding.
Stewardship. To become a model of fiscal, community and environmental responsibility, promoting these concepts at every level of the institution.
Challenge 3. To strengthen our partnerships with area business and industry by developing new academic and continuing education programs to address emerging needs.
Community Prominence. To increase the College’s prominence in the region as a provider of educational services and a promoter of economic development. Challenge 4. To use new technologies to meet
the needs of all students.
Engagement. To build a community of learners in which all students, faculty, staff and administrators are active participants in and adherents to the principles of lifelong learning.
Annual Strategic Planning and Evaluation Process
Annual Planning. The college's annual planning cycle begins in March with three key planning activities: the review and revision or reaffirmation of the college's mission statement, the development of the strategic initiatives for the upcoming fiscal year, and the start of the annual budgeting process.
Mission Statement Review. In addition to the college-wide review of the mission statement that begins the five-year planning cycle, the President and her Cabinet review the TTC mission statement annually. The President's Cabinet recommends to the TTC Area Commission any necessary changes to the mission statement (TTC Policy 2-18-0), and at its March meeting the Area Commission revises or reaffirms the mission statement and strategic goals as appropriate. If she deems it appropriate, the President may call for a college-wide review of the mission statement at times other than at the beginning of the five-year planning cycle. In 2007, the President asked the members of Leadership Cabinet to conduct a thorough review of the college's vision and values statements.
Strategic Initiative Development. The President and her Cabinet review the college’s progress on the strategic objectives three times during the planning year. During the March review, Cabinet identifies initiatives that should carry over to the next planning year as well as new initiatives based on data for the college's key performance indicators and changes in the college environment. Cabinet identifies the expected outcomes for each strategic initiative and the administrative units that will be responsible for achieving these outcomes. The annual Reporting Plan documents the results of these decisions and provides a framework for administrative units to create unit plans that align with the college's annual plan (Example: Reporting Plan 2008-2009).
Budgeting Process. Each administrative unit develops strategies for the accomplishment of strategic objectives and operational goals. These strategies create the foundation for the unit’s budget requests. The college uses an online budget planning software application which integrates the budget planning and strategic planning
processes. Budget managers identify the specific strategic goal and/or operational goal that each budget request supports. The budget application and its reporting capabilities provide vice presidents the ability to carefully balance expenditures for both strategic advances and ongoing operations. Vice presidents prioritize each budget request and the President's Cabinet makes consensus funding decisions at a budget meeting in June (Example:
Budget 2008-2009).
Annual Evaluation. TTC regularly evaluates its performance on strategic initiatives, reports the results of these evaluations to its constituents and uses these results to continuously improve the college. At the close of each fiscal year, the college creates a Final Report of its accomplishment of the strategic goals and initiatives and a "Highlights" document that lists the college's most significant achievements for the year (Examples: Final Report 2008-2009 and Highlights2008-2009). In addition to these college-wide reports, each administrative unit
documents progress toward attainment of strategic initiatives in its Administrative Unit Assessment (Example:
Academic Affairs Administrative Unit Assessment 2008-2009).
These reports provide foundational information for two annual reports: the college's InstitutionalEffectiveness
report, which is mandated by the South Carolina Commission on Higher Education, and the annual Accountability Report, which is mandated by the South Carolina Budget and Control Board and is based on the Baldrige National Quality Program criteria. In addition to submitting these reports to the appropriate state agencies, the college publishes the reports on its Web site where they are accessible to the general public (Accountability Reports Web site and InstitutionalEffectiveness Reports Website).
Characteristics of TTC Planning and Evaluation
Ongoing. The Final Reports for the last five years' planning and evaluation provide evidence of the ongoing nature of TTC's planning and evaluation.
Institution-Wide. The Reporting Plans for the last five years document the inclusion of every administrative unit in the strategic planning process.
Research-Based. The Reporting Plans, Final Reports, and Administrative Unit Assessments document that the college identifies the expected outcomes and assesses the extent to which the college attains these outcomes using a variety of quantitative and qualitative measures.
Integrated. TTC's strategic planning process provides the foundation for its budgeting and program
assessments. During the 2007-2008 planning cycle, the college rescheduled the personnel evaluation cycles in order to more closely align all major planning and evaluation processes at the college. The table
TTC Planning and Evaluation Cycles
Month Strategic Planning Budget Planning Program Evaluations Personnel Evaluations
March
Strategic Initiatives for next year (approved by Area Commission) Strategic Plan Reporting Plan
April Online Budget Planning Staff Evaluations
May Proposed Budget (Area Commission) SBTCE Program Evaluation Vice Presidents Evaluations
June Budget Meeting Faculty Evaluations
Begin New Fiscal Year
July President Evaluation Administrative Unit Assessments Faculty Planning Stages Staff Planning Stages
Vice Presidents Planning Stages
August Strategic Plan Report Card Institutional Effectiveness Summary September Curriculum Assessment Plans Accountability Report President Planning Stage Student Services Program Assessments
November Revised Budget
Distance Learning
TTC has incorporated plans for its distance learning course offerings in its strategic planning since 2000. Strategic Goal 1, Access, is "to enable all members of the community we serve to pursue or continue higher education," and Strategic Initiative 1 under this goal, Flexible Student Scheduling, is to "maximize student access to the existing college curriculum by continuing to increase flexible course offerings and alternative delivery formats." This initiative makes clear that the college does not offer programs solely through distance learning but seeks to broaden the access to its existing curricula through distance learning formats. Specific expected outcomes for the college's distance learning offerings are identified annually in both the college-wide Reporting Plans and the Academic Affairs Administrative Unit Assessments.
Sources
2005-2006 Strategic Planning Documents 2006-2007 Strategic Planning Documents 2007-2008 Strategic Planning Documents 2008-2009 Strategic Planning Documents 2009-2010 Strategic Planning Documents Academic Affairs Assessment 2008-2009 Accountability Report 2008-2009
Accountability Reports, TTC Web site
Institutional Effectiveness Reports, TTC Web site Institutional Effectiveness Summary 2008-2009 TTC Policy 2-18-0, Mission Statement
Core Requirements 2.6
The institution is in operation and has students enrolled in degree programs.
Judgment: Compliant Narrative
Students have been enrolled in academic programs at Trident Technical College (TTC) since the college's inception in 1964. That TTC is in operation and has students enrolled in degree programs is substantiated by facts:
1. TTC had more than 14,800 students enrolled for Fall 2009. The college publishes the five most recent years' enrollment data in its online FactBook.
2. A list of TTC's current degrees, diplomas and certificates is included in the Catalog (Pages B1-B2), and the requirements for these programs follow on Pages B7-B182.
3. TTC’s enrollment data are submitted annually to the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS).
Sources
Catalog, Division Programs Displays (Pages B7-B182) Catalog, Programs (Pages B1-B2)
FactBook Enrollment Data, TTC Web Site IPEDS Locking Confirmation
Core Requirements 2.7.1
The institution offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification for all degrees that include fewer than the required number of semester credit hours or its equivalent unit.
Judgment: Compliant Narrative
Trident Technical College (TTC) offers 31 associate degree programs, all of which require at least 60 semester credit hours for completion. The South Carolina Technical College System sets the minimum and maximum hours for each approved associate degree, as described in the South Carolina State Board for Technical and Comprehensive Education (SBTCE) Procedure 3-1-101.1; none is below 60 hours. The Minimum Hours Required for Associate Degrees table specifies the credit hour requirements for TTC's associate degree programs.
Any changes to the total required hours in a program must be presented to the Curriculum Committee, approved by the Vice President for Academic Affairs, and entered into the next year’s catalog by the Assistant Vice
President of Academic Programs. In compliance with the Curriculum Committee By-Laws, the Assistant Vice President of Academic Programs checks all program proposals (for revision of existing programs and
development of new programs) for conformity to SBTCE policy before the Curriculum Committee considers the proposal.
The total semester hours required for each program are published in the program displays in the Catalog(Pages B7-B182).
Sources
Catalog, Division Programs Displays (Pages B7-B182) Curriculum Committee By-Laws
Minimum Hours Required for Associate Degrees
Core Requirements 2.7.2
The institution offers degree programs that embody a coherent course of study that is compatible with its stated mission and is based upon fields of study appropriate to higher education.
Judgment: Compliant Narrative
In support of its mission, Trident Technical College (TTC) is committed to providing students with educational programs that prepare them effectively for the workforce or that meet degree requirements at four-year
institutions. Faculty members review their curricula regularly and revise them as needed to ensure that students have access to relevant and coherent programs that enable them to meet their educational goals. As described in its mission statement, TTC is an open-door institution that serves ―students who have a wide variety of educational goals, from personal enrichment to career development to university transfer‖ (Catalog, Page A11).
Technical Programs
The programs leading to the Associate in Applied Science (AAS) degree support TTC’s mission to promote economic development in its service area. These applied programs are designed to prepare students for employment, professional development, and career advancement; they generate graduates who bring to the workforce up-to-date technical skills along with communication and critical thinking skills.
The courses of study for AAS degree programs are informed by the needs of employers. Using input from
academicadvisorycommittees and employer surveys, program faculty revise and improve the curriculum to keep up with best practices in business and industry. As noted in the Catalog(Pages A2-A3), many AAS programs are accredited by national and state agencies, which provide additional guidelines for curriculum design. Student success also influences the course of study; faculty adjust course sequencing and prerequisite requirements to ensure that students master all appropriate skills before moving to the next level.
University Transfer Programs
The university transfer programs support TTC’s mission to provide educational opportunities for individuals in our community. Because the college is an open-door institution, the transfer degree programs often provide access to a baccalaureate degree to students who might not have had access immediately after high school. And because TTC is less expensive than most four-year institutions, these transfer programs provide access to a four-year degree to students who might not otherwise be able to afford it.
The Associatein Arts (AA) and Associate in Science (AS) programs are structured to allow a high degree of flexibility because the four-year institutions to which most students transfer do not have a common core curriculum. By providing options for each required category of credit, the programs enable students to tailor the associate degree to their transfer goals.
The deans who manage the AA and AS programs (Dean of Humanities and Social Sciences and Dean of Science and Mathematics) work with the college’s transfer officer (Assistant Vice President of Academic Programs) to remain informed of curriculum changes at area four-year colleges. Department heads often send syllabi for proposed new courses to their four-year college counterparts before they submit the new course to the Curriculum Committee for addition to the associate degree.
Appropriateness of Programs to Higher Education
Associate degrees offered by TTC must receive approval from TTC faculty, TTC Area Commission, State Board for Technical and Comprehensive Education (SBTCE) and the South Carolina Commission on Higher Education (CHE). Oversight at each level ensures that the curriculum is based upon fields of study appropriate to higher education.
TTC. TTC has internal controls to protect the integrity of approved academic programs. Proposed program revisions must be approved by the division dean, checked by the Assistant Vice President of Academic Programs, reviewed by Curriculum Committee and approved by the Vice President for Academic Affairs,
according to TTC Procedure 13-0-9. See CS 3.4.1 and CS 3.4.10 for more information on TTC curriculum review and approval. The Area Commission considers every proposal for a new academic program at TTC. The nine members of the Area Commission represent the three counties of TTC’s service area and are responsible for gauging the appropriateness of the proposal to the needs of the community and the resources of the college.
SBTCE. SBTCE policies and the South Carolina Technical College System (SCTCS) staff also help to ensure that TTC’s programs are appropriate to higher education. SBTCE Procedure 3-1-101.1 describes allowable course levels and ranges of credit hours for degrees and diplomas offered by South Carolina technical colleges. Technical colleges share a system-wide common Catalog of Approved Courses, which, because it has been developed by technical college faculty working with SCTCS staff, helps to ensure that courses have appropriate content. The same SBTCE policy also requires that each program ―shall be organized to conform to system-wide models developed jointly by System Office and institutional staff and approved by the State Board‖ (State Model for Associate in Arts, State Model for Associate in Science, and State Model for Associate in Applied Science – Civil Engineering Technology). Academic programs must be relevant to students’ and employers’ needs to remain viable. TTC provides data that SCTCS staff use to complete an annual program evaluation, which includes evaluation of graduate placement in jobs related to their majors. Additional details on the SCTCS program evaluation may be found in CS 3.3.1.1.
CHE. The process by which CHE approves degree programs also ensures that TTC's associate degree
programs are based upon fields of study appropriate to higher education. Before a new program can be offered, it must be approved by CHE's Advisory Committee on Academic Programs (ACAP), the members of which are provosts and chief academic officers of South Carolina public colleges and universities. This committee reviews the proposal, voting on whether to recommend it for approval by CHE. Because ACAP members are academic leaders in South Carolina, they are well-positioned to judge the suitability of the program. Their charge is to
evaluate the appropriateness of the proposed program to the needs of higher education in South Carolina, as well as to the mission of the offering institution. CHE's Policies and Procedures for New Academic Program Approval and Program Termination (Pages 2-3) describe the role of CHE in program approval.
Sources
Academic Advisory Committees
Catalog of Approved Courses, SCTCS Web Site Catalog, Accreditations and Approvals (Pages A2-A3) Catalog, Mission Statement (Page A11)
CHE Policies and Procedures (Pages 2-3)
SBTCE Procedure 3-1-101.1, Structure of Associate Degree, Diploma, and Certificate Programs SBTCE State Model, Associate in Arts
SBTCE State Model, Associate in Science
SBTCE State Model, Civil Engineering Technology Sequence Sheet, Associate in Arts
Sequence Sheet, Associate in Science
Core Requirements 2.7.3
In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/ behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification if it allows for fewer than the required number of semester credit hours or its equivalent unit of general education courses.
Judgment: Compliant Narrative
Trident Technical College (TTC) requires that graduates of each of its associate degree programs complete a minimum of 15 semester hours of college-level general education coursework. These hours must be met with coursework distributed across a minimum of four categories: Communication, Humanities, Behavioral/Social Sciences and Mathematics/Natural Science (Associate in Applied Science General Education Requirements,
Associate in Arts Sequence Sheet, Associate in Science SequenceSheet). The core curriculum is designed to develop two essential competencies:
Effective Communication. The ability to communicate clearly and coherently in standard English. Critical Thinking. The ability to evaluate concepts and information and draw clear, logical conclusions based on evidence.
The core curriculum is based on the following rationale: "TTC's general education core curriculum is derived from the belief that effective communication and critical thinking are essential competencies of the workplace and provide the necessary foundation for lifelong learning. To foster development of these essential
competencies, the core curriculum provides associate degree students with a broad base of knowledge and exposure to the perspectives and methodologies of various disciplines." The core curriculum competencies, requirements and rationale are described in the Catalog (Pages B3-B4).
Oversight
The General Education Committee has responsibility for oversight and assessment of the general education core curriculum. Courses approved for inclusion in the core curriculum must require that students demonstrate either critical thinking or communication skills (or both) and must not be focused on the skills of a specific major (General Education Committee Minutes, Oct. 31, 2007). This committee also considers requests by academic departments to include new courses in the core curriculum. In order to be considered for inclusion, the course
