Bossier Parish Community College is in compliance with the comprehensive standard because its divisions engage in the College's outcome based approach for all academic and support services; assess those outcomes; and provide evidence of improvement. Outcome-based planning for each unit begins before the start of each academic year during the annual Planning Council Retreat. All units are fully represented at the retreat and work with the other units of the College in the review and modification of the five year Strategic Plan and the five year Strategies for Success Plan by generating expected outcomes in the form of goals and objectives that are in support of the College's mission statement and consistent with the mandates and expected outcomes of the LCTCS Strategic Plan. The Strategic Plan is a document that is submitted to the Louisiana Office of Planning and Budget which is responsible for implementation of performance-based budgeting in the Executive Branch of Louisiana state government. The Strategies for Success Plan expands the Strategic Plan by adding goals and objectives that enable the College to successfully enact its mission but that are not required as performance measures by state government.

The goals and objectives, once approved by the Planning Council and the Executive Council, are then translated, by each division, into a measurable outcome based list of Strategies for Success that are in support of and designed to promote the goals and objectives set in the Strategic Plan and the Strategies for Success Plan. These yearly plans are available on the college website.

The College's planning process is cyclical and strives for continuous improvement; therefore, each division must end each academic year with external and internal assessments that provide evidence of their achievement of their outcomes. Each division uses specific external assessment instruments listed in the Comprehensive Assessment Plan to review the satisfaction with and the effectiveness of the programs and services it offers. Assessment tools include the ACT Student Opinion Survey, Community College Survey of Student Engagement, BPCC Report Card, Student Evaluation of Faculty, classified personnel performance evaluations, unclassified performance evaluations, and myriad other survey instruments to measure service and performance of operating units. Additionally, each division creates an end of the year report, which provides an internal assessment to review the outcomes of its Strategies for Success. Finally, these reports are compiled by the Office of Institutional Research and Assessment into an Annual Report, which is used by the Planning Council members prior to the next academic year to revise and modify the Strategic Plan and the Strategies for Success Plan, thus continuing the participatory process of improving support services offered by each division.

Bossier Parish Community College is in compliance with this comprehensive standard because the College establishes and evaluates program outcomes. Program outcomes are established by faculty, division chairs, and/or through mandates of national/state accrediting bodies. Once the program outcomes are established, they, along with the curriculum's program of study, are published in the General Catalog. Examples of learning outcomes required for specific programs can be found in the General Catalog 108, 121, 142, 161.

In spring 2005, three programs were presented to introduce the concept of learning outcomes to the faculty and staff. Dr. Cynthia Wilson, a Vice President for the League for Innovation in the Community College, presented a day long workshop on "Learning Centered Education." Next, Dr. Don Prickel from Oregon State University presented "Reconstructing the College Curriculum: A Learner Outcomes Primer." Finally, Dr. Kay McClenney from the University of Texas at Austin presented "Student Success Through Student Engagement." The faculty was then tasked with converting course syllabi from an "objectives" framework to a "learning outcomes" approach.

Dr. Ron Baker, the Associate Director of the Commission on Colleges of the Northwest Association of Schools and Colleges, conducted workshops and worked with the individual academic divisions in August 2005 to assist Bossier Parish Community College in its creation of learning outcomes for all courses and programs at the College. During the fall 2005 academic semester, the faculty and division chairs established learning outcomes for all academic programs for which degrees or certificates are granted and for all the courses offered by the academic divisions of the College. Faculty members associated with each degree program wrote specific course learning outcomes based on the program learning outcomes. Program learning outcomes are published in the General Catalog and course learning outcomes are published for each course in the course syllabus.

The next step was the establishment of assessment instruments for each learning outcome that had been identified. Dr. Baker returned to the College in spring 2006 to provide training in assessment strategies to evaluate learning outcomes. The faculty then designated assessment instruments to measure each learning outcome. A Course Alignment Worksheet was created to specify how each learning outcome would be assessed. Examples of an assessment for a learning outcome for MATH 102, Microbiology 110, and Computer Science 105 and a validation sheet for MATH 102 showing how results will be documented are presented. During fall 2006, results of assessments were gathered for the first time. Additional results will be gathered in spring 2007. Results of the course assessments will be reviewed by the faculty teaching the course and the division chair; determinations will be made about whether changes are needed to improve student learning. Results of program learning outcomes will be used in the periodic review of academic programs.

Program learning outcomes are assessed by the successful completion of course learning outcomes. Matrices linking program learning outcomes to specific course learning outcomes have been developed for each program. Program Learning Outcomes Linked to Course Learning Outcomes for the Associate of Applied Science in Criminal Justice , the Associate of General Studies, the Associate of Arts in Music, the Associate of Arts in Theatre, the Associate of Applied Science in Industrial Control Systems, the Certificate of Technical Studies in Computer Aided Drafting, the Certificate of Technical Studies in Construction Technology, and the Associate of Applied Science in Physical Therapist Assistant are presented as a sample. Results were first gathered in fall 2006. After gathering data in spring 2007, the results will be analyzed and included in the program's periodic review. Since the course learning outcomes are building blocks for the program outcomes, both are assessed. At the program level, the faculty members evaluate the attainment of program outcomes by measuring student success. Each academic certificate and degree program is reviewed on a regular schedule as established by the Vice Chancellor for Academic Affairs in the Program Review Schedule. Surveys completed by candidates for graduation are reviewed, and statistical data regarding enrollment, graduation, and certification rates are examined. Results of student exit surveys are tabulated. Each academic division may design and administer instruments to evaluate programs in the division as outlined in the Academic Program Review 2-3 in the Academic Affairs Policies and Procedures Manual. The formal program review mandates that the reviewer explain what improvements will be implemented to the program based on the assessment instruments used. Summaries of the program review are included in the Annual Report.

Outside accrediting agencies may mandate an external assessment through licensure/certification of the graduate. Licensure/certification pass rates are one of the national/state-mandated assessments. Programs with mandated national/state accreditation undergo thorough periodic review by the respective accreditation bodies. Recommendations/suggestions from this process are used to validate the attainment of program outcomes, and where necessary, revise areas of weakness.

Before the establishment of program learning outcomes, each program had objectives defined for the successful completion of the program. Periodic program reviews were required as outlined in the Academic Program Review 2-3 in the Academic Affairs Policies and Procedures Manual. Program reviews were submitted to the Vice Chancellor for Academic Affairs as documentation they had been performed; summaries of the program reviews were included in the College's Annual Report. Although the College did not have the learning outcomes approach in place previous to the 2006-2007 academic year, the College still utilized an outcome-based approach in planning and evaluating its programs. Between 2003 and 2006, programs listed below were reviewed. The entire program review is available by clicking on the program name. Excerpts from some of the program reviews are presented.

Medical Assistant, Associate of Applied Science

AAA Certification Results show that 100% of the graduates who tested passed. The Employer Survey showed that 100% of the employers surveyed either strongly agreed or generally agreed that the graduates had medical assisting and general medical knowledge appropriate to his/her level of training. Advisory minutes show that a curriculum change from accepting either PSYC 202 and PSYC220 to accepting only PSYC 220 was made to fulfill AAMA requirements. Program Learning outcomes were approved by the advisory committee. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

Physical Therapist Assistant, Associate of Applied Science

NPTE Licensure Examination Results show that 100% of the 20 students taking the exam passed. The Employer Survey showed that 67% of the respondents were very satisfied and 33% were satisfied with the overall performance of the graduates of the program. Learning outcomes for the program were reviewed and approved with one change. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

Respiratory Therapy, Associate of Science and Certificate of Technical Studies

Exam results from the Certified Respiratory Therapist Exam show that 17 of the 20 students testing passed. The Employer Survey rated the level of preparation of the knowledge base of the students a 5 on a 1-5 scale with 5 being strongly agree. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

Pharmacy Technician, Associate of Applied Science and Certificate of Applied Science

Of the six eligible students taking the PCTB Test, five passed yielding an 83.3% pass rate. The Employer Survey gave graduates a "good" rating for knowledge of pharmacy laws and regulations and an "excellent" rating for knowledge of sterile compounding and technique. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

EMT: Paramedic, Associate of Applied Science

The Employer Survey showed that 60% strongly agreed and 40% agreed that the graduates had the EMS knowledge necessary to function in a healthcare setting. On the National Registry Exam, 69% of the students passed the written part on the first attempt. In order to improve this rate, an action plan to provide additional review for students prior to the test date was established. In addition, the development and implementation of learning outcomes and learning outcome assessments would be undertaken. The Strategic Planning section includes results of the 2005-2006 strategies, an assessment summary, and strategies for the upcoming year.

General Science, Associate of Science

The results of the Program Resource Survey indicate that equipment, supplies and lecture classrooms are judged to be above adequate. Enrollment/Success rates in core courses are presented in a table. Data from the Graduation Exit Survey is included. Minutes from the Biotechnology Advisory Committee are included. In order to improve success rates in core courses, each ZLGY 124 instructor was available in the BPCC Learning Center for an hour per week during the fall semester. A grant was submitted to the Board of Regents to purchase additional models for use in the classroom and laboratory. The ZLGY 125L was restructured and study guides were made available through Blackboard to guide students through preparation for class. ZLGY 125 and Physics posted an 10 % increase in success rates. Several of the strategies developed during 2005-2006 will be implemented in 2006-2007.

Medical Office Specialist, Technical Diploma

Due to feedback from students, ALHT was changed from meeting four consecutive days to a Monday, Wednesday, Friday format. The students felt they would be able to absorb more information and keep up with the fast paced class.

Phlebotomy, Certificate of Technical Studies

During an advisory meeting, one member stated that PBT students were not as skilled on hard sticks and suggested that the students be given more experience with hard sticks at nursing homes. Another member said that students were getting more experience with hard sticks on the floors of a local hospital. One clinical instructor added a review for the certification exam to ALHT 211 to increase student success on the ASCP certification exam. Following this change, the pass rate on the ASCP certification exam increased from 73% to 88%.

Surgical Technology, Technical Diploma

On the Program Assessment Exam, 90% scored in the sufficient category in satisfactory development demonstrated. BPCC scored above the national average in all objective areas such as Basic Science, Intra-Op Sterile, Pre-Op Patient Care, and Surgical Procedures. Upon recommendation of the program faculty, the BPCC Curriculum Committee approved requiring students to take ZLGY 124: Human Anatomy rather than ZLGY 120: Introduction to Anatomy and Physiology. Assessment results identified the need to increase the quantity and quality of available clinical sites. As a result of this need, a strategy for 2006-2007 is to investigate the addition of additional clinical sites.

Business Administration, Associate of Applied Science

Program administrators need to work with local business leaders to identify areas in which course offerings and the material covered within the courses may be improved.

Criminal Justice, Associate of Applied Science

To improve faculty advising, curriculum sheets are to be followed and updated at each advising session. Communication with four-year colleges has been ongoing to reduce transfer credit loss for BPCC graduates who continue their education.

Telecommunications, Certificate of Technical Studies

Survey results show that the primary reasons students drop classes are as follows: (1) financial, (2) schedule too many hours, and (3) illness. The Division requires that each graduate take an editing proficiency exam which involves selecting and editing video scenes to make a story. A weakness of the program was need for additional staffing. Additional staff members were hired to offer Telecommunications electives.

Computer Information Systems, Associate of Applied Science

Course enrollment tables are presented with an analysis of the figures. It was noted that there was a 48% increase in online CIS course enrollment over a three year period and that this was higher than the increase in total student enrollment. The CIS program was revised to better fit the needs of the students and the job market. With the continued increase in the number of students enrolling in online courses and an increase in the number of online courses being offered, a request was approved by the Board of Regents to offer the Computer Information Systems degree as an online degree.

Computer Aided Drafting, Certificate of Technical Studies

The Graduate Exit Survey showed that the rapport between students and faculty was high. On the Graduate Exit Survey, the students did not feel there were library holdings relevant to the field. The department reviewed the library holdings in the technical education field. The advisory council suggested that no changes be made to the curriculum. The student Exit Survey showed that the primary reason for dropping courses was that the student scheduled too many hours.

Industrial Control Systems, Associate of Applied Science

The Graduate Exit Survey indicated that the rapport between student and faculty is high but showed that the students did not feel there were enough library holdings relevant to the field. The department reviewed the library holdings in the technical education field. Upon recommendation of the advisory council, college algebra and applied technical math would replace Technical Math I and Technical Math II. Because of the new campus, the department now has an advanced electronic lab.

Culinary Arts, Certificate of Technical Studies

In 2000-2001, the advisory committee recommended that the culinary arts program include more practical, real-life experience. In response, the program director developed CULA 180: Culinary Art Externship in which students are required to complete a minimum of 100 hours in an area restaurant. Program strengths included an excellent success rate on standardized exams from the National Restaurant Association Educational Foundation. A weakness noted was that lack of facilities has hindered growth of the program. Movement of the College to a new campus provided the space needed. Annual goals assessment are included showing goals, assessment system, and success rates for 2000-2001, 2001-2002, 2002-2003, and 2003-2004. Culinary Arts is reviewed by an outside accrediting agency every five years with the next due date December 2007. An Annual Report is done every year and submitted to the accrediting agency in mid-November. A site inspection is done either before the ending of the five years or after the ending of the five years.

General Studies, Associate of General Studies

The Division of Liberal Arts strives to improve the curriculum to meet the needs of the students. Each semester, each faculty member submits to the Division Chair the number of students in each class by discipline who were successful (earning a "C" or better in the course) and who were unsuccessfully (earning a "D" or "F"). Success rates are presented in a table.

Theatre, Associate of Arts

The new theatre, which was scheduled for completion in September 2005, was touted to rival any theatre in the region and would allow expanded opportunities for faculty and students as well as a greater outreach to the community. Numerous grants were funded which allow the purchase of state-of-the-art equipment.

Hard copies of previous program reviews are available in the Office of the Vice Chancellor for Academic Affairs. During 2005-2006, the Institutional Research and Assessment Office began maintaining electronic copies of program reviews.

Administration is composed of six units: Chancellor's Office, Office of Grants, Multicultural Affairs, Public Relations, Foundation, and Project MOMS (Mothers on the Move); each engages the above listed outcome based approach in its support services; assesses those outcomes; provides evidence of improvement; and is in compliance with SACS comprehensive standard 3.3.1. Their individual outcome based evidence is found in the appropriate sections of Strategies for Success and the Annual Report. Individual office narratives have been included for review.

CHANCELLOR'S OFFICE

A major process in institutional effectiveness of the College includes planning, setting goals with measurable outcomes, and assessing those outcomes. For example, in order to increase student access, the College can provide additional programs, the programs can be expanded to off-campus sites, and programs can be offered using a variety of media technology.

Recruitment efforts to reach the underserved populations require innovative programs to educate this population on the programs and services offered. The success is measured in minority enrollment headcount, enrollment in programs such as Project MOMS, and expansion of Project MOMS to the Super MOMS program. Success of programs such as Project MOMS is also evidenced by the expansion to rural areas to meet the demand for services. For example, Project MOMS has expanded to the Cullen area in Webster Parish to provide a lab for pre-GED certification services for displaced homemakers. The program has received such an excellent response that it is being expanded across the State with the assistance of the Consortium for Research, Education and Technology (CERT).

Evidence of success and improvement of programs and services is seen in the development of new programs, tailoring existing programs to meet the needs of business and industry in the area, updating technology and other learning resources in the classroom, and expanding services to meet the needs of a diverse population. Success and improvement can also be measured by the number of students utilizing College services such as the Learning Center, the Technical Resource Center, and literacy programs.

GRANTS

The planning process is outcome based as the expected outcomes are clearly defined in measurable terms and funding amounts are evidenced by fiscal year listings of grant submissions. Additionally, copies of external reviewers' comments, assessments and evaluations prove the number of funded proposals. Moreover, each proposal is reviewed by the Director to determine the impact on the mission of the College.

MULTICULTURAL AFFAIRS

The outcomes of Multicultural Affairs are provided to Institutional Research and Assessment in measurable terms. Program evaluation forms provide evidence of assessments of all events sponsored by the department. The department then analyzes the feedback received from students and specifically asks students if they would recommend program/events to other students/friends. Based on the students surveyed and their comments for improvements, the department takes the suggestions to improve programs for the upcoming semester. Finally, the department finds information from other sources to "benchmark" interesting activities on other campuses.

PUBLIC RELATIONS

The strategy for this year involves implementing a marketing plan for new programs by doing the following: running radio ads and print ads, creating push-cards to advertise programs, and providing Recruitment with information on the new programs on campus. By following the above plan, program directors will be able to assess the effectiveness of the advertising program.

Programs that have been labeled at risk have requested that the Public Relations Office do extra program-specific ads in the local papers and provide additional print materials to share with interested students. Many of the program directors indicated increased interest in the programs following the ad runs. All program directors on campus know that the Public Relations Office is willing to publicize various programs-if funds are available.

The overreaching document by which standards are measured is the College Mission Statement. This statement calls for "instruction and service to [the College's] community." In addition, the College's "mission is accomplished through courses and programs that provide sound academic education, broad career and workforce training, continuing education, and varied community services through flexible instructional delivery systems." To evaluate the effectiveness of methods used to achieve this mission, the College plans and implements strategies that support its mission.

Bossier Parish Community College identifies expected outcomes for all areas of Academic Affairs; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results. The College has developed a Comprehensive Assessment Plan to assure that every area of the College is continuously being assessed. This document includes division specific tables, including a table for Academic Affairs. This table breaks down the population served by the specific Academic Affairs area, the instruments used to gather data, the administration and frequency of administration, the target date for completion, and the College official to whom results are reported for division-wide planning based on these results. Each unit in Academic Affairs uses the Comprehensive Assessment Plan to ensure that all units routinely assess services provided. The College and its academic areas assess whether they achieve these outcomes and provide both evidence of and plans for improvement based on results analyses as linked with the College's mission.

The College's Strategic Plan for 2005-2009 outlines continued planning and assessment procedures. Strategies for Success for 2006-2007 include division-specific measures, strategies, performance indicators, goals, objectives, and reporting parties. Each criterion and item in the 2005-2009 Strategic Plan impacts the outcomes, assessment, and analysis of achievements that affect populations served by Academic Affairs. The Strategic Plan is the basis for division-specific assessment and strategies for the future in the College's Annual Report. Division by division (Annual Report 155-261), the Annual Report follows through on the Strategic Plan by reporting faculty information from credentials to awards and professional development, grants awarded, and identification and analysis of strategic planning outcomes. These specifically assess plans and provide evidence of achievement. Institution-wide evaluation instruments that affect Academic Affairs include the faculty evaluation, student evaluation of courses, ACT Student Opinion Survey, and the BPCC Report Card. In particular, the BPCC Report Card details specific and overall quality of College services as perceived by faculty and staff who are members of the Planning Council. Finally, Institutional Research and Assessment maintains a Fact Book to compile data for use in grants, reports, reviews, and surveys. The Fact Book reports on the current year and the most recent five years and includes trends in enrollments and attendant strategies to increase enrollment based on these data.

Academic programs and services are evaluated based on the premises of the College's Strategic Plan for 2005-2009. Within this plan and the Strategies for Success for 2005-2006 are apparent the bases for planning and evaluation through measurable strategies and performance indicators ("output" and "outcome" and "objectives" and "goals"). Through this document, the College sets goals and measurements for results and change based on these results. Each goal in the 2005-2009 Strategic Plan, from planning for increased learning opportunities to increasing constituent accountability, touches the populations served by Academic Affairs.

In turn, this strategic plan for the College becomes division-specific as reported in the College's Annual Report. Each academic division submits documentation of its compliance with the College's Strategic Plan and reports annual division enrollment and enrollment of specific programs from Technical Certificates to Associate Degrees. In addition, academic divisions report updates in curriculum, numbers of traditional and Internet courses offered, course enrollment, and degrees awarded. The Annual Report also includes a detailed report for each division of faculty credentials and awards, publications, presentations, productions, and meetings and conferences attended. These specific details are part of the systematic review in which the College engages. Each division must assess need for improvement based on its own progress with goals and objectives as these affect the College mission.

The following examples illustrate improvements across the College that resulted from the planning and assessment process at the academic division level based on the 2004-2005 College Annual Report and other web-based documents:

ACADEMIC PLANNING

• To link student and community based missions, the Office worked to provide educational opportunities on high school campuses in certificate programs for at-risk students (Annual Report 257).
• The Office increased awareness of Tops Tech and EXCEL programs to minority high school students (Annual Report 257).
• Tops Tech students at the College increased by 95% from fall 2004 to fall 2005 (Annual Report 257).
• During the 2004-2005 academic year, the Office conducted four general advisor seminars with 33% of the faculty participating and one training session held for transfer advisors with 90% participation (9 out of 10 instructors) (Annual Report 258).
• In 2004-2005, the Office participated in COMPASS e-write testing with Liberal Arts. Ninety-seven students participated in Compass e-Write (Annual Report 258).
• The Office noted an overall 29% increase in placement tests administered (Annual Report 259).
• The Office confirmed and evaluated a College record 371 graduates during the 2004-2005 academic year (Annual Report 259).

• Based on its goal to increase enrollment in the Criminal Justice program, this Division created information sheets to distribute to Shreveport Police Department, Bossier City Police Department, and other area law enforcement agencies. Behavioral and Social Science faculty also distributed push cards to area high schools, libraries, convenience stores, video stores, and other high traffic spots. This strategy resulted in spring 2005 enrollment of 237 Criminal Justice students being matched after a loss of 12 graduates at fall graduation (Annual Report 158).
• College personnel involved in advising were provided with needed information to assist students. New students were provided with advisory guidelines, and the importance of seeing an advisor was stressed before selecting courses (Annual Report 159).
• Based on these positive results, the Division will continue to re-supply existing push card locations and expand to local metropolitan communities (Annual Report 158).

• This Division planned to increase Internet courses offered within the Division (Annual Report 171). As a result of planning, the Division increased the number of Internet sections from 41 to 48, a 17% increase (Annual Report 171). Based on these results, the Division will continue to promote electronic learning activities (Annual Report 171).
• The Division also planned to expand program and course offerings (Annual Report 171). As part of this plan, the Division submitted a request to the Board of Regents for a Legal Secretary Certification and revised the CIS curriculum to include three separate concentrations. If approved, the Legal Secretary Certificate would increase the Division's offerings by 25% (Annual Report 171).

Project R.E.A.D.

• The Division renewed its commitment to making the community aware of the importance of literacy. To this end, the Division planned and delivered six informational presentations to local organizations and kept on file copies of speeches, press releases, newsletters, and advertisements in the Project R.E.A.D. Office (Annual Report 180).
• This Division also planned to prepare the functionally illiterate adult for effective participation in society. As a result of Project R.E.A.D. planning, three 12-hour Laubach "Way to Read" tutor-training workshops were held. Sixty non-reading students were enrolled in Project R.E.A.D. and fifteen (15) partnerships/collaborations were formed (Annual Report 180).
• The Division received a Board of Regents Grant for $30,000 to aid in teaching reading to non-reading adults with dyslexia (Annual Report 179).
• Based on these positive results, the Division will continue to partner with community stakeholders to continue to prepare the functionally illiterate adult for effective participation in the community (Annual Report 180).

• The Division planned and implemented strategies to continue to enhance the quality of supplemental instruction offered by The Learning Center by improving the quality of supplemental resources provided by The Learning Center (Annual Report 181).
• "The Learning Center Inventory" binder was updated as new items are added to The Learning Center (Annual Report 181).
• As a result of this planning, the quality of supplemental resources provided by the TLC was improved upon the addition of four (4) new software programs, additional sets of human anatomy charts, medical dictionary, and copier for TLC student use (Annual Report 181).
• The Division plans to continue to improve the quality of supplemental resources provided by The Learning Center (Annual Report 181).
• The Learning Center continued to encourage utilization of peer tutoring and computerized programmed learning to students. The total number of student visits to the Learning Center during the 2004-2005 academic year was 21,340 (Annual Report 182).
• To increase opportunities for student success, the Learning Center revised course objectives of EDUC 099 and READ 099 to address student learning outcomes (Strategies for Success 49).
• To promote Learning Center services during the 2004-2005 academic year, individuals from the Division appeared on local television and radio segments (Annual Report 183).
• The Learning Center provided community outreach by providing tutoring to area middle- and high-school students (Annual Report 182).

• To create opportunities for increased course offerings and shared knowledge, this Division participated in collaborative efforts between the Louisiana Community and Technical College System, the Board of Regents Electronic Learning Committee, the SREB/SREC "electronic campus," and the Chief Academic Officers Council in an effort to provide for the needs of traditional/nontraditional students via all forms of electronic learning (Annual Report 252 and Strategies for Success 62).
• The Director of Educational Technology attended approximately ten LCTCS-E-Learning Coordinators' Meetings during the fiscal year 2004-2005 (Annual Report 252).
• BPCC hosted the February meeting of the E-Learning Coordinators. These meetings were documented with minutes, notes, and agendas housed in the office of the Director of Educational Technology. These meetings are called monthly to address the needs, issues, and concerns in the E-Learning environment across the colleges and technical campuses of the LCTCS. Council of E-Learning Practitioners meetings were also attended by the Director on a quarterly basis. Notes and documentation of such meetings are housed in the director's office. The CEP is the Council of E-Learning (Annual Report 252).
• This Division acted on behalf of the College in a DEI/SELECT grant with Delta Community College to collaborate on allied health programs delivered via compressed video. This program already exists between BPCC and Rapides Parish in the area of Respiratory Therapy. Although Delta has purchased videoconferencing equipment, it has yet to connect with this program due to lack of personnel to oversee the Respiratory Program at Delta (Annual Report 252).
• Faculty training concentrated on increased online course offerings and traditional classroom augmentation via web-based media (Annual Report 253).
• 100 + hours of professional development and student awareness seminars increased awareness and utilization of electronic learning in 2004-2005 (Annual Report 253 and Strategies for Success 62).
• Based on data compiled for use of online tutoring through Smarthinking.com, over 700 of our College students use this service and have indicated that it is beneficial (Annual Report 247).

• This Department provides information to units of the College which can be used to enhance effectiveness and collects assessment data from 27 College divisions (BPCC Report Card).The Department produces student exit, graduation, and retention reports to assess and plan for future academic years (Annual Report 268).
• Strategies for Success and the Annual Report were converted to ACCESS databases in 2005-2006 (Annual Report 266 and 268).
• The Department maintains an electronic fact book accessible on the BPCC website under Institutional Research and Assessment (Annual Report 269).
• The Department completes and submits Integrated Postsecondary Education Data System (IPEDS) reports to the U.S. Department of Education (Annual Report 269).
• The Department prepares and submits Louisiana Performance Accountability System (LaPAS) reports for the Louisiana Office of Planning and Budget (OPB) in the Division of Administration (Annual Report 269).
• The Department makes available via Internet the College's Strategic Plan, Strategies for Success, Annual Report, and Comprehensive Assessment Plan, and ACT-SOS Comparison Charts for 2002-2005 (Annual Report 269 and ACT-SOS).

• To provide improved opportunities for student success, this Division worked actively to improve areas in direct correlation with outcomes and assessment by revising master syllabi for all courses in the division based on specific objectives and learning outcomes. This faculty-driven effort moved through phases of drafting and revision, and the revised master syllabi are currently in place (Annual Report 198).
• The final step of the process is ongoing work with assessment of outcomes based on the new syllabi paradigm (Annual Report 198).
• Continued increase in student success (grade of "C" or better in all courses) is the means of assessment for the new learning-outcomes based syllabi (Annual Report 198).
• Provide learning opportunities for student success (Annual Report 194 and 198).
• Within English, foreign language, humanities, music, religion, speech, and theatre courses, faculty added pan-curricular resource lists and/or web sites to Section Information Sheets and course orientation to allow for student success in educational and professional interactions in all classes (Annual Report 194-197).
• Success rates for Liberal Arts classes are available in the Annual Report. The success rates in the nine disciplines for the fall 2004 semester and the spring 2005 semester combined are the following: Art - 97%; English - 87%, foreign language - 85%; humanities - 78%; journalism - 100%; music - 95%; religion - 96%; speech - 87%; and theatre - 93% (Annual Report 198).
• Completion of the new building for the Theatre and Music programs increased both student and community access to academic programs and productions in these disciplines (Annual Report 194 and 198).

• The Library renewed its commitment to provide library materials that will support the curricula and the community's access to BPCC resources (Annual Report 207).
• Library faculty and staff consulted with Division Chairs to determine materials needed for new or revised courses (Annual Report 207).
• Library liaisons met with teaching faculty throughout the academic year to determine what new materials were needed for new or revised courses by examining the Library's collection. Materials requested were purchased and incorporated into the collection (Annual Report 207).
• Library liaisons will continue meetings with teaching faculty to provide materials for collection. Emphasis will be placed on the reference collection to improve research access for students and local citizens (Annual Report 207).
• The Division aimed to provide space, equipment, and technology which will ensure operational efficiency, improve collection preservation, and respond to changing needs of users and staff. The move to the new campus provided these well-planned facilities and resources (Annual Report 207).
• The Division significantly upgraded the Library's website to allow greater access to distance education students and faculty teaching these classes (Annual Report 207 and 209).
• Increased use of library materials provides practical assessment of outcomes and direction for future increase of resources (Annual Report 208 and 209).
• The Systems Librarian updated the Library's website by creating and posting tutorials on the use of various library resources and services. The Library also revised other features on the website, including a new floor guide, a list of software in the Technology Resource Center (TRC) and the "What's New" section (Annual Report 207-209).
• Ongoing improvement in TRC resources and computer functions provides support for student success (Annual Report 207-209).

• This Division is supported by the library, scientific, and technology funds to keep mathematics and technical education classrooms up-to-date (Annual Report 214).
• The total amount of library, scientific, and technology funds spent is $9,126 (Annual Report 214).
• The success of this funds allocation will continue as the Division uses future library, scientific, and technology funds to update classrooms and laboratories. In addition, four Smartboards currently are in use in mathematics classrooms (Annual Report 214 and 215).
• The Division used new software to augment mathematics classes.
• The Division generates the report that gives the number of successes followed by MATH 102 failures. The report was generated and the results showed a larger percentage of students were successful in MATH 102 after MATH 099 than in last year's report (Annual Report 214).
• The Division planned to increase success rates in developmental mathematics courses and, to this end, submitted a grant proposal for computer-based developmental mathematics; the grant was awarded for $62,000 (Annual Report 216).
• Overall, the Division received $65,696 in grants and $9,126 in library, scientific, and technology funds. Classrooms and laboratories were updated with these funds. With mathematics software in developmental algebra, students' scores are improving (Annual Report 216).

• This Office planned to enhance enrollment opportunities for students by advertising through use of newspaper ads, radio announcements, and making schedules available at strategic high customer-traffic locations in Webster and Claiborne parishes (Annual Report 219).
• Accessibility continues to be the strength of this Division, reflected by growing numbers of students enrolled in Off-Campus courses. Total enrollment (including 45 dual enrollment students) for the 2004-2005 academic year was 1,114 students. This is an increase of 121 students, or 12%, over 2003-2004 (Annual Report 219 and 220).

• Based on student needs, the Division included learning styles techniques in classroom and laboratory instruction (Annual Report 230).
• The Division surveyed faculty to determine extent of integration of learning styles activities (Annual Report 230).
• Seventy-six percent of the faculty reported using learning styles activities as a component of instruction (Annual Report 230).
• As community outreach, the Division operated the 2005 Louisiana Region I Science and Engineering Fair with 624 students entered projects in the Region I Science and 231in the Engineering Fair with 89% of the Division faculty serving as judges in 2005 (Annual Report 223, 230, and 231).
• The Division will continue to promote the Region I Science and Engineering fair and encourage faculty participation to serve the community (Annual Report 231).
• This Division developed and completed a comprehensive evaluation of each certificate and degree program (Annual Report 231).
• The development of the instruments allows for systemic program assessment and improvement (Annual Report 231).
• The number of course sections offered by this Division increased from 326 in 2003-2004 to 377 in 2004-2005. This represents a 15% increase and allowed for an enrollment of 765 additional students. Based on these numbers, the Division expanded the number of sections offered in high enrollment courses (Annual Report 231).
• All eligible programs maintained accreditation. The Dietary Management program received initial approval from the Dietary Managers Association, The mid-term report on the Pharmacy Technician program was approved by the American Society of Health System Pharmacists (ASHP), and the Phlebotomy program received re-accreditation from the National Accrediting Agency for clinical laboratory science (Annual Report 231)
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• For 2004-2005, pre-clinical enrollment in the Medical Assistant program increased by 10% and clinical enrollment increased by 300%. Pre-clinical enrollment in the EMT Paramedic program increased by 11% and clinical enrollment increased by 100% (Annual Report 232).

• To continue consistency in student and community outreach, the Division communicates with Advisory Board members bi-yearly to ensure that our students remain marketable in Telecommunications fields (Annual Report 241).
• To promote the mission based connection of institution and community, the Advisory Board is made up of community leaders in various fields related to telecommunications. They continually apprise the Division of any changes and needs to their workforce, thus aiding in the marketability of our students (Annual Report 241).
• The Division increased awareness of the capabilities of our staff, faculty, and students by Louisiana Film Commission has increased tenfold. As active participants in the commission, the Division is participating in the film boom in North Louisiana (Annual Report 242).
• In 2004-2005, participation in "free" Public Service Announcements and "Smart Channel" advertising has increased approximately 7% (Annual Report 245).
• Significant contracts and grants awarded to this Division totaled $255,982.16 (Annual Report 241).

Student Affairs is in compliance with this comprehensive standard. There are various systems in place to ensure proper evaluation and rationale for extending the planning activity. Each department documents its planning projects within the mission of the College's Strategic Plan and documents its outcomes assessment in the College's Annual Report.

Evaluations are administered continually throughout the year both cyclically and randomly to students, faculty, staff, and community members as well. All evaluations are used for improvement to accomplish the mission of both the College and the respective area of assessment. Documented actions pertaining to outcome results are located within the College's Annual Report. Institutional Research and Assessment is responsible for maintaining and analyzing assessment information. Institutional Research and Assessment provides valuable support by developing a myriad of reports critical to the College's improvement.

Student Affairs is composed of several areas: Admissions/Registrar, Counseling, Athletics, Financial Aid, Job Placement, Recruiting, Student Activities, and Student Affairs Office; each area is in compliance with the comprehensive standard. There are various systems in place to ensure proper evaluation and rationale for extending the planning activity. Each department documents its planning projects within the mission of the College's Strategic Plan as well as the Strategies for Success 2005-2006 and documents its outcomes assessment in the College's Annual Report.

ADMISSIONS/REGISTRAR

The mission of the Admissions/Registrar's Office is to assist students through the admission and registration process, to guarantee accuracy and security of student records, and to support students during their enrollment at Bossier Parish Community College.

Enrollment numbers, the ACT Student Opinion Survey, and the BPCC Report Card are used to assess the services provided, and the results, including plans for improvement, are included in the BPCC Annual Report.

COUNSELING CENTER

The mission of the Counseling Center is to enhance the academic, career, personal, and social development of BPCC students. The Counseling Center functions within Student Affairs and operates within the framework of all federal and state laws and all policies of Student Affairs.

Strategic goals are measured by administering the following surveys: Career Counseling Survey; Disability Services Survey; and Counseling Services Client Satisfaction Survey. ADA surveys are administered once each semester. Career surveys are given to students as they take the career assessment or receive career counseling. Students receiving personal counseling are surveyed once each semester. Improvement plans are reported in the BPCC Annual Report and are used as strategies during the next planning cycle.

ATHLETICS

The Athletic Department supports the mission of the College, which offers a comprehensive program of student services. The Athletic Department also supports the mission of Student Affairs, which provides accurate information and efficient support services that encourage personal, academic, and professional growth. The mission of the Athletic Department is to assist the student/athlete in achieving a total educational experience while competing at the intercollegiate level. Such competition parallels institutional goals with a structured sporting environment that enhances the student's personal growth and development.

The Athletic Department uses the following methods for evaluating its area: Athletic Department Evaluation; Evaluation of Coaching Staff; and Athletic Team Evaluation. The evaluations which ask questions pertaining to the health and safety, physical, mental, and social growth and development of each student/athlete are administered annually and are documented for each team. Results are tallied and reported to the Athletic Director. The results are used to determine if the mission of the department is being accomplished. Recommendations for improvement are included in the BPCC Annual Report.

FINANCIAL AID

BPCC is dedicated to the philosophy that no student who desires a college education should be denied the opportunity because of lack of funds. Therefore, the College seeks to assist students in financing the costs associated with their education through various federal, state, and institutional programs. To the extent possible, students are aided in meeting their educational expenses through various forms of financial assistance programs. The Financial Aid web site is intended to offer students 24-hour self-service options. The goal of the Financial Aid Office is to serve and to meet student needs in the most expedient and efficient manner possible.

The Financial Aid Office evaluates its services by mailing the Financial Aid Survey with every Award Letter that is sent. The results of the evaluation are compiled and reviewed quarterly to determine whether or not there is a need for improvement. Improvement plans are included in the BPCC Annual Report and are the basis for strategies for the following year.

JOB PLACEMENT

The mission of the Job Placement Office is to provide a variety of services designed to assist Bossier Parish Community College students find employment and reach career goals. This personal and professional growth of our students is attained through improved job search skills, employment, the gathering of career information, and the involvement of the surrounding community. Services offered by the office are assessed by administering the Employer Satisfaction Survey and the Job Placement Comment Form. Results of the surveys are used to plan improvement strategies that can be implemented. Both the results and the plan for improvement are reported in the BPCC Annual Report.

RECRUITING

The mission of the Recruiting Office is to recruit and locate prospective students by providing community outreach throughout the area and by distributing information regarding education opportunities. The use of student recruiters is necessary to assist in locating/serving prospective students and in providing outreach information to area high schools and the community.

The Campus Tour Evaluation is administered each time a prospective student is given a tour of the College. Overall scores are determined and evidence of improvement can be located in the BPCC Annual Report.

STUDENT ACTIVITIES

The mission of the Student Activities Department is to provide out-of-classroom learning that educates and entertains the "whole" student: physically, socially, mentally, and spiritually. To achieve this mission, the department utilizes the following: events; entertainment; hands-on activities; leadership programs; student organizations; and distinguished speakers.

Strategies are measured by administering the Student Organization & Advisor Evaluation and the Student Activities Event Evaluation. Evidence of improvement is reported in the BPCC Annual Report.

Finance and Administration is composed of seven units: Finance, Human Resources, Computer Services, Physical Plant, Security, Environmental Health and Safety, and Purchasing; each engages the above listed outcome based approach in its support services; assesses those outcomes; provides evidence of improvement; and is in compliance with SACS comprehensive standard 3.3.1.

FINANCE

The mission of the Finance Department is to provide a functional financial operating system for Bossier Parish Community College. Services offered by the Finance Department are evaluated yearly as part of the BPCC Report Card. An internal auditor routinely reviews processes within the Finance Department. An audit by the State of Louisiana is performed at least every two years. Entities that provide grant money review expenditures and grant administration according to the grant contracts. LCTCS auditors review the use of Carl Perkins funds yearly. Students evaluate services provided by the Business Office yearly when completing the ACT Student Opinion Survey.

COMPUTER SERVICES

The goals and projected improvement outcomes for Computer Services are included in the annual Strategies for Success 35-36. The attainment of these improvements is evidenced through individual assessment results, which are located in the Annual Report 129-131. In 2004-2005, the Computer Services department's strategy was to ensure a smooth information technology transition to the new BPCC Campus. Over 600 computers were relocated, reloaded, and updated with the latest MS Windows XP and Office Software. The Computer Associates' management software has been implemented thus providing improved overall security, remote maintenance, and automated IT processes for College computers. The new form for the faculty evaluations has saved time and money as they are now printed on plain paper instead of form paper.

HUMAN RESOURCES

The Director sets strategies for the department based on data from different reports used throughout the year and input from department employees. The Strategies for Success are documented each year with measurable strategies, such as, reviewing and revising the HR Employee Manual, (main page) or providing in-house training for employees. The Annual Report documents the outcomes of the strategies. This report is distributed to all departments and maintained in the Library. The BPCC Report Card provides information on the service the department provides the College. The turnover report, EEOC report, Exit Questionnaire, and IPEDS (main page) report provide information for the department to plan and improve support service for the College.

ENVIRONMENTAL HEALTH AND SAFETY

The most important improvement of the Department of Environmental Health and Safety is the revision of Bossier Parish Community College's entire Environmental Health and Safety program. This revision included a newly-written EHS Manual; a newly-developed inspection program 10; specialized policies for the Health and Physical Education Complex and the Performing Arts Theatre; attendance at the Office of Risk Management continuing education programs; and certification to teach the state-mandated driving school

PURCHASING

The Purchasing Department's planning and evaluation processes have resulted in the following improvements documented in the BPCC Annual Report 142: utilization of Protégé Software to track inventory and maintain integration with State of Louisiana inventory files; monitoring of the outstanding purchase order log for verification of order placement and timely receipt of materials; and improved cooperation with Accounts Payable in an effort to process payments in a timely manner.

PHYSICAL PLANT

The Physical Plant's planning and evaluation processes have resulted in improvements as documented in the BPCC Annual Report 138 Each building has been outfitted with new floor maintenance equipment to enable the custodial staff to provide a clean and safe environment. This equipment includes propane burnishers, auto scrubbers, floor squeegees, and vacuums. Receipt of work orders via email has resulted in an improved response time for completion of the requests. Key control has been improved due to utilization of Keystone 600N Software from Best Access Systems. All key requests must be approved by department or area supervisors and each employee signs for each key received.

Economic Development is in compliance with this comprehensive standard. Each individual department within Economic Development identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

COMMUNITY EDUCATION

Goals and projected outcomes are included in the annual Strategies for Success 27. All Community Education staff provide input into setting strategies for the unit.

Goals are measured by a variety of means. A few assessment methods used include student enrollment, course cancellations, student evaluations, class accounting (profit/loss), course offerings, new course development, program research, and various types of internal office documentation.

Depending on the strategy, improvement can usually be evidenced by increased enrollment in a course, positive student evaluations, decreased course cancellation rate, more efficient use of staff time, reduction in registration procedure time, reduction in student complaints (fees, class locations, class time, etc.), increased quality of courses offered, and number of new programs added.

WORKFORCE DEVELOPMENT

Workforce Development plans include the following: 1. Achieving Dept of Labor approval on more IWTP training grants with employers across the state of Louisiana; 2. Improving the relevance and the quality of the training we provide to employers involved in the program; 3. Consistently achieving the highest customer satisfaction scores (10 - very satisfied) from employers and vendors; 4. Consistently achieving the highest scores on monitoring reviews by the Louisiana Department of Labor; and 5. Generating revenue for Economic Development through the various programs in our area.

Assessments to measure success of plans include the number of grants approved and the number of participants in each grant as reported on the Measuring the Success of IWTP spreadsheet, the successful completion of training objectives within each grant and the customer satisfaction score each employer gives us. Overall workforce development and fiscal effectiveness are reflected in the findings report issued by the Department of Labor following the monitoring review of each grant.

Evidence of improvement is reflected in the increased number of grants approved; increase in the number of employees being trained in those grants; increase/maintenance of highest scores on training evaluations; number of new policies implemented throughout the year (to streamline the writing and management processes) that are developed as a result of evaluation instruments; decrease/maintenance of lowest numbers of concerns in monitoring reviews by LA Department of Labor; and increase in amount of revenue generated for the College as a result of workforce development programs.

ACT CENTER

The ACT Center provides a high-quality testing and training center for the BPCC community. The ACT Center seeks to add additional services necessary to meet current and future academic and workforce testing and training needs. The reputation of the ACT Center is important to test candidates and test providers. Therefore, the ACT Center is continually evaluated by test candidates and test providers. In addition to the anonymous evaluation form that is available in the ACT Center, high-stakes test candidates (ACT, VUE and Certiport test candidates) can make comments and report irregularities directly to each testing services. The ACT Center Director is contacted whenever a problem is reported. Few "incident reports" have been completed by test takers, and these are usually the result of a technical malfunction. Problems with online courses can also be reported directly to the training companies (ACT, InfoSource, Career Academy). Courseware problems are usually due to technical issues that can be resolved with technical support from ACT Center Director and Testing Coordinator.

The ACT Center Director and Testing Coordinator take proactive steps to identify and resolve problems that might interfere with delivery of a computer-based exam. Computers are inspected regularly to ensure that each testing computer is performing correctly. Test room conditions (noise and other distractions, temperature, condition of computers, and other factors) can affect the outcome of a test so efforts are made to maintain optimal test room conditions. Technical issues during test delivery also affect a test candidate. Due to the age of some ACT Center computers and the variety of testing services offered, technical problems are increasing and these problems limit the number of computers available for testing. A grant was written requesting new computers and several surplus computers obtained from the Student Government Association and the Workforce Development department have been installed to replace some of the oldest computers. To improve overall test delivery and test availability, the ACT Center Director has trained to serve as a substitute proctor when the Test Coordinator is not available.

WORKPLACE LITERACY PROGRAM

The Workplace Literacy Program (WPL) offers employers tools to identify qualified job applicants. In addition, the skills people need to be successful on the job are ascertained and a determination is made about additional training that can develop a higher caliber workforce.

The goals of WPL are to identify the most skilled applicant for area employers, to increase basic skills and workplace literacy in the area labor market, and to identify qualified applicants for the College's Allied Health clinical programs

Expected outcomes are identified annually in the College's Strategies for Success document. One such outcome in the 2004-2005 Strategies for Success identifies increasing the number of Louisiana Workready Certificates issued by 10% annually as a measurable strategy/expected outcome. Progress is assessed by feedback from area employers and student exit surveys and is addressed in the College's Annual Report. The Annual Report 114 addresses the goals identified in Strategies for Success by reflecting the number of Louisiana Workready certificates issued each year.

Bossier Parish Community College is committed to providing excellent service to Northwest Louisiana as well as students throughout the state, nation, and even world. By offering Internet courses, the College is able to serve the needs of the area's men and women who are deployed to such places as Iraq. The establishment of advisory committees is a method to ensure that the programs offered by the College provide graduates that will best fulfill the economic demands of the community. Listed below are some of the ways the College provides service to the community, and improvements are made based on outcomes to improve that service.

• BPCC recognizes the value of community service. College faculty engage in those services which promote and develop the institution and serve the community and students. At the end of the academic year, each faculty member provides the Division Chair with copies of all commendations for community service. The commendations are used to complete the Community Service section of the Evaluation of Service form E 14-15, 17.
• To promote the mission based connection of institution and community, the Advisory Board for the Telecommunications degrees is made up of community leaders in various fields related to telecommunications. These individuals continually apprise the Division of any changes and needs to their workforce, thus aiding in the marketability of our students (Annual Report 241).
• As community outreach, the Science and Allied Health Division operated the 2005 Louisiana Region I Science and Engineering Fair with 624 students entering projects in the Region I Science and 231 in the Engineering Fair. Eighty-nine percent of the Division faculty served as judges in 2005 (Annual Report 223, 230, and 231).
• Project R.E.A.D, a unit of Developmental Services, renewed its commitment to making the community aware of the importance of literacy. To this end, the Division planned and delivered six informational presentations to local organizations and kept on file copies of speeches, press releases, newsletters, and advertisements in the Project R.E.A.D. Office (Annual Report 180). This Academic Affairs unit also planned to prepare the functionally illiterate adult for effective participation in society. As a result of Project R.E.A.D. planning, three 12-hour Laubach "Way to Read" tutor-training workshops were held. Sixty non-reading students were enrolled in Project R.E.A.D. and fifteen (15) partnerships/collaborations were formed (Annual Report 180).Project R.E.A.D. received a Board of Regents Grant for $30,000 to aid in teaching reading to non-reading adults with dyslexia (Annual Report 179). Based on these positive results, Project R.E.A.D will continue to partner with community stakeholders to continue to prepare the functionally illiterate adult for effective participation in the community (Annual Report 180).
• The Telecommunications Division has increased awareness of the capabilities of staff, faculty, and students to the Louisiana Film Commission. As active participants in the commission, the Division is participating in the film boom in North Louisiana (Annual Report 242).
• In 2004-2005, participation in "free" Public Service Announcements and "Smart Channel" advertising has increased approximately 7% (Annual Report 245).

Program outcomes are established by faculty, division chairs, and through mandates of national/state accrediting bodies. Faculty and staff have received training in outcome-based assessment strategies, and the College has already begun and will continue to gather, review and assess results.

All areas associated with Administration, Academic Affairs, Student Affairs, Finance and Administration, and Economic Development are charged with engaging an outcome-based approach in support services, assessing those outcomes, and providing evidence of improvement. Bossier Parish Community College provides service to the community and students throughout the state, nation, and world. Advisory committees help ensure that the College offers graduates programs that fulfill the economic demands of the community. Conversely, College faculty and staff remain actively involved in community service projects and programs.