COMPLIANCE CERTIFICATION

Approval Date

Description of Substantive Change

NA

1.1       The institution operates with integrity in all matters. (Integrity)

 (This statement should not be addressed by the institution in its Compliance Certification.)

2.1       The institution has degree-granting authority from the appropriate government agency or agencies.

            (Degree-granting Authority)

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Narrative:   Louisiana Delta Community College (Delta) was created by Act 1369 of the Louisiana Legislature in 1997 as a comprehensive two-year institution of higher education. The legislation prescribes an academic component and stipulates that programs offered by the College be developed to assure the delivery of coordinated and articulated educational services in each parish comprising the primary service delivery area. Delta's primary service delivery area includes the parishes of Caldwell, East Carroll, Franklin, Jackson, Madison, Morehouse, Lincoln, Ouachita, Richland, Tensas, Union, and West Carroll.
 

The Louisiana Board of Regents is given the authority to approve degree offerings at public higher education institutions by the 1974 Constitution of Louisiana, Article VIII, Section 5 (2) (p. 3). The Board of Regents is a policy-making and coordinating board only. It is not directly involved in overseeing the day-to-day operations of the various colleges. The 1974 Constitution reserves that responsibility for the state's four higher education management boards: the LSU Board of Supervisors, the Southern University Board of Supervisors, the University of Louisiana System Board, and the Louisiana Community and Technical College System Board.

The Constitution provides that all duties and responsibilities not specifically vested in the Board of Regents be assigned to the respective management boards. This carefully drawn division of responsibility enables the Board of Regents to chart general academic and fiscal directions for higher education in Louisiana without becoming unnecessarily entangled in the day-to-day mechanics of operating college campuses.

Thus, in practice, the Board of Regents determines what academic programs an institution may offer and assesses the quality and need for those programs, but the management Boards oversee instructional operations. The Regents administer the funding formula and set down guidelines for preparing campus budgets, but the management boards have the responsibility of preparing and administering those budgets.

As such, the Board of Regents granted Delta provisional permission to offer six associate degrees. These programs were Associate of General Studies (Dec. 2001, p. 8); Associate of Arts in Liberal Arts (Dec. 2001, p. 9); Associate of Science in General Science (Feb. 2002, p. 3); Associate of Applied Science in Business Technology (April 2002, p. 3); Associate of Science in Early Childhood Education (May 2002, pp. 4-5); Associate of Science in Nursing (Aug. 2003, pp. 16-17), and the Associate of Science in Care and Development of Young Children (formerly Early Childhood Education) (May, 2006, pp. 5-6).
 

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.  (Governing Board)

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Narrative:   The Board of Supervisors of the Louisiana Community and Technical College System (LCTCS) is the management board for Louisiana Delta Community College (Delta). The LCTCS was created by Senate Bill No. 1, Act 170 of the 1998 Legislative Session, and became the management board for all public postsecondary vocational-technical training, and, as provided by law, institutions of higher education which offer associate degrees, but not baccalaureate degrees in Louisiana beginning July 1, 1999. The LCTCS Board consists of a total of 17 members. Two members are students: each serves one-year terms, one representing the community colleges and one representing the Louisiana Technical Colleges. They are elected by the council composed of the study body presidents of their respective institutions. The student members must be full-time students at the institutions they represent. They serve from September 1 of the year they are appointed until August 31 of the following year. These members have full voting rights. The remaining 15 members are appointed by the Governor with the consent of the Senate from the state-at-large for staggered terms of two, four, and six years, with one-third appointments to the Board being appointed every two years. Members serve without pay, but receive a per diem and expenses for official Board Functions.

A list of the current Board Chair (Stephen C. Smith, Presiding Officer), First Vice Chair, Second Vice Chair, and the remaining fourteen board members, with brief biographies, showing that none of the members are employed by the LCTCS or any member colleges, and contact information may be found at http://www.lctcs.edu/board-members.asp.

The Board of Supervisors is the policy generating body which governs the LCTCS System and its member institutions. The Board's Policies include all aspects of the College and are available on the LCTCS website (http://www.lctcs.edu/policies.asp). The LCTCS Board of Supervisors meets monthly and maintains committees for Academic and Student Affairs, Facilities, and Property, Finance, and Legislation.

The LCTCS Board approved the 2007-2008 budget during the September 2007 meeting. The 2008-2009 budget is on the agenda for approval at the regular monthly Board meeting in September 2008. In addition to other duties, the LCTCS Board is responsible for institutional budget review and regularly evaluates the performance of member institution chief executive officers. Dr. Luke Robins, the Chancellor of Delta, was evaluated in May 2008.
 

The duties and responsibilities of the LCTCS Board are set forth in the LCTCS Board of Supervisors By-Laws adopted in November 1999. None of the Board members have contractual, employment, or personal or familial financial interest in the institution as prescribed by law (R.S. 42:111-1121) and described in the Louisiana Code of Ethics.

As evidenced by the Board minutes, the Board is not controlled by a minority of Board members or by organizations or interests separate from it. All actions submitted to the LCTCS Board of Supervisors for approval are introduced by a board member, seconded by another board member and approved by a quorum of the board.

The Board of Regents has the constitutional authority "to formulate and make timely revision of the Master Plan for higher education [which] shall include a formula for the equitable distribution of funds to the institutions of higher education." (1974 Louisiana Constitution, Article VIII, Section 5(D)4). Periodically, a Task Force on Formula Funding for Public Universities and Community Colleges is formed to provide guidance in the development of a funding plan for Louisiana's public institutions. The operational funding plan consists of three major components: Core Funding, Quality/Campus Improvements and State Priorities, and Performance Incentive Initiatives.

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. (See Commission policy “Core Requirement 2.3: Documenting an Alternate Approach.”) (Chief Executive Officer)

_x_  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) has a chief executive officer, Dr. Luke Robins, whose primary responsibilities are to the institution. Dr. Robins was named Chancellor of the College in action by the LCTCS Board as shown in the minutes (pp. 6-7) of its May, 2006 meeting and that appointment became effective July 1, 2006. Chancellor Robins reports directly to the President of the LCTCS, Dr. Joe May. As system President and board secretary, Dr. May, supervises and evaluates all LCTCS Chancellors. Dr. Robins has the authority for the operations of all segments of Delta as shown in Delta's Organizational Chart and is not the presiding officer of the Board. As stated in Section 2.2, Mr. Stephen C. Smith, LCTCS Board Chair, is the presiding officer of the Board.
 

The Board receives its authority to select the head of the institution from LCTCS Bylaws, Article III, Section C, Number 18. The duties of the Chancellor are described in the LCTCS Bylaws, Article IV, Section 3, Part D, and are further delineated in the Chancellor's Position Description.
 

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.  (Institutional Mission)

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Narrative:   The Mission Statement of Louisiana Delta Community College (Delta) is presented in the College Catalog (p. 6), the Faculty Handbook (p. 10), and the Student Handbook (p.3). The mission was originally developed with input from the faculty and staff and is reviewed periodically to ensure that the College's mission maintains consistency with the community's needs. Delta's current mission statement was adopted by the Chancellor's Cabinet in September, 2003, recommended for Board approval by the system president on January 27, 2004; and reviewed and approved, as submitted, by the LCTCS Board at its February, 2004 (p. 15) meeting.
 

Mission Statement - Louisiana Delta Community College, an open-admissions, associate degree granting public institution serving the northeastern region of Louisiana, provides high quality educational programs and services that are affordable and accessible to a diverse community of learners. Supported by the Louisiana Community and Technical College System, a dedicated faculty and staff fulfill this mission through their commitment to student achievement, academic excellence, lifelong learning, and the use of current technology.
 

Delta has developed nine Core College Initiatives to serve as guideposts for the fulfillment of its mission. They are: (1) provide a strong foundation for students in developmental studies, mathematics, reading, and writing that will prepare them for future educational endeavors and the modern workplace; (2) partner with the secondary schools and universities to promote a seamless educational system to the region with the maximum benefit to the student; (3) provide students and faculty with a quality teaching/learning environment that includes the resources and activities necessary to facilitate successful completion of their educational goals; (4) offer applicable degree and certificate programs that will provide students with a quality education, enabling them to successfully compete in the educational and workforce settings; (5) serve as an economic development tool for northeast Louisiana by providing accessible and affordable instruction resulting in a workforce that will be viewed as a regional asset; (6) continue to inform the public about the role of the community college; (7) continue to pursue multiple funding streams to provide the resources necessary to carry out the mission of the institution; (8) support proper departmental operations through purchase of critical equipment or services, including, but not limited to disposable office supplies, computers, printers, monitors, software, etc.; and (9) increase student success through comprehensive advising, development of relevant programs, and retention through completion of the students' goals.

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. (Institutional Effectiveness)

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Narrative:   A Brief History of the Institution
 

Delta was created by Act 1369 of the 1997 Louisiana Legislature to serve the area encompassed by the Monroe Regional Planning and Economic Development District, a 12 parish area in northeast Louisiana including the Mississippi Delta. Delta was formed to serve the needs of one of the nation's most economically depressed regions.
 

The institution was incorporated as a member of the Louisiana Community and Technical College System (LCTCS) in 1999. Dr. Lynn C. Kreider was hired as Chancellor in May, 2001. Dr. Kreider assembled a staff of seven administrators, five full-time faculty, and 21 adjunct faculty. The faculty positions were filled in the general education and developmental studies areas, serving an initial enrollment of 258 students in the 2001 Fall Semester.
 

Delta was housed on the campus of the LTC-Delta Ouachita Technical College, but quickly outgrew the site and moved to the newly retrofitted Coenen Building located on the campus of the University of Louisiana at Monroe (ULM) for the start of the 2003 Fall Semester. Through the Cooperative Endeavor Agreement with ULM, the university provides administrative and faculty office space, classroom space as needed, and university facilities including the library, natatorium, recreation center, counseling services, and admission to athletic and cultural events. As of the start of the 2008 Fall Semester, enrollment had increased to 1,608 students and the number of full-time employees has increased to 83: 17 administrators, 38 full-time faculty, 28 support staff, 46 adjunct instructors, and eight part-time student workers.

Institutional Effectiveness Mission
 

The Office of Institutional Effectiveness encourages and supports the continuous improvement of all College programs and services by assisting all units of the College in development of assessment plans, evaluation of results, and creation of actions plans to assist each unit of the College in fulfilling its mission.

Institutional Effectiveness Plan
 

As Delta moved beyond the start-up phase and reached a period of stable enrollment, the need for a formalized systematic program of institutional effectiveness and evaluation became apparent. In January 2005 Delta established the position of Coordinator of Institutional Effectiveness on a part-time basis. Prior to that time, the Vice-Chancellor of Academic and Student Affairs handled duties associated with Institutional Effectiveness, Institutional Research, and Institutional Reporting. The Coordinator of Institutional Effectiveness and Research position became full-time in January of 2006 and the title was changed to Director of Institutional Effectiveness in August 2007. The Director of Institutional Effectiveness reports to the Vice-Chancellor for Academic and Student Affairs.

In August 2005, Delta hired two nationally know consultants with proven track records, to assist the institution in establishing assessment plans. Dr. Jim Nichols and Karen Nichols conducted a two-day workshop for Delta faculty, staff, and students.
 

During the 2005 Fall Semester, the Office of Institutional Effectiveness began an institution-wide, systematic, and ongoing process of collecting, analyzing, and reporting data related to the goals and outcomes developed by each unit of the College. Since that time, the Director of Institutional Effectiveness, with the assistance of the Institutional Effectiveness Committee, an advisory board consisting of administrators, department chairs, and faculty members, has developed an Institutional Effectiveness Handbook, and overseen and executed a plan for identifying specific areas of assessment along with the necessary instruments to accurately determine if the assessment criteria are being met.


The Assessment Cycle

The institution's divisions (Administrative Services, Enrollment Services, Student Services, and Academic Affairs) with their accompanying subunits form the current structural framework for assessment at Delta. This framework is not static, but fluid, changing over time to meet the assessment needs of the institution as it grows and changes to meet the needs of the region. The various subunits of the College's divisions develop a customized subunit assessment plan and determine which of their functions will be assessed and the criteria for success. The Director of Institutional Effectiveness and the I.E. Committee assist in this process.

The key to a properly conducted assessment is the input of faculty and staff within the divisions of the College. At the close of each academic year, data is collected from the various units within each division. This data provides the evidence to determine if the unit has met its assessment goal. If the goal has not been met, prescriptive action plans are developed to assist the unit in meeting its goal in the upcoming year.

This process continues until the assessment target has been met and members of the unit are satisfied that improvements have been made. Upon meeting its assessment target, personnel within the unit, may change their assessment plan in order to improve other areas within the purview of their responsibility. This practice of improving a particular area of assessment within a unit and rotating to another assessment assures continued improvement and over time provides for the assessment of every function within the unit. This also permits the flexibility needed for continued improvement as responsibilities and outcomes evolve to meet the needs of a changing community.

Action plans affecting the budget, such as recommendations for the purchase of equipment or hiring of additional faculty or staff are forwarded to the Chancellor's Cabinet and Chief Financial Officer for prioritization within the budget. The information provided by these assessments serves a pivotal role in the systematic review of the College's Strategic Plan, Mission Statement, and budgetary allocations for the upcoming year (see Chief Financial Officer for budgeting information).

Strategic Plan

Every public institution of higher education in the state is required to submit its Strategic Plan to the Board of Regents at a minimum of every three years. Institutions may resubmit their Strategic Plan more often than three years if conditions at an institution justify an update. The Strategic Plan outlines a variety of growth projections including: overall enrollment, minority enrollment, recruitment, institution-wide retention, first time full time degree seeking freshman retention, graduation rates, etc. Analysis of the degree to which goals and outcomes have been met by the individual subunits within the College, and the subsequent development of actions plans to meet the stated goals and outcomes are essential to meeting the targets outlined in the Strategic Plan.

The Institutional Effectiveness Flow Chart models the cyclic process from the Strategic Plan, to the Institutional Mission, development of assessments, analysis of assessments, action plan development, and reassessment; tying all these processes back into the Institutional Mission and Strategic Plan. These assessments and results are compiled in the Institutional Effectiveness Annual Assessment Report, published internally each July.

The Institutional Effectiveness Assessment Report contains the unit goals and specific objectives and outcomes established by Administrative Services, Academic Affairs, Enrollment Services, Student Services, and Student Success; as well as student learning outcomes developed by the faculty for individual General Education, and Developmental Education courses. The report also contains Educational Program Outcomes for Delta's six programs. Through this process each division of the College can determine if its outcome measures have been met, and in cases where targets have not been met, develop research-based action plans.
 

The Office of Institutional Effectiveness also compiles the I.E. Annual Report , the Strategic Plan, and Program Reviews The I.E. Annual Report is a narrative summarizing divisional activities, accomplishments, and personnel changes; and is not intended to be a formal assessment document. It is intended to provide qualitative and anecdotal information not contained in the Assessment Report, which may provide an alternative perspective into the activities of the College's divisions.

The Strategic Plan is a template of goals prescribed by the Board of Regents to increase opportunities for success and ensure quality and accountability through a set of state mandated performance indicators. Individual institutions set their performance targets, which are determined by a myriad of metrics including economic factors, state revenues, institutional historic trends, and natural disasters. Institutions may update their strategic plan targets yearly, but Board of Regents policy mandates revisions over no less than a three year period.

Program Reviews consist of an evaluation of courses, curriculum, faculty, students, and resources in order to determine the programs' strengths and areas which need further development. A schedule for Program Reviews has been developed by Academic Affairs and Degree Programs that have received unconditional approval from the Board of Regents are reviewed on a three-year cycle. Programs that have received conditional approval are required to submit annual program reviews as prescribed by the Board of Regents.

A calendar of timelines has been established which includes state and federal report due dates and assessment deadlines. In addition to measuring the results of specific outcome measures, the Office of Institutional Effectiveness is also charged with supervising of institutional research and reporting responsibilities. This includes, but is not limited to: (1) Faculty Evaluations (with names redacted, Survey Instrument), (2) Facilities Utilization, (3) Institutional Research, (4) Louisiana Performance Accountability System (LaPAS) Reports, (5) Integrated Postsecondary Educational System Reports (IPEDS), (6) ACT-SOS, (7) Community College Survey of Student Engagement (CCSSE), (8) Graduation Surveys, (9) Post Graduation Surveys, (10) Safety Plan, (11) Strategic Plan, (12) Delta Master Plan (with updated summary), (13) Academic Program Reviews (BTEC, Care and Development of Young Children, General Science, General Studies, and Liberal Arts), (14) I.E. Annual Assessment Report , and (16) Statewide Student Profile Survey.

2.6       The institution is in operation and has students enrolled in degree programs. (Continuous Operation)

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Narrative:   Louisiana Delta Community College (Delta) first opened in the 2001 Fall Semester at the Delta-Ouachita Technical College site. Delta began offering classes in its current facility on the campus of the University of Louisiana at Monroe in the 2003 Fall Semester. Enrollment stabilized somewhat beginning with the 2005 Fall Semester after three years of unprecedented growth.
 

Delta originally offered two degree programs, Liberal Arts and General Studies. Associate Degrees in General Science, Business Technology, Nursing, and Early Childhood Education were approved in the 2002 Spring Semester.

2.7       The institution  

            2.7.1    offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate 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. (Program Length)

2.7.2      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.  (Program Content)

2.7.3      requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that is (1) 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. (General Education)

2.7.4      provides instruction for all course work required for at least one degree program at each level at which if awards degrees.  If the institution does not provide instruction for all such course work and (1) makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia or (2) uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges.  In both cases, the institution demonstrates that it controls all aspects of its educational program. (See Commission policy “Core Requirement 2.7.4: Documenting an Alternate Approach.”) (Course work for Degrees)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:
 
 2.7.1: Louisiana Delta Community College is authorized by the Louisiana Board of Regents to offer five associate degrees (Associate of Arts in Liberal Arts, Associate of General Studies, Associate of Science in General Science, Associate of Applied Science in Business Technology, and Associate of Applied Science in Care and Development of Young Children) ranging from a minimum of 61 semester hours to a maximum of 65 semester hours, and a 30 semester hour Certificate Program in General Studies. Delta does not offer any associate degree that requires less than 60 credit hours. Delta uses semester credit hours to determine the length of all coursework and degree programs.
 

2.7.2: Each of the five degree programs and the certificate programs offered at Louisiana Delta Community College (Delta) embody a coherent course of study that is compatible with its purpose and is based upon a field of study appropriate to higher education. The Associate of Science in General Science and the Associate of Arts in Liberal Arts are designed primarily as transfer programs. The Associate of Applied Science and Certificate in Technical Studies in Care and Development of Young Children and the Associate of Applied Science in Business Technology are designed to prepare students to enter the workforce upon completion of their degree. The Associate of General Studies and Certificate of General Studies are designed to provide transfer flexibility to students while fulfilling the degree requirements of the College.
 
   

Curriculum Structure
 

The Delta policy and procedure on curriculum defines the process for establishment and review of the College curriculum (Academic Affairs Policy-012.0). The policy recognizes the roles of community, faculty, administration, students, and the managing board. Louisiana Community and Technical College System (LCTCS) policy (LCTCS Policy 1.024) requires that all LCTCS institutions submit new degree program proposals to the LCTCS Vice-President of Instruction and Learning for review and recommendation to the Board of Regents (BOR) for review and consideration (BOR Policy 2.05). The BOR requires that all new academic degree programs meet specified academic rigor for general education and content area, as well as minimum and maximum credit hours for degrees. (Delta awards credit in semester hours.) Highly technical programs require review by external consultants. This comprehensive review process ensures that the proposed field of study is appropriate to higher education.
 

The Delta faculty is involved in curricular development and improvement through standing faculty committees. The Curriculum Committee at Delta is responsible for the review and approval of proposed courses and academic programs. The Academic Support Committee assures that learning resources are available to support new courses and academic programs as well as assuring the academic rigor and requirements of courses delivered electronically. The General Education Committee works to ensure that new courses and programs have the appropriate general education components and assessments to support the general education program at Delta.
 

The general education courses include survey courses that are not narrowly focused on any given content area, providing students with a breadth of knowledge. The Delta academic programs are comprised of general education courses, courses in the major or concentration, and electives that can be used to enhance or expand the major.
 

2.7.3: Delta adheres to the concepts found in the Louisiana Board of Regents (BOR) Academic Affairs Policy 2.16 and accepts the premise that graduates of similar undergraduate programs should attain a broad-based common educational experience. (Attachment IV of Board of Regents Policy 2.16 specifically delineates general education requirements.) Delta further believes that general education helps students achieve their academic, career, and life goals: and that embedded within general education are two main elements: the acquisition of prerequisite skills necessary for achievement and a foundation of knowledge that affords students the abilities and experiences to broaden and enrich their lives. In order to meet the requirements of Academic Affair Policy 2.16, Delta's course work, including its general education courses must be at a level that is acceptable for transfer to four year baccalaureate institutions. The College's course descriptions found in the catalog (with General Education courses highlighted) demonstrate that courses offered at Delta are based on a coherent rationale, cover a breadth of knowledge, and are at the collegiate level.
 

Delta complies with BOR's requirements. Delta Associate Degree Programs require the completion of a significant amount of general education courses. The semester credit hours are from the humanities/fine arts; social/behavioral sciences, and natural sciences/mathematics, and provide a broad academic foundation for graduates. The general education requirements for each degree (Associate of Arts in Liberal Arts, Associate of General Studies, Associate of Science in General Science, Associate of Applied Science in Business Technology, and Associate of Science in Care and Development of Young Children , and the Certificate of General Studies) are described in detail in the College Catalog. Associate degree programs require between 21 and 27 semester hours of general education courses and the Certificate of General Studies requires 24 semester hours of general education course work. These degree programs meet the minimum requirements of 15 general education hours including the humanities/fine arts, social/behavioral science, and natural science/mathematics components.
 

Further, the College developed institutional general education student learning outcomes (SLO) to support the mission of the institution and programs offered; aligned with BOR requirements. The progression of defining institutional general education outcomes, specifying individual course outcomes, and developing specific assessments to measure these outcomes has been an ongoing process for Delta's faculty. The General Education Committee determined the broad institutional outcomes and assessments in 2003-2004, as reflected in the 2004-2005 Delta Catalog and subsequent catalogs. The committee developed more focused general education SLO in 2004-2005.
 

Specifically, the faculty determined that the general education SLO for a graduate of a Delta associate degree program are: (1) to communicate effectively in oral and written English; and read with comprehension; (2) to reason abstractly, think critically, learn independently and use the scientific method; (3) to process and use numerical data and statistics; (4) to find and use information using current technology and conventional research methods; (5) to recognize and appreciate cultural diversity; and develop a personal value system while retaining a tolerance for others; (6) to experience the nature and value of the performing arts; and (7) to be knowledgeable of varied political systems.
 

Subsequently, the General Education Committee developed an audit form by which the faculty could determine if specific course content was aligned with the newly established general education SLO. In addition, general education learning outcomes were assessed by graduating students on the Graduate Exit Survey beginning in May, 2005. The refinement of the general education assessment process continued in 2005-2006, when academic supervisors and their faculty were charged with revising the Master Course Syllabi to reflect SLO, not course objectives.
 

The College is further dedicated to improving instruction in individual classes through the implementation of SLO. Consultants provided an assessment workshop for faculty, staff, and students in August of 2005 to assist the College in the development of an institution-wide assessment process. The faculty determined that assessment should begin with the general education areas of computation, writing, speaking, and use of information.
 

Assessment measures for College Algebra, English Composition II, Public Speaking, Biology (Anatomy and Physiology), and information literacy were developed. The results were analyzed and discussed with faculty to ensure results met or exceeded expectations. The degree to which these learning outcomes are met determines future modifications to each course. Over time, each general education course will be assessed to assure that the appropriate learning outcomes are met.
  

2.7.4: Louisiana Delta Community College (Delta) provides all the course work for all of its degree programs, but also has course transfer relationships for instruction with area universities. Course transfer equivalencies can be found on the Board of Regents website. More extensive transfer agreements with the University of Louisiana – Monroe, Grambling State University, and Louisiana Tech University have been established through separate agreements.
 

2.8       The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (Faculty)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: Louisiana Delta Community College (Delta) employs an adequate number of instructors to support the mission of the institution and to ensure the quality and integrity of its academic programs. During the 2007 Fall Semester, Delta employed 30 full-time faculty (with one vacancy), two full-time librarians, and 38 adjunct faculty. For the 2008 Fall Semester the institution employs 81 full-time faculty and staff with 38 full-time faculty and 46 adjunct faculty. The faculty members are diverse in age, gender, ethnicity, education, and experience. The full-time faculty are comprised of 45% male, 55% female, and 19% African-American. Each program is overseen by a full-time division or program chair. Additional administrative staff supports the faculty and academic endeavors of the College. 

In addition to their teaching responsibilities, Delta's faculty participate in academic advising, college and community service, and professional development activities. These responsibilities are emphasized upon employment and are assessed during the faculty annual performance evaluations, as noted in the Academic Affairs Policies for Faculty Job Expectations (AA 19.0) and the Faculty Performance Evaluation (AA 21.0). Faculty members are also evaluated by their students in each course and by their division or program chair.
 

According to the most recent National Center for Educational Statistics (NCES), the national average percentage of full-time faculty was 33.3%. In comparison, during the 2007 Fall Semester, Delta's full-time to adjunct faculty ratio was 45% to 55%. The full-time faculty taught 514 contact hours, which is equivalent to 34 Full-time Equivalencies (FTE), while adjunct faculty taught 175 contact hours (12 FTE), making the full-time to adjunct faculty ratio for contact hours taught 73% to 27%. These numbers varied slightly for the 2008 Fall Semester, 73.6% full-time (569 hrs.) to 26.4% adjunct (204 hrs.). This ratio compares very favorably with other two-year colleges, which according to NACUBO: Comparative Financial Statistics for Public Two-Year Colleges for FY1998 places the national average for full-time to adjunct faculty FTE ratio at 59% to 41% (p. 11).
 

IPEDS and the Louisiana Board of Regents define Full-time Equivalency as 15 credit hours. Delta had 790 student FTE during the 2007 Fall Semester. With a full-time faculty FTE of 34 and an adjunct faculty FTE of 12, the student FTE to faculty FTE ratio for the 2007 Fall Semester was 17.2 to 1. This ratio increased to 20:1 for the 2008 Fall Semester, The 1998 NACUBO: Comparative Financial Statistics for Public Two-Year Colleges for FY1998 National Sample reports a median national student FTE to faculty FTE ratio of 18 to 1 (p.10).
 

The adequacy of faculty resources may also be reflected by the average class size. Delta's, average class size is smaller in comparison to other public two-year colleges. Delta’s average class size was 16.6 fall for 2005, 16.4 for fall 2006, 17.7 for fall 2007, and 19.9 for fall 2008. The average class size for 2-year public colleges as reported in the Community College Survey of Student Engagement, Overview of 2005 National Survey: Community College Faculty Survey of Student Engagement, was between 10-29 for 75% of respondents. Delta falls well within this class size range.

Faculty resources are also a reflection of faculty workload. The faculty workload policy requires a minimum of 30 hours per week in service to the College. This time includes a faculty teaching load of 15 contact hours, 10 office hours, and additional time for committee meetings, research, curriculum development, and other College or academic responsibilities. Teaching assignments may be reduced for faculty with administrative, grant, or special responsibilities.
 

The Faculty Roster for the academic year 2008 - 2009 provides information on each instructor related to employment status, courses taught, transferability of courses, educational background, credentials, and other relevant qualifications. The Faculty Roster clearly demonstrates that faculty members hold the appropriate earned credentials and professional experience to teach in their assigned areas.
 

Students reflect positively on the quality of the faculty resources at Delta. Graduating students complete a Graduate Exit Survey. One question specifically addresses the quality of instruction at Delta. The results have been consistently high with an average of 3.66 on a 4.0 scale for the past 4 graduating classes - 3.69 (May 2005); 3.74 (May, 2006); 3.65 (December, 2006); 3.57 (May, 2007). The current graduation exit survey used for December 2007 and May 2008 graduates was expanded to a 5.0 scale. Student ratings for excellence of instruction were 4.39 and 4.16 respectively.

2.9       The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections and services and to other learning/information resources consistent with the degrees offered.  Collections, resources, and services are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: The Louisiana Delta Community College (Delta) Library, through ownership and formal arrangements and agreements, has collections and resources to support student and faculty access and user privileges that are consistent with the degrees offered. As of June 1, 2008, Delta's collection consists of 6,137 print titles, 81 journal subscriptions, and electronic book and journal databases. Delta is located in the Coenen Building on the campus of the University of Louisiana-Monroe (ULM), approximately 100 yards from the ULM Library (see campus map, Coenen Building (15), ULM Library (28)). Delta's extended classroom Eastgate facility (approved by Belle Whelan, 10/2/2007) is located approximately 1.2 miles from the ULM Library.

Delta has a Cooperative Endeavor Agreement with ULM. As part of this agreement ULM provides Delta with laboratory facilities, bookstore use, residential services, food services, and library services. Services provided to Delta through the ULM Library include student and faculty access to: circulation, reserves, reference services, computer services, media services, government publications, interlibrary loan, special collections and archives, and cataloging support.

The resources of the ULM Library are housed on five floors and consist of 637,640 print volumes, including 195,605 state and federal documents, 2,941 serial subscriptions, and 564,623 volumes in microformat. The ULM Library's hours of operation provide Delta students with more than adequate access. Delta students have access to interlibrary loans via computer terminals connected to the ULM system. ULM and Delta Libraries' electronic catalogs, are part of LOUIS, the Louisiana Online University Information System (see LOUIS Brochure). The Delta Library also has access to a variety of electronic databases including: EBSCOHOST, JSTOR, Gale Group, Lexis-Nexis, ProQuest, and Worldbook On-line, which provide access to bibliographic references of more than 7,000 journals.
 
Delta's Library is also a member of LALINC, the Louisiana Academic Library Information Network Consortium. Print resources of all Louisiana Academic libraries are available to students, faculty and staff through Delta’s membership in LALINC. LALINC provides reciprocal borrowing privileges among member libraries. Patrons may access print resources from other libraries either in person or through interlibrary loan (see LALINC Agreement).

All Reference Materials and the Print Serials Collection belonging to Delta are housed in the Coenen facility. Circulating materials are housed at ULM. The breakdown of the reference materials and print serials collection by content and discipline area clearly show that Delta's collection, in conjunction with ULM's 1,000,000+ volumes and 2,000+ serials is more than adequate to meet student needs. As part of the LOUIS Consortium, Delta uses the same Sirsi, automated library system. Delta materials are designated as such on each bibliographic record. Students, faculty, and staff may search for Delta materials through the on-line card catalog. In addition to the bibliographic record, Delta materials have a unique spine label that will allow for easy identification as a Delta item when the collection is moved to a new facility.

Delta employs two full-time professional librarians who provide bibliographic instruction as part of their regular duties. Directions for accessing the collection from both on and off campus are provided through bibliographic instruction. The ULM Library has a dedicated bibliographic instruction room with LCD projector. Delta students have access to this room through the Cooperative Endeavor Agreement. Classrooms are also utilized for bibliographic training. Three Delta classrooms have student computer workstations and all other classrooms in the Coenen Facility have overhead LCD projectors.
 

Location of bibliographic instruction is determined by instructor/student need. Additional instruction in accessing ULM library resources remotely is provided through a web link on the library web page. The library web page also provides a link to the Texas Information Literacy Tutorial. The library address is http://www.ladelta.edu/library/index.asp.
 

Students are given the opportunity to complete an anonymous survey at the end of a sampling of bibliographic instruction sessions. These surveys are compiled and results used to plan and improve future training. Results from the 2007 and 2008 academic years surveys showed that students were, overall, pleased with the sessions, especially the introductory tours of the ULM library. All Academic Seminar (ASCE 100) and Academic Skills Seminar (ACSE 101) faculty are encouraged to schedule this type of bibliographic instruction (see Bibliographic Instruction Survey).
 

Delta also assesses information literacy outcomes as a component of General Education Assessment and to evaluate the Library/Learning Resource Center bibliographic instruction. A pre-test and post-test are given to students enrolled in English Composition I (ENGL 101) and English Composition II (ENGL 102). The Academic Support committee recommended this schedule to measure success in ability to effectively use library resources (see Assessment Report).
 

Collection Evaluation
 

The library staff also conducts library collection evaluations at specified time intervals. Shelf lists of the call number ranges being evaluated are printed. Each title is analyzed for the appropriateness to the collection according to criteria established in the collection development policy. Reasons for deselection of library materials are documented on the shelf lists and kept on file in the library (see Collection Development Policy).

Space Utilization

Delta Library has adequate space for library resources, patrons, and staff. Space is provided in the Coenen Building in Room 105 and at the ULM Library.

Other Learning Resources
 

In addition to the two professional librarians, a third Library Specialist II is employed to assist in the Learning Resource Center. Other learning resources include multimedia equipment, tutoring services and study aid materials.  Compact discs, scientific models, videos and software aid in the learning process.   Free tutoring in math and English is available in the Learning Resource Center (see Library Services Brochure). Delta faculty members provided tutoring for students throughout the 2007 Fall, 2008 Spring, and 2008 Fall semesters. Monthly Activity Reports are compiled to record LRC usage by students and faculty. Equipment is also available to the faculty and staff for checkout.  
 

2.10     The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. (Student Support Services)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: Louisiana Delta Community College (Delta) is committed to providing quality educational support and other services to ensure success of its diverse student population. Delta has a Dean of Student Services who oversees a comprehensive set of student support programs, services, and activities that are consistent with its mission to support student learning and development. Delta provides student services through two primary units, Students Services and Enrollment Services.
 

Open Admissions Policy
 

Delta has an open admissions policy as established by the Louisiana Legislature and approved by the Board of Regents. Applicants must be a high school graduate or possess a general education development program (GED) diploma. Prospective students must submit the application for admission and non-refundable application fee as well as other required documents. Following the completion of the application, the applicant will be classified as to enrollment type, and the appropriate letter of admission will be issued.
 

Delta ensures equal opportunity for all qualified applicants without regard to race, color, religion, sex, national origin, age, political belief, disability, marital status, or veteran status in the admission to, or participation in any of its programs or activities.
 

Orientation
 

Delta’s Office of Enrollment Services hosts New Student Orientation prior to each regular semester. The purpose of orientation is to make first time freshmen and transfer students aware of their personal and academic responsibilities, to promote an understanding of Delta policies and procedures, and to introduce the programs and services which are available. Topics covered during New Student Orientation include an overview of College policies and procedures, academic and student services, and use of the College website including navigation of the website in order to access the Academic Catalog, Student Handbook, degree audit forms, and faculty contact information. Hard copies of the Academic Catalog and Student Handbook are available.
 

Also included in New Student Orientation is information about early and open registration, schedule adjustments, academic calendar, attendance policy, course syllabi, financial aid, parking, student identification cards, library services, student organizations, and other general information. Representatives from Enrollment Services, Student Services, and Academic Affairs participate in the presentations and are available to answer questions.
 

Following the orientation session participants meet with an advisor and register for classes. Participants are asked to evaluate the over-all orientation experience and the results are used to enhance future New Student Orientation programs.
 

Academic Advising
 

Academic Advising is an important activity for every student. It is the time for students to discuss academics, career, and life goals with their academic advisors. Students are assigned an advisor who will review their academic record, assist in designing a plan of study and initiate the registration process. Students are encouraged to communicate regularly with their advisor throughout their enrollment at Delta. All faculty members are available for academic advising during their posted office hours. The goal of academic advisement is to help students progress through their degree plan and complete the requirements for graduation.

Career Services

Delta Career Services provides support and resources to assist students and alumni in exploring and defining career options, developing job search strategies, and identifying and connecting with prospective employers. The services include the following:
 

Job Placement Services – Upon graduation, students can complete a Job Placement Application Release Form. They will be notified when area employers post full-time and part-time positions with Delta Career Services.
 

Resume Writing Skills and Dress for Success workshops are offered to students to help them construct a resume to best market themselves to potential employers and sharpen their job prospecting skills.
 

The Delta Career Fair is offered annually to students to help them gain experience and make valuable connections with a variety of recruiters from various occupations.
 

Career Explorer software is available in the Delta Library/LRC to assist students in making informed decisions about career choices.
 

Full-time and part-time job opportunities are posted throughout the semester on the Off-Campus Job Board. Contact information is provided for interested students to gain work experience while pursuing their degrees.

Counseling, Tutoring, and Disability Services
 

Counseling Services are available to assist students in coping with distractions that obstruct the educational process. Students may receive counseling at no cost by appointment or during scheduled office hours. The goal of counseling services at Delta is to promote the overall educational programs by helping students strengthen communication skills, establish goals, and adjust to their academic and social environment. Tutoring Services are also available on a regular basis in the Learning Resource Center.

Disability Services ensure equal opportunity to all qualified students with disabilities by providing reasonable accommodations to students who self-identify with the counselor. Students must complete a “Student Counseling and Disabilities Services Intake Form” and provide documentation of the disability. Faculty members are notified of the necessary accommodations and ensure that the student’s needs are met without violating the academic integrity of the courses or the health and welfare of other students. Delta also participated in the 2006 CORE Alcohol and Drug Survey with LSU in order to assess the substance abuse climate on campus. ACT Student Satisfaction surveys and the Community College Survey of Student Engagement serve as evaluation instruments for disability services.

Financial Aid and Scholarships
 

Louisiana Delta Community College is committed to removing financial barriers for students who wish to pursue a postsecondary education. Therefore, Delta provides financial aid from a variety of sources to assist in the payment of educational expenses. Delta receives state funding to award institutional aid or tuition waivers. The Free Application for Federal Student Aid is used to determine eligibility for institutional aid awards and Title IV Funding. The institution began awarding Pell Grants in the Summer of 2008.
 

Eligible students may also apply for the following types of financial aid or scholarships: Tuition Opportunity Program for Students (TOPS); Louisiana Pathways; Delta Foundation Scholarships; National Guard Tuition Exemption; Vocational Rehabilitation; Veterans Affairs; Senior Citizens Waiver; Workforce Investment Act (WIA); and Strategies to Empower People Waiver (STEP)
 

The ACT Student Opinion Survey and the Community College Survey of Student Engagement Survey are used as evaluation instruments for determining improvements needed in financial aid services.
 

Identification Cards
 

The office of Student Services issues identification cards to student before, during, and after registration. This card entitles the student to library privileges at Delta and ULM. Additionally students may use the ID card to attend Delta and ULM activities. Delta students are also issued ULM parking decals that allow them access to all ULM commuter parking lots.
 

Student Organizations and Student Life
 

Delta has six student organizations: Behavioral and Social Science Organization, Delta Early Childhood Organization (DECO), Delta Christian Fellowship Organization, SciQuest, TEAM Delta, and SGA. Student activities and workshops are offered throughout the year. Students may also participate in intramural activities and are allowed to attend athletic and social events at ULM through the Cooperative Endeavor Agreement between Delta and the University of Louisiana at Monroe. Students also have access to ULM's activity center and Student Union.
 

Student Government Association
 

Delta's Student Government Association complements the academic program and enhances the total college experience by providing opportunities for personal growth and social development. SGA elections are held annually and special events are held throughout the year. Some of the events sponsored by the SGA include Fall Carnival, Spring Fest, Black History Month Program, Celebration of the Arts, meet the Chancellor Day, and Life Share Blood Drives.
 

Transfer Programs
 

Louisiana Delta Community College has five degree programs, three of which were designed to provide the first two years of study in arts and sciences for those students who wish to transfer to a four-year college or university. They are the Associate of Arts in Liberal Arts, the Associate of Science in General Science, the Associate of General Studies, and Certificate of General Studies. Delta graduates must successfully complete the general education core curriculum as well as the foundation courses in the concentration area. These programs provide our students with the broad range of skills necessary to successfully complete the remainder of the baccalaureate coursework elsewhere.
 

The Associate of Applied Science in Business Technology and Associate of Applied Science in Care and Development of Young Children are considered terminal degrees, however, included in these degree programs are 24 and 21 hours respectively of transferable credit as general education requirements.
 

Articulation agreements for courses taught at Delta have been developed with area universities (University of Louisiana at Monroe, Grambling State University, Louisiana Tech University) so that students have a clear understanding of the transferability of credit from Delta to these institutions. These agreements go beyond the courses addressed in the Board of Regents General Education Articulation, Business, and Natural Science matrices, and include all courses taught at Delta.
 

Delta hosts college representatives throughout the year to encourage students to explore the educational options available to them upon graduation from the College. College Transfer Day is scheduled each year, usually during Community College Month. Catalogs and other materials are collected at this event and are made available to Delta students in the Learning Resource Center.

Evaluations are completed by the participating colleges/universities and by student participants. Survey results are used to enhance future programs and better serve the transfer needs of Delta students. According to Board of Regents records, over 70% of students transferring from Delta to four-year institutions are in good academic standing following their first semester of study at the four-year school.
 

Developmental Studies
 

Developmental course offered at Delta include Math 095, Math 099, English 095, English 099, and Reading 099. Students are placed in these developmental classes based on their ACT or COMPASS placement scores.
 

Students placing in developmental courses must take at least one developmental course if enrolled in four or more hours, and must take two or more developmental courses if enrolled full time. Students placing in Reading 099 are not permitted to take 200 level classes until they have successfully completed Reading 099. Also, students placing in two or more developmental classes are required to take Academic Skills Seminar 101. ACSE 101 is a three-hour course designed to aid students in their adjustment to college level work by emphasizing time management, communication skills, learning styles, note taking, test taking strategies, and study skills.
 

Developmental Studies includes regular coursework and individualized English and Math tutoring sessions held in the Learning Resource Center which enable students to make the transition to college level work. Five Math and four English faculty members volunteer a total of 18 hours of tutoring per week in the LRC.
    

2.11.1  The institution has a sound financial base and demonstrated financial stability to support the mission of the institution and the scope of its programs and services. 

            The member institution provides the following financial statements: (1) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (2) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and (3) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board.

            Audit requirements for applicant institutions may be found in the Commission policy entitled “Accreditation Procedures for Applicant Institutions. (Financial Resources)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: Louisiana Delta Community College (Delta) is committed to maximizing its financial resources to accomplish the mission of the College. Legislative appropriations and student tuition income consistently provide Delta with adequate resources to provide instruction for the student enrollment. Prudent expenditures and planning ensures fiscal stability and provides adequate resources for faculty, staff, and students. Additionally, the institution is constantly seeking additional revenues through grants and contracts to enhance its fiscal operations and increase enrollment.
 

The College budget is established in response to prioritized requests from Cabinet members who received their requests from their departments to meet its goals and objectives. The College’s budget is approved each year by the LCTCS Board of Supervisors (August 13, 2003 – FY 2003/2004 page 6; September 8, 2004 – FY 2004/2005 page 6; September 14, 2005 – FY 2005/2006 page 8; September 13, 2006 – FY 2006/2007 page 5; September 12, 2007 - FY 2007/2008 page 4; September 10, 2008 - FY 2008/2009.
 

To facilitate timely decision making and the proper use of its resources, the College employs PeopleSoft Management System, which includes human resources, payroll, and financial module. The financial module includes the General Ledger, Purchasing, and Accounts Payable. The accounting and business functions are centralized under the supervision of the Chief Financial Officer/Business Manager. The Asset Management is maintained through Excel. The Accounts Receivable is maintained through QuickBooks. The Student Administration is programmed through Student Information System via Microsoft Access. The financial statements of the College are audited by the state’s Legislative Auditor. The institutional audit and financial statements will conclude that the College is fiscally sound and possesses resources to support the scope of its programs at an acceptable level of quality, efficiency, and stability. For the seventh year in a row (FY 2001-2002 through FY 2007-2008), Delta received unqualified audits from the Office of Legislative Auditors.

Adequate Financial Base
 

The State of Louisiana provides an adequate financial base for the College to accomplish its mission at a satisfactory level. This statement is substantiated by findings from an analysis of annual actual revenues which indicate that the sources of funding available to the College provide stable and sustaining support for College operations and program administration. These sources consist of 1) an annual State appropriation; 2) student tuition and fees; 3) other self-generated revenues and 4) Statutory Dedications.

 As the annual actual revenues chart shows, Delta continues to grow in total revenue. Delta’s revenue over the last five years (including this fiscal year 2007-08) has increased by an average of twenty five percent. In FY 2005-06 with the occurrence of the state’s worst natural disasters in history, Delta maintained a moderate increase.

Following the August, 2005 Hurricane disasters, the state mandated a 5.0% State General Fund reduction for all institutions of higher education. Despite the budget cut, Delta was able to maintain its pre-storm levels of academic and student services without interruption due to sound financial management and judicious cuts in appropriate areas so as not to impact student services.

The Louisiana Commissioner of Higher Education, Joseph Savoie, noted that “The 2006-07 budget demonstrates that our legislators and Governor Blanco remain committed to education at all levels, recognizing that education is the foundation of economic vitality and more to the point, this year of our long-term recovery from Katrina and Rita."

For FY 2007-08, the state's budget provision to cover mandated cost increases, such as increases in insurance premiums, retirement, Legislative Auditors fees, and routine civil service pay raises, provided Delta an additional $63,536 and removed a significant financial burden over which we had no control. The Governor's faculty and staff pay plan funded Delta an additional $53,529 and $53,005 respectively, which made it possible to increase college faculty and staff pay by an average of 6%. The funding measure will bring Delta's average faculty salary to a more competitive level and will aid in the retention of faculty.

Other significant higher education provisions includes funding necessary to insure that all institutions in the state receive at least 100% of the average funding rates of their peers in the southern region as determined by the formula in the amount of $346,760. This is the first time in over 25 years that the Louisiana higher education system was funded at the average of its peers in the southern region. Delta was also provided an additional $251,235 for accreditation needs and for performance incentives in support of institutional efforts and growth of community and technical colleges.

For FY 2008 - 2009 all higher education institutions in the state, including Delta, will receive funding at 100% of the average funding rates of their peers in the southern region. As determined by the formula, Delta received $403,171. Delta also received $314,891 in state appropriations to lease classroom and office space at the Eastgate Building on Louisville Ave. in Monroe, LA to meet needs due to delays in the development of the new campus.

As a result of Louisiana Delta Community College's commitment to maximizing its resources and adhering to prudent expenditures and planning, the college has helped to ensure fiscal stability and adequate resources by retaining local funding sources for future needs as of June 30, 2008.

Student Technology reserves are retained for the purpose of implementing, replacing, improving and expanding technologies to benefit student life and learning. The funds retained from the library fee are dedicated to purchase books/periodicals and hire student interns for the library at the new campus. The funds retained from ID Validation Fee are dedicated to the purchase of upgraded ID machines/printers, along with needed accessories and maintenance fee.

2.11.2  The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (Physical Resources)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: Effective August 2003, Louisiana Delta Community College (Delta) entered into a lease of the Coenen Building with the University of Louisiana at Monroe (ULM). The Coenen Building, which is located on 4014 LaSalle Street, Monroe, LA, 71203, is the main campus for Delta. The lease, $425,000 per year, is for three years with a two-year extension option. The two-year extension option was approved on April 25, 2008 for the period August 25, 2008 through August 24, 2010. The square footage of the Coenen Building is 16,500. The building contains seven classrooms, the Learning Resource Center, a conference room and several offices.

Delta has a Cooperative Endeavor Agreement with ULM effective August 1, 2008 to provide library services and use of classrooms to the College. During the 2007 Fall Semester, Delta used six dedicated classrooms and 2 undedicated classrooms. Delta students, who pay the Student Life Fee, have access to the following ULM services: Health Center, Counseling Services, intramural facilities, concerts, intercollegiate athletics, ID validation, student union, activity center, natatorium and theatrical performances.

The results of a recent ACT-SOS showed that our students rated the overall condition and appearance of our campus 4.08 (on a 1 - 5 Likert Scale) compared to the national average of 4.01. The only category in which Delta ranked low was parking (2.09 to 3.31). As a result of this finding, a new agreement was reached with the University of Louisiana at Monroe to provide Delta students with greater access to the ULM commuter parking lots.

Delta also has a Cooperative Endeavor Agreement with the City of Monroe for use of classrooms and offices in the Jackson Street City Hall Annex located on 3901 Jackson Street, Monroe, LA, 71202. The approximate usable area is 5,400 square feet. The classrooms are being used for Process Technology/Workforce Development training and Nursing Programs.

As demonstrated by its room verification audit from the 2007 Fall Semester, Delta has adequate resources to meet the needs of its students, faculty, and staff. Additionally, in October 2007 Delta received permission from SACS to acquire a 20,000 square foot building located 1.2 miles from the Coenen Building. The new Eastgate Building provides Delta with an additional 9 classrooms (two furnished with computers), an open computer lab, 18 office spaces, four restrooms, and two commons areas. This will allow Delta to meet the needs of its students, faculty, and staff for the foreseeable future.

The Division of Administration for the State of Louisiana is committed to building Delta a new campus. The state purchased a 70.5 acre tract of land for construction of the new campus in May, 2008. The current plans project completion of the new campus in 2010.

Concerning property acquisitions to meet student, faculty, and staff needs, as of August 4, 2008, Delta had acquired a total of 607 items, valued at $1,000 or more at total cost of $1,619,775.   

2.12     The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement.  (Quality Enhancement Plan).  (Not applicable for the Compliance Certification submitted by institutions.