3.1.1    The mission statement is current and comprehensive, accurately guides the institution’s operations, is periodically reviewed and updated, is approved by the governing board, and is communicated to the institution’s constituencies. (Mission)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College's (Delta) mission statement clearly and comprehensively addresses the College's primary functions: providing high quality programs and services that are affordable and accessible to a diverse community of learners. The mission was developed by a committee composed of members of the faculty, staff, and administration; adopted by the Chancellor's Cabinet in September, 2003, reviewed and recommended for adoption January 27, 2004 by the system president, and approved by the Louisiana Community and Technical College System Board in the February, 2004 (p. 15) meeting. The Delta mission statement may be found in the College Catalog, Student Handbook, Faculty Handbook, Program Brochures (BTEC, Liberal Arts, General Science, General Studies, and Care and Development of Young Children), and on the College website.
 

The College developed nine Core College Initiatives to provide direction as to how the mission is to be met: to (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 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 the 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.
 

The tenets embodied in Delta's mission are derived from the Louisiana Community and Technical College System mission statement which states, "The mission of the Louisiana Community and Technical College System is to prepare Louisiana's citizens for improved quality of life, workforce success, and continued learning."
 

Further, Delta's mission statement serves as a guide to all planning and assessing undertaken within the Institutional Effectiveness process (See Core Requirement 2.5). All academic and administrative activities are inexorably linked to the College mission through individual department and unit mission statements. The mission statement is reviewed periodically by the Chancellor's Council to determine if changes are warranted.

3.2.1    The governing board of the institution is responsible for the selection and the periodic evaluation of the chief executive officer. (CEO evaluation/selection)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: The Board of Supervisors of the Louisiana Community and Technical College System is charged with the responsibility of selecting the chief executive officer of its institutions in accordance with the LCTCS By-laws, Article III, Section C 18. Delta's Chancellor, Luke Robins, Ph. D., was hired by LCTCS Board Action as shown in the minutes (pp. 6-7) of its May, 2006 meeting and he assumed his position at the college on July 1, 2006. LCTCS Policy 6.032, Policy on Search Committees in Hiring, was followed in selecting the CEO for Louisiana Delta Community College.

The duties and responsibilities of Dr. Robins are outlined in the LCTCS By-laws, Article IV, Section 3, Part D, and the position description for LCTCS Chancellors. An annual evaluation of the College Chancellor is conducted by the LCTCS System President according to LCTCS Policy 6.013. The evaluation process includes the following steps: (1) The Chancellor completes the evaluation instrument (Chancellor's Planning Form P1) included in the LCTCS policy 6.013 and submits it to the System President for review; (2) An external stakeholder evaluation (Chancellor's Evaluation Form C1, Section C) is sent to a designated number of college constituents. These evaluations are returned to the System President for review; (3) the System President completes the Chancellor's Evaluation Document (Evaluation Form C1); and (4) Evaluation results are reviewed in a scheduled evaluation session between the System President and the Chancellor.

Copies of completed evaluations are filed in the LCTCS System Office and the Chancellor's Office. In addition to the process described above, the college conducts a biennial formative evaluation of all senior administrative staff including the Chancellor.

3.2.2    The legal authority and operating control of the institution are clearly defined for the following areas within the institution’s governance structure: (Governing board control)

3.2.2.1  the institution’s mission;

3.2.2.2  the fiscal stability of the institution;

3.2.2.3  institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services;

3.2.2.4  related foundations (athletic, research, etc.) and other corporate entities whose primary purpose is to support the institution and/or its programs.

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   3.2.2.1. - The Institution's Mission: The legal authority for Louisiana Delta Community College's (Delta) mission is provided by the 1974 Constitution of Louisiana, Article VIII, Section 5 (2) (p. 4) and is aligned with LCTCS Policy # 1.003, Elements of Two-Year Institutional Missions." In addition, the Louisiana Board of Regents Master Plan for Public Postsecondary Education: 2001 (Role, Scope, and Missions Statements: LCTCS) includes a list of seven mission elements recommended for inclusion in institutional mission statements.

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.

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. The mission was originally developed with input from the faculty and staff and is reviewed periodically by the Chancellor's Cabinet to ensure that the College's mission maintains consistency with the community's need.

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Narrative 3.2.2.2 - The Fiscal Stability of the Institution: The Louisiana State Legislature appropriates funds to the Louisiana Board of Regents. The Board of Regents has budgetary responsibility for Louisiana's institutions of higher education and formulates a master plan for the distribution of funds. The Louisiana Community and Technical College System Board of Supervisors exercises authority to receive and disburse funds to institutions under its purview, including Delta as described in Article III Section C 3 of the LCTCS Bylaws.  

The Chancellor of Louisiana Delta Community College (Delta) is responsible for all operations at the College and subsequently is responsible to the LCTCS President for the execution of the budget, as approved by the LCTCS Board, and allocation of the college's fiscal resources through its internal control process supervised by the CFO/Business Manager. All expenditures are audited by the State of Louisiana on a regular basis. The fiscal year begins July 1 and ends June 30. Budgets for the following fiscal year are due in May. 

Core Requirement 2.11 and Comprehensive Standards 3.10.1 and 3.10.2 document the College's financial base and auditing process. 

Narrative 3.2.2.3 - The Institutional Policy, including policies concerning related and affiliated corporate entities and all auxiliary services: According to the LCTCS Board of Supervisors By-Laws, the Board determines broad administrative and educational policies for the conduct of all Board, System, and institutional alternative financing (Article III Section C 2). It is completely separate from the college, has its own by-laws, and is governed by a board of directors separate and distinct from the college.

One State of Louisiana corporation affiliated with the college is the Delta Campus Facilities Corporation, a cooperative endeavor between the State of Louisiana Department of Administration and the LCTCS Board of Supervisors. The Delta Campus Facilities Corporation was formed to facilitate construction of the first Monroe campus building and to purchase the building through nonprofit alternative financing.

Delta does not currently have a formally structured Institutional Auxiliary Services Division, but these services (Bookstore, Food Services, Housing, ID Validation, Parking Permits, etc.) are provided to our students by the University of Louisiana - Monroe (ULM) as part of the Cooperative Endeavor Agreement. Therefore, Delta students are required to adhere to ULM's policies and procedures. Delta will develop its own policies and procedures regarding Auxiliary Services prior to transferring operations to its new facility.

The LCTCS Board includes a Finance Committee to oversee the College's management. The Finance Committee addresses fiscal matters, while the Facilities and Property Committee addresses matters concerning facilities. Operationally, the LCTCS Board exercises its control by establishing policy and implementing this policy through the College Chancellor.

All requests for budget matters, capital outlay, lease agreements (over $20,000) and contracts (over $20,000) are submitted by the College Chancellor to the LCTCS Board for approval. Certain items, depending on the nature of the request, are forwarded to the Board of Regents for approval.

Comprehensive Standards 3.2.6; 3.2.7; and 3.2.9 provide additional information concerning: (1) policy implementation by governing boards and the College, (2) College organizational structure, and (3) policies for faculty and employment.

Narrative 3.2.2.4 - Related foundations (athletic, research, etc.) and other corporate entities: The Louisiana Delta College Foundation, an independent non-profit corporation, serves as the primary fund-raising entity associated with the College. In keeping with LCTCS policy, the Foundation was "... established to provide an effective vehicle for the solicitation of funds to help support the present and future development of Louisiana Delta Community College." LCTCS Board Policy 5.017 clearly defines foundations and other corporate entities whose primary purposes are to support individual system colleges and their programs

The Foundation was created in 2002, with Articles of Incorporation filed on February 8, 2002. Bylaws were subsequently adopted by the founding membership on July 19, 2002 (amended 10/29/2004). A Joint Operating Agreement between the Foundation and the Louisiana Community and Technical College Board of Supervisors was ratified on September 19, 2002, and the Foundation was granted official 501c3 status on November 14, 2003. On July 30, 2008, the Board voted to replace the existing Joint Operating Agreement with a new Cooperative Endeavor Agreement. The agreement was subsequently ratified by the LCTCS Board at its August 13, 2008 Board Meeting.

3.2.3    The board has a policy addressing conflict of interest for its members. (Board conflict of interest)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College's two governing boards, the Louisiana Board of Regents and the Board of Supervisors of the Louisiana Community and Technical College System (LCTCS), are appointed by the governor with the consent of the senate and are therefore subject to Louisiana State Laws related to conflict of interest as defined by the 1974 Louisiana State Constitution (Article X., Public Officials and Employees, Part I, Sec. 2) and the Louisiana Code of Governmental Ethics (Part II).

The Code of Governmental Ethics is an extensive document which prohibits conflicts of interest related to payments from non-public sources (§1111), financial transactions (§ 1112), participation in state contracts (§ 1113), financial disclosure (§ 1114), receiving gifts (§ 1115), abuse of office (§ 1116), receiving illegal payments (§ 1117), influencing legislation for personal gain (§ 11187), nepotism (§ 1119), and circumstances necessitating recusal from voting (§ 1120).

The Board of Supervisors of the LCTCS has also adopted a Code of Conduct which further clarifies the actions of present and former board members.  Furthermore, Article I, Section 3 of the LCTCS By-Laws states, "The corporate authority, internal and otherwise, vested in the Board of Supervisors of the Louisiana Community and Technical College System to supervise and manage the systems under its jurisdiction, extends to all colleges, branches, centers of learning or extensions of the system now existing or hereafter established.

3.2.4    The governing board is free from undue influence from political, religious, or other external bodies, and protects the institution from such influence. (External influence)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:    Louisiana Delta Community College's two governing boards, the Louisiana Board of Regents and the Board of Supervisors of the Louisiana Community and Technical College System (LCTCS), are appointed by the governor with the consent of the senate and are therefore subject to Louisiana State Laws related to conflict of interest as defined by the 1974 Louisiana State Constitution (Article X., Public Officials and Employees, Part I, Sec. 2) and the Louisiana Code of Governmental Ethics (Part II).

The Code of Governmental Ethics is an extensive document which prohibits conflicts of interest related to payments from non-public sources (§1111), financial transactions (§ 1112), participation in state contracts (§ 1113), financial disclosure (§ 1114), receiving gifts (§ 1115), abuse of office (§ 1116), receiving illegal payments (§ 1117), influencing legislation for personal gain (§ 11187), nepotism (§ 1119), and circumstances necessitating recusal from voting (§ 1120).

The Board of Supervisors of the LCTCS has also adopted a Code of Conduct which further clarifies the actions of present and former board members.  Furthermore, Article I, Section 3 of the LCTCS By-Laws (Article I, Section 3) states, "The corporate authority, internal and otherwise (i.e. external influences), vested in the Board of Supervisors of the Louisiana Community and Technical College System to supervise and manage the systems under its jurisdiction, extends to all colleges, branches, centers of learning or extensions of the system now existing or hereafter established." This provision of the By-Laws protects the system institutions from undue influence from political, religious, or other external groups. Furthermore, the state of Louisiana clearly defines and statutorily prohibits the exercise of external influence over state employees and institutions for religious or political purposes.

3.2.5    The governing board has a policy whereby members can be dismissed only for appropriate reasons and by a fair process. (Board dismissal) 

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   The By-Laws of the Louisiana Community and Technical College System and the 1974 Louisiana Constitution (Article VIII, § 7.1) define membership for the LCTCS Board of Supervisors. The 1974 Louisiana Constitution (Article X, Part III, § 24) allows impeachment of board members for cause. Grounds for impeachment may include, but are not limited to the commission or conviction of a felony, malfeasance, or gross misconduct during the term of office. Due process shall be provided with a trial by the Senate.

Members of the Board of Regents are governed by Louisiana Law and receive their constitutional authority from Article VIII, § 5. Members of the Board of Regents may only be dismissed for cause and are afforded due process.

3.2.6    There is a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy. (Board/administration distinction)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

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.

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 (www.lctcs.edu). The LCTCS Board of Supervisors meets monthly and maintains committees for Academic and Student Affairs, Facilities and Property, Finance, and Legislation.

The duties and responsibilities of the Board are set forth in the 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. 42:1101-1121) and described in the Louisiana Code of Ethics.
 

Louisiana Delta Community College (Delta) has a chief executive officer, Dr. Luke Robins, whose primary responsibility is 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. Dr. Robins has the authority for the operations of all segments of Delta as shown in Delta's Organizational Chart. Dr. May serves as the presiding officer of the Board and supervises and evaluates all LCTCS Chancellors.
 

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.  Examples of board action taken on recommendations made by the Chancellor are the adoption of the Technical Competency Area in Customer Service under the Associate of Applied Science in Business Technology and the College Rank and Promotion Policy.

3.2.7    The institution has a clearly defined and published organizational structure that delineates responsibility for the administration of policies. (Organizational structure)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College has a clearly defined organizational structure that delineates areas of responsibility for the administration of policies and procedures. The Organizational Chart is updated throughout the year as needed to reflect changes within the College. The Board of Supervisors of the Louisiana Community and Technical College System identifies the duties and responsibilities of the College Chancellor in its By-Laws.

The College's Organizational Chart clearly demonstrates the governance structure and shows the Chancellor's delegation of responsibility through the Vice Chancellor for Academic and Student Affairs, Chief Financial Officer, Director of Human Resources, and Director of Public Relations. The Vice Chancellor directs the overall administration, management, and direction of the Academic and Student Affairs Division by supervising the Dean of Instruction, Dean of Enrollment Services, Dean of Student Services, Director of Workforce Development, and Director of Institutional Effectiveness.

The Chief Financial Officer is responsible for the Director of Accounting, Director of Purchasing, and Director of Management Information Systems/Information Technology. The College publishes the Organizational Chart on its webpage.

3.2.8    The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. (Qualified administrative/academic officers)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) hires qualified administrative and academic officers with experience, competence, and capacity to lead the institution. These key personnel have credentials and knowledge appropriate to their areas of responsibility in order to lead and work with faculty, staff, and students. (Examples of a job description and annual evaluation are attached). Job descriptions and annual evaluations for all key personnel are available in the Human Resources Office.

3.2.9    The institution defines and publishes policies regarding appointment and employment of faculty and staff. (Faculty/staff appointment)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) follows all Louisiana Community and Technical College System (LCTCS) policies regarding appointment and employment of faculty and staff. Policies and procedures pertaining to appointment and employment of faculty, administrators, and staff may be found in the Personnel Manual, Section III, which is available on the College website (under Publications).

Policies and protocols related to faculty contracts, rank and promotion, evaluation, responsibilities and workloads, and job expectations are published in the Academic Affairs Policy and Procedures Manual. The Policy and Procedures Manual is found on the College Website (http://www.ladelta.edu/publications/Catalog_Policies/Academic_Affairs_Policy.pdf). Records demonstrating compliance with hiring policies are available in the Human Resources Office.

3.2.10  The institution evaluates the effectiveness of its administrators on a periodic basis. (Administrative staff evaluations)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College evaluates the effectiveness of its administrators, including the chief executive officer, on a periodic basis. College administrators participate in an annual performance evaluation as outlined in Section V APHR 2.3.1 of the LCTCS Personnel Manual. The evaluation allows for the assessment of work performance and outlines areas of strengths and weaknesses and the effectiveness of each administrator. The results can include methods for improvement, and the assessment can be used as the bases of merit increases, promotions, and continuation of employment. All administrators participate in this evaluation process and copies of these are on file in the Office of Human Resources.

The Chief Executive Officer, Chancellor, is evaluated annually by the President of the LCTCS. The two meet to discuss the evaluation and enumerate goals and objectives. The process is explained in Policy #6.013 of the Louisiana Community and Technical College System, entitled Chancellor's Evaluation Process. Our chief executive officer was evaluated on July 10, 2007 by Dr. Joseph May, System President. A copy of that evaluation is on file in the System Office in Baton Rouge.

In addition, Louisiana Delta Community College has just completed its second 360 biennial evaluation of its chief administrative officers. The first evaluation was a pilot case and was initiated to give a panoramic view of the effectiveness of the cabinet members. After the first evaluation, the scope was extended to include the College Council Members and their direct reports. The form was modified in the scoring column, and training was provided for administrators to assist them in developing appropriate skills. The attached report contains only summative data. Individual evaluations are available in the Human Resources Office.

3.2.11  The institution’s chief executive officer has ultimate responsibility for, and exercises appropriate administrative and fiscal control over, the institution’s intercollegiate athletics program. (Control of intercollegiate athletics)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Not Applicable, Delta does not have intercollegiate athletic programs.

3.2.12  The institution’s chief executive officer controls the institution’s fund-raising activities exclusive of institution-related foundations that are independent and separately incorporated. (Fund-raising activities)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Fund-raising activities are from time to time undertaken by the Student Government Association or other college approved clubs or organizations. Any fund-raising activities undertaken by such groups require prior approval of the College Chancellor or his/her designee. All College clubs or organizations which undertake fund-raising activities work with the Chief Financial Officer and the Dean of Students to establish appropriate ground rules for fund-raising, as well as maintaining appropriate audit and oversight authority (See Student Services Policy 018.0).

3.2.13  Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (1) accurately describes the relationship between the institution and the foundation and (2) describes any liability associated with that relationship.  In all cases, the institution ensures that the relationship is consistent with its mission. (Institution-related foundations)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   LCTCS Board Policy 5.017 clearly defines foundations and other corporate entities whose primary purposes are to support individual system colleges and their programs. The Louisiana Delta College Foundation, an independent non-profit corporation, serves as the primary fund-raising entity associated with the College. In keeping with LCTCS policy, the Foundation was "... established to provide an effective vehicle for the solicitation of funds to help support the present and future development of Louisiana Delta Community College."

The Foundation was created in 2002, with Articles of Incorporation filed on February 8, 2002. Bylaws were subsequently adopted by the founding membership on July 19, 2002 (amended 10/29/2004). A Joint Operating Agreement between the Foundation and the Louisiana Community and Technical College Board of Supervisors was ratified on September 19, 2002, and the Foundation was granted official 501c3 status on November 14, 2003. On July 30, 2008, the Board voted to replace the existing Joint Operating Agreement with a new Cooperative Endeavor Agreement (The attached Cooperative Endeavor Agreement describes the responsibilities and liabilities of both parties: Section III A & B.). The agreement was recommended for Board Approval by President Joe May and subsequently ratified by the LCTCS Board at its August 13, 2008 Board Meeting.

Through fund-raising efforts of the Foundation, a number of scholarships are provided annually to needy LDCC students. The foundation also supports institutional efforts such as ongoing professional development for faculty and staff which relates directly to the College's mission. A comprehensive audit is conducted by an independent auditor on a biennial basis (Audits cover both years), and these audits are made available to the Division of Legislative Audit and the LCTCS System Office. Copies of audits covering the past three years are available for review in the resource room.

3.2.14  The institution’s policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. These policies apply to students, faculty, and staff. (Intellectual property rights)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   The Louisiana Community and Technical College System (LCTCS) recognizes the need for and the desirability of encouraging the broad utilization of academic research by developing innovative findings for practical application. The primary purpose of the LCTCS Intellectual Property Policy is to provide the necessary protections and incentives to encourage the discovery, development, and implementation of new knowledge for the public benefit. A secondary purpose is to enhance the generation to revenue for the developers and the home institution. The LCTCS Intellectual Property Policy is also available to employees and students on the LCTCS website: http://www.lctcs.edu/assets/policies/1.042.pdf .

While the LCTCS recognizes that research and scholarship should be encouraged without regard to potential gain from licensing fees, royalties, or other income, the System also recognizes that intellectual properties and discoveries may arise from the activities of faculty, staff, and students in the course of their duties or through the use of institutional resources. The policies governing the administration of such intellectual properties should provide adequate recognition and incentive to developers and, at the same time, ensure that the System Institution will share in the rights pertaining to intellectual properties in which they have an equity. LCTCS Institutions are committed to assisting their faculty and other researchers in properly disclosing their scholarly work, in complying with applicable laws and formal agreements, and in gaining the protections available under the United States laws governing patents, copyrights, trademarks, and other appropriate provisions.

3.3.1    The institution identifies expected outcomes for its educational programs (including student learning outcomes for 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. (Institutional effectiveness)

3.3.1.1  educational programs, to include student learning outcomes;

3.3.1.2  administrative support services;

3.3.1.3  educational support services;

3.3.1.4  research within its educational mission, if appropriate;

3.3.1.5  community/public service within its educational mission, if appropriate

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative: Institutional Effectiveness: The Institutional Effectiveness Committee, chaired by the Director of Institutional Effectiveness and composed of upper and middle administrators, and faculty and staff members, assists the Office of Institutional Effectiveness in accomplishing institution-wide improvements by reviewing assessment data and suggesting research-based action plans as needed for each unit of the College. The Committee also approved and adopted the Institutional Effectiveness Handbook, a guide to assessment formatting and protocols, which was distributed to each faculty and staff member.

The Institutional Effectiveness Committee oversees the development of assessments and serves as an advisory body to the Chancellor and the leadership of each department. It is the Committee's responsibility to assure the institution’s compliance with LCTCS Assessment Mandates and the SACS-COC Principles of Accreditation through oversight and review of the institution’s self-evaluation process. The committee shall meet its responsibilities through the following processes:

   1. Review of assessments submitted by the various divisions and departments of the institution        to assure adherence to the following guidelines:
 

         a. Does the assessment fall within the purview of the submitting department?
 

         b. Can the assessment be linked to the Core College Initiatives?
 

        c. Is the assessment linked to student learning outcomes or Administrative/Student Services             goals?
 

        d. Does the assessment truly measure what it purports to measure?
 

        e. Does the assessment produce meaningful statistical or anecdotal data?
 

   2. Review assessment results and recommend continuation, modification, or termination of the        assessment according to the following guidelines:
 

        a. Are the results insufficient to establish statistical baselines?
 

       b. Should the components of the assessment instrument be modified or enhanced in order              to more clearly define the outcome?
 

        c. Has the desired outcome been met and further examination no longer necessary?
 

   3. Recognize additional areas of assessment coinciding with institutional growth as needed.
 

     a. Have additional Administrative or Student Services Programs or new departments been              created to meet student needs?

      b. Have new academic programs been added to the institution or have existing programs              undergone significant modification?
 

The Institutional Effectiveness Plan, assessment reports, and the I.E. Annual Report are reviewed and updated by the committee as needed on a yearly basis. An annual schedule of tasks and completion times directs Institutional Effectiveness activities. Institutional Effectiveness evaluation measures are published in the Institutional Effectiveness Annual Assessment Report.

Integration of Institution-wide Assessment and Financial Management
 

Delta recognizes that effective planning, assessment, and evaluation procedures play an integral role in providing clear linkages between institutional goals and the allocation of resources. Research-based educational planning precedes preparation and execution of the detailed annual budget. The primary mechanism for accomplishing budget integration is the Annual Operational Plan which is developed at the unit level.
 

Unit managers are asked to provide an estimate of additional funds needed beyond their current year budget to accomplish each objective listed in the Annual Operating Plan for the next year. Requested monetary adjustments amount are accompanied by a brief description of how the additional funds are to be used. These requests, after approval by supervisory personnel, are then considered as the annual institutional budget is prepared in May and June of each year and as modifications, if any, are made prior to finalizing the revised budget in September.

3.3.1.1. - Educational Programs/Student Learning Outcomes:  Louisiana Delta Community College (Delta) identifies expected learning outcomes for its educational programs. Delta currently has six educational programs: Business Technology, Care and Development of Young Children, Nursing, General Studies (Including Process Technology Option), General Science, and Liberal Arts.

Delta employs several measures to evaluate its educational programs, focusing on assessment of instruction by student evaluations of faculty, analysis of student learning outcomes (General Education, Developmental Education, and Academic Affairs) compiled in the I. E. Assessment Report. Delta also conducts analysis of student success of its transfers to four-year programs, employment rates, and compiles Program Reviews. Program reviews are periodic internal analyses of each educational program that are used to improve quality by increasing student success, by improving instruction through a variety of methods including curriculum modifications, and by updating program goals and outcomes when such necessities have been demonstrated.

Delta began a systematic, cyclic assessment of student learning outcomes in August 2005 following the Nichols Model. As our familiarity with the process grew, we became aware of our need to transition to Educational Program Outcomes. Educational Program Outcomes are assessed through student learning outcomes from courses within the curriculum of each program. Learning outcomes for all course work are contained in the Master Syllabi which may be found on-line. It is the responsibility of the Office of Institutional Effectiveness to document evidence that expected Program Outcomes are met. Program Outcomes for Business Technology, Care and Development of Young Children, Process Technology, General Studies, General Science, and Liberal Arts are compiled annually.


3.3.1.2 - Administrative Support Services: The College is committed to a comprehensive, cyclic, and systematic assessment of its administrative support services. This process increases the likelihood that members of the institution will share a sense of its mission, and that programs and resources will be effectively directed to meet the mission through self-examination. Through this process, academic programs, administrative support services and student services work together to create the most effective learning environment and experiences for students.

Delta's assessment protocols require that each department develop, administer, and analyze action plans based on specific outcomes. Each academic, administrative and educational support unit must provide evidence that its operations support, directly or indirectly, the implementation of Delta’s mission and are consistent with the College Strategic Plan, and that the unit is continuously taking steps to improve performance.


3.3.1.3 - Educational Support Services: The key components of Educational Support Services at Delta fall under the auspices of Enrollment Services and Student Services. Enrollment Services is responsible for recruitment, admissions, orientation, registration, and maintenance of student records. Enrollment Services conducts assessments designed to increase the efficiency and accuracy of these functions. Student Services oversees financial aid, Student Counseling and Disability Services, Career Placement, Judicial Affairs, and a myriad of student activity opportunities designed to increase student participation in College life such as Student Government Association, Student Workshops (Drug and Alcohol Abuse Awareness, Resume Writing, Career Fairs, Breast Cancer Awareness, Domestic Violence, Student Safety, and Stress Management), and Student Activities (Oktoberfest, X-Treme Spring Fest, SGA Golf Tournament, and Celebration of the Arts). Another key component of Educational Support Services is Developmental Education. These operations are vital to Delta's overall Student Success initiative.



3.3.1.4 - Research: Research is not within the scope of the mission statement of Louisiana Delta Community College.


3.3.1.5 - Community/Public Service - Delta has developed relationships within the local business community which are consistent with the College's mission and are aligned with its Core College Initiatives as stated in Section 2.4 . . . (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.

Within this context three local businesses formed the Process Technology Advisory Board and have partnered with the College to develop the Process Technology concentration within Delta's General Studies Program. ANGUS Chemical Company has provided approximately $800,000 in cash, equipment, and services to the College. They also provide six $3,000 scholarships per semester and a minimum of six internships per semester.

ENTERGY Corporation has donated approximately $60,000 in cash and equipment and provides a minimum of four internships per semester. Eastman Chemical Company has provided $2,500 for scholarships and a minimum of three internships per semester.

In addition two of Delta's programs, Business Technology and Care and Development of Young Children are guided by advisory committees comprised of community leaders in their respective fields.

3.4.1    The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and the administration. (Academic program approval)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) requires that every course and academic program for which academic credit is awarded be approved by faculty and administration, as described in the Policy and Procedures Manual (Academic Affair Policy-012.0). The policy recognizes the roles of community, faculty, administration, students, and the managing board in the curriculum development process and supports the Louisiana Community and Technical College System (LCTCS) policy (1.034) on participatory curriculum development.

Governance is the shared responsibility of all members of the college community. Delta employs standing committees composed of faculty, staff, administrators, and students to assist in the decision-making activities of the College. Delta faculty is involved in curricular development and improvement through several standing committees. The Curriculum Committee is responsible for the review and approval of courses and academic programs, modifications and/or elimination of courses and programs, awarding of college credit, textbook approval, and other substantive educational issues (Curriculum Committee Minutes).

The Academic Support Committee assures that learning resources are available to support new courses and programs; and reviews and approves all distance learning courses to assure academic rigor. 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 (General Education Committee Minutes).

New program proposals are submitted to the College Council for review and approval. Following approval by the Council, the proposal is forwarded to the LCTCS Vice President of Instruction and Learning for review and recommendation to the LCTCS Board of Supervisors (LCTCS Policy 1.024). If approved, the proposal is forwarded 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. 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 BOR has constitutional authority to approve, modify, or eliminate existing and proposed degree programs and administrative units in Louisiana's public colleges and universities.

3.4.2    The institution’s continuing education, outreach, and service programs are consistent with the institution’s mission. (Continuing education/service programs)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College's mission is to . . ."provide high quality educational programs and services that are affordable and accessible to a diverse community of learners." The institution's continuing education, outreach, and service programs are consistent with this mission. As a new community college, Delta placed initial focus on academic and student programs and services. Since its opening in the 2001 Fall Semester, Delta has expanded its service programs related to Academic Outreach, Continuing and Community Education, and workforce development.

The Academic Outreach program supports the College Mission and addresses Core College Initiative 2, "Partner with secondary schools and universities to promote a seamless educational system in the region with the maximum benefit to the student." Transfer agreements have been developed with the University of Louisiana at Monroe, Louisiana Tech University, and Grambling State University. The Academic Outreach Office is responsible for the development, implementation, and support services for off-campus offerings in the College's service area including, but not limited to, the Louisiana Technical College, High School Dual Enrollment Programs for eligible high school students, and Louisiana Technical College cross enrollment. Participation in the High School Dual Enrollment Program (Caldwell Parish, Monroe City, Morehouse Parish, Ouachita Parish, Richland Parish, and Tensas Parish) has steadily increased since its inception in the 2006 Spring Semester.

The Continuing Education and Workforce Development Department is organized to provide affordable credit and non-credit courses that address the educational, professional, recreational, and cultural needs of the community in the form of leisure learning, Continuing Education Units (CEUs) or certification.

Continuing and Community Education programs originate with submission of a program proposal that is evaluated on its merit and relationship to Delta's mission as described in the Continuing and Community Education Policy. Delta also offers classes online through Ed2go and Gatlin Education.

Ed2go consists of interactive instructor-facilitated online non-credit courses. Hundreds of courses are available from numerous areas of study including basic and advanced computer operations, personal finance, legal careers, sales, marketing, and healthcare. Students are able to request help and receive assistance throughout the course. Students are awarded a certificate upon successful completion of the course.

Gatlin Education offers online courses that supply workforce skills in more than 60 certificate and non-certificate programs. These courses include healthcare, business/legal, construction, automotive, internet design, video game design, networking/CompTIA certification, Microsoft certification, and casino gaming.

Workforce development is addressed through Incumbent Working Training Programs (IWTP) and other workforce initiatives designed to assist in training or retraining employees. IWTP courses are provided by Delta's Continuing Education and Workforce Development Office to businesses and industries in northeast Louisiana through the Louisiana Department of Labor. The IWTP Small Business Employee Training Program (SBET) benefits local small businesses by providing existing employees with standardized training to improve work skills. IWTP customized training is a partnership between the Louisiana Department of Labor, business and industry, and providers such as Delta.

Delta also collaborated with the Monroe Housing Authority on a grant project to provide training and educational programs in neighborhood centers. The objective of this program is to improve the quality of life and economic self-sufficiency for Monroe Housing residents (youth and adults) through computer literacy, academic success, life skills courses, career awareness, and educational field trips.

3.4.3    The institution publishes admissions policies consistent with its mission. (Admissions policies)   

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   As stated in the Delta Community College mission statement, Delta is an open admissions institution created to provide high quality educational programs and services to a diverse population of learners. The admissions policies are published in the College Catalog and Student Handbook, which are available in hard copy at the Enrollment Services Office or on the college website. Delta's admissions policy reflects the admissions policy of the Louisiana Community and Technical College System and the Louisiana Board of Regents. Delta also has an Admissions and Academic Appeal Committee to review and evaluate applicants who wish to appeal their admissions or enrollment status.

In order to provide "High quality educational programs and services," Delta uses the ACT, SAT, or COMPASS Placement Survey to accurately place students in the appropriate level of English, Reading, and Math to ensure academic success.  Students who have not taken the ACT or SAT or do not have sufficient college credit to determine the appropriate entry level courses are required to take the Compass Placement Survey. The COMPASS is also the tool used to determine the Ability to Benefit status in the case of students who do not possess a high school diploma or GED.

Placement in prerequisite developmental courses is based on the ACT/SAT/COMPASS scores. Once the developmental course requirements are met, the student will be eligible to enroll in the 100 and 200 level courses necessary to complete the program of choice. These educational programs can lead to the associate of arts, general studies, sciences, and applied sciences as well as certificates and technical competency area recognitions which are designed to meet the needs of the student population in northeast Louisiana.

In accordance with Delta's mission, the college serves a "diverse population of learners" including first time freshmen, transfer students, concurrently or cross-enrolled students enrolled at another college, university, or the Louisiana Technical College, visiting students, re-admit students, auditing students, dual enrolled high school students, home schooled students, graduates from non-accredited high schools, and non-graduates from high schools. Delta enrolls traditional and non-traditional students including adult learners who have dropped out of the educational system and now wish to complete a degree and students whose first attempt at college was less than successful and wish to benefit from a fresh start in college through academic renewal. Information regarding the admissions requirements and process are published in the Academic Catalog and Student Handbook.

3.4.4    The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs.  The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript. (See Commission policy “The Transfer or Transcripting of Academic Credit.”) Acceptance of academic credit)    

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   As noted in the College mission statement, "Louisiana Delta Community College . . . . provides high quality educational programs." To support this mission, Delta has defined and published policies for evaluating, awarding, and accepting credit for transfer, experiential learning, and advanced placement in the current academic catalog, which is available to students in hard copy and on the College website. These policies and guidelines are consistent with those of the Louisiana Community and Technical College System (#1.023 & #1.025) and the Louisiana Board of Regents (AA-2.19).

Delta adheres to the guidelines for transfer of credit established by the Louisiana Board of Regents in the Statewide General Education Course Articulation Matrix, the Statewide Business Course Articulation Matrix, and the Statewide Natural Science Course Articulation Matrix. Delta has worked with area universities (University of Louisiana Monroe, Louisiana Tech University, Grambling State University) to create articulation agreements to provide students with the maximum opportunity to enroll in classes that will meet their educational needs.

For transfer of courses not on the matrices, the Registrar reviews course content and consults with the appropriate academic program director or department chairperson to determine the acceptability of the course as an equivalent to a Delta course and to determine if the course is applicable to a degree or certificate program. The Registrar is responsible for certifying that transfer courses are at the collegiate level and comparable to the institution's own degree programs. Delta assumes the responsibility for the academic quality of any course work or credit recorded on the institution's transcript.

As a part of the application for admission, students are required to submit transcripts from previously attended educational institutions. These transcripts are reviewed by the Admissions Office and Registrar for validity. Coursework that is determined to be appropriate for transfer is posted to the student's record in the student record database and is used to identify the student's cumulative grade point average, credit hours attempted, and credit hours earned. The policy for transfer of credit is published in the current catalog.

Delta awards college credit through Departmental Challenge Exams and the College Level Examination Program (CLEP). This allows students the opportunity to document experiential learning and earn college credit for that knowledge. Credit may also be earned through military service (ARRTS Transcript). The challenge exams are offered several times throughout the academic year; the chart for the award of credit based on CLEP scores and procedure for the evaluation of military credits are published in the current academic catalog.

Students, who have earned satisfactory scores on the Advanced Placement Examination administered by the College Board are eligible to receive credit on the basis of these exams. The student must submit official copies of the score to the Admissions Office. Students may also earn advanced placement in English and Math based on the ACT or SAT scores. Students must enroll at Delta in order to have these credits posted to their records. Upon review and approval, credit may be awarded through other non-traditional means such as transfer credit from non-regionally accredited institutions, recommendations from the American Council of Education, correspondence/extension courses, or professional certificates or licenses. In these cases the student receives a grade of P. No more than 25% of the credit hours toward a degree may be earned through non-traditional means.

Students who have received professional certificates must provide an official copy of the certificate or license to the Enrollment Services Office. The Department Chair/Program Director will recommend the appropriate credit(s) to be awarded and the Dean of Instruction for approval.

Transfer credit is posted by the admissions counselor; non-traditional credit is posted by the registrar. Semester grades are posted by the instructors and both the paper and electronic versions of students' grades are maintained by the registrar. Delta assumes responsibility for the academic quality of any course work or credit recorded on the institution's transcript.

3.4.5    The institution publishes academic policies that adhere to principles of good educational practice.  These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution. (Academic policies)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:    Louisiana Delta Community College (Delta) publishes, and strictly adheres to, academic policies based on the principles of educational best practices. These policies are published in the College Catalog and are also available online at the College website. Furthermore, academic policies are also published in the Faculty Handbook, Student Handbook, and the Academic Affairs Policy Manual which are available in print and electronic formats.

Delta's academic policies conform to standards established by the Louisiana Community and Technical College System (LCTCS). In turn, LCTCS policy is regulated by the Louisiana State Board of Regents (BOR), which coordinates all public higher education in the state. Both the LCTCS and the BOR publish their academic policies on their websites.

Academic policies are established, implemented, reviewed, and, if necessary, modified through the actions of several divisions, departments or committees. For example, the Curriculum Committee, comprised of faculty who represent all the major disciplines, is responsible for establishing and evaluating the College's curriculum. It reviews on a regular basis matters of policy such as prerequisites and corequisites for courses; course titles, descriptions, contact hours, or credit; evaluation of the need for new programs or courses; criteria for course/program development; and course/program approval. The Curriculum Committee may also approve any changes to the College Catalog and academic policies in order to maintain policy consistency throughout the College.

The Office of Student Services bears responsibility for those policies that specifically affect students. These policies, published both electronically and in print in the College Catalog, Student Handbook, and individual faculty syllabi, are regularly reviewed and revised as necessary. Student Services also maintains adherence to such federal policies as the Family Education Rights and Privacy Act (FERPA) and the Americans with Disabilities Act (ADA).

Finally, Delta publishes its Employee Handbook policies on Academic Freedom (see Section 3.7.4), Non-Discrimination, Drug-Free Workplace, and Sexual Harassment. All publications are regularly reviewed to ensure their accuracy and that they reflect current best practices.

3.4.6    The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. (Practices for awarding credit)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   The faculty, through Program and Division Chairs, initiates recommendations for courses including the amount of credit awarded and course level to the Curriculum Committee for approval. (See By-Laws of Curriculum Committee.) These recommendations are then forwarded to appropriate college administrative officials, from the Dean of Instruction to the Vice Chancellor for Academic and Student Affairs, to the Chancellor, and or the College Council for final approval where needed. The College Catalog lists approved courses with credits and levels.

Additionally, the Louisiana Board of Regents has instituted an Articulation Matrix (Gen. Ed., Business, Natural Science). Chief enrollment and academic officers meet annually to review and approve general education courses, including amount of credit awarded and levels for transfer acceptance. Louisiana Community and Technical College System Policy #1.015 stipulates the classification level of credit awarded and defines that those courses shall begin with 0; freshman courses are designated as 100 series; and sophomore courses are designated as 200 series.

In determining the amount of credit hours awarded for a class, faculty and staff ensure that credit awarded for courses is commensurate with the Board of Regents Policy, Appendix B, Proposed Seat-Time Policy for Academic Credit, which addresses reasonable length, content, and contact to maintain high academic quality.

On January 25, 2001, the Board of Regents approved a policy on seat-time for academic credit because of the growth in distance education, the introduction of technology in delivering instruction, and the increase in the number of readings/special topic courses and independent study courses. This policy addresses flexibility in awarding credit for those courses. The courses must be of reasonable length and include both content and contact sufficient to maintain quality and standards with credit hours awarded for a traditional three semester-hour class. In all cases there must be valid, credible assessment to determine that the student has learned the knowledge and skills required of the course.

3.4.7    The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution. (Consortia relationships/contractual agreements)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College currently participates in consortia relationships with the University of Louisiana at Monroe, Louisiana Tech University, and Grambling State University (See meeting minutes: ULM, GSU, and LTU). All the agreements have been reviewed, evaluated, and updated, resulting in expanded transfer agreements. All three institutions are currently members in good standing with the SACS Commission on Colleges. (See Core Requirement 2.7.4). All educational programs and courses offered by the College are administered by the Vice Chancellor of Academic and Students Affairs, the Dean of Instruction, Department Chairs, and Program Directors. Faculty members, full-time or adjunct, in all programs offered by the College meet the minimum criteria for qualified faculty set forth by the Commission on Colleges (See Comprehensive Standard 3.7.1).

Delta's consortia agreement with the Louisiana Technical College was signed August 18, 2008 after extensive review and evaluations of comparable programs of LTC Regions throughout the state. The document reflects this detailed evaluation and the changes from the 2006 MOU to the 2008 MOU.

Delta also has consortia relationships with six high school systems within the College's service area. Participation in the High School Dual Enrollment Program (Caldwell Parish, Monroe City, Morehouse Parish, Ouachita Parish, Richland Parish, Northeast Baptist School, and Tensas Parish) has steadily increased since its inception in the 2006 Spring Semester.

3.4.8    The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience. (Noncredit to credit) 

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) awards credit (up to 21 hours) for non-traditional/non-classroom experiences, such as military credit/Defense Association for Non-Traditional Education Services (ARRTS Transcript), correspondence courses, departmental challenge exams, AP courses, and College Level Examination Program (CLEP).

Credit by examination is available for select courses. A student with prior occupational or educational experience may earn credit for certain Delta courses in the student's degree plan, certificate, or TCA program, as noted in the Credit by Examination Policy.

Non-traditional credit is awarded following review and approval of academic supervisors and is transcripted as "P" for pass credit. Non-traditional credit earned is not used in the computation of attempted hours, quality points, or cumulative GPA, but may be counted as credit toward the degree for graduation.

3.4.9    The institution provides appropriate academic support services. (Academic support services) 

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   New student orientation is conducted prior to registration to assist new students in making a smooth transition to college life. During these orientations representatives from Enrollment Services, Student Services, and Academic Affairs discuss Delta policies and procedures, and share other information about student life. Following the presentation students meet with an advisor and early register for the upcoming semester. Other Student Success activities and workshops are provided throughout the year.

Academic Advising

Academic Advising is provided to all students to ensure progress toward completing their educational goals. Students are assigned an advisor who will review the student's academic record to assist in designing a plan of study and initiating the registration process. All faculty members are available for academic advising during their posted office hours.

Tutoring Services

Free tutoring services in Math and English are provided to students. Dates and times of the services are published in the Library Services Brochure.

Career Center

The Career Center provides career counseling services and resources to assist students in exploring and defining their career options. As an academic support service, the center provides help in the job search process including instructional seminars, job placement support, and annual Career Fairs. In the Student Success Center, students have access to Career placement software programs that help them make more informed career decisions. Students are made aware of these services through New Student Orientation, Academic Seminar presentations, and student email blasts.

Job Placement Services

Delta offers Job Placement Services to current students and alumni. Job Placement assists students in finding part-time and full-time temporary and permanent positions with local employers. Students are encouraged to register for this service by completing a Job Placement Application Release form when they go through the graduation exit process.

Student Counseling and Disability Services Office

Delta provides support, advocacy, and consultation help to students through Counseling and Disability Services. Students' total well-being (physical, emotional, psychological, mental, social, etc.) and functioning are critical to their academic achievement and overall progress. Students have access to personal/individual, group counseling, proactive outreach activities, and emergency crisis interventions. These services are described in the Student Counseling and Disability Brochure and ADA Student Handbook, p. 22.

Disability Services ensures 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. The requested accommodations must relate directly to the disability and the relationship must be documented in the reports. Each student's request is reviewed on a case by case basis to ensure that individual needs are met as stated in the College Catalog.

Students may call, stop in, or be referred in order to obtain services. Students receive email blasts to inform them of the services. This information is also provided at New Student Orientation and during Academic Seminar presentations.

Evidence of student satisfaction with the services provided by Delta is reflected in the biennial report from ACT-SOS. The current report for 2007-2008 demonstrates Delta's ability to provide services adequate to address student needs.

3.4.10  The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. (Responsibility for curriculum)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Primary responsibility for the content, quality, and effectiveness of the curriculum is placed with the Louisiana Delta Community College faculty. The faculty has the responsibility for the curriculum through participation in department curriculum development and the Curriculum Committee. The Committee is responsible for the review and approval of instructor led courses and academic programs, modification and/or elimination of courses and programs, awarding of college credit, proposed textbooks, and other substantive educational issues as described in the Curriculum Manual (Academic Affair Policy- 12.0) and is comprised of faculty members from each department.

The Curriculum Committee is responsible for establishing new curriculum and reviewing proposed assessments for effectiveness. The Curriculum Committee evaluates and recommends changes and additions to the college curriculum including pre-requisites and co-requisites for courses, course titles and descriptions, contact hours, or credit, evaluation of the need for new programs or new courses, criteria for course/program development and course/program approval.

Curricular content development, revision, and evaluation of quality and effectiveness begin with the faculty in each department or program. Faculty, in conjunction with their academic supervisor, is responsible for the development of the master course syllabus (Academic Affair Policy 027.3). The master course syllabus is a document that describes the minimum learning outcomes a student successfully completes and achieves. The master course syllabus for a given course is to be used by all full-time and adjunct faculty teaching the course. The master course syllabi are available on the Delta website (http://www.ladelta.edu/acad_affa/Academic/MasterSyllabi.asp).

Learning outcomes and methods of assessment are included on each master syllabus. The master syllabus is submitted and reviewed by the academic supervisor, dean, and Curriculum Committee when courses are developed. The faculty and the department chair identify the assessment measures most appropriate to evaluate the course learning outcomes. The expanded course syllabus is a document which includes the components of the master course syllabus and course schedule, classroom rules, specific assignments, and directions for the course for a given instructor in a given semester. Instructors must provide an expanded course syllabus to every student the first week of class.

The General Education Committee also reviews the Master Course Syllabi for all general educational courses. Data is collected and analyzed to assess the achievement of general education learning outcomes. Data collected includes, but is not limited to, results of graduate surveys of general education, departmental exam scores, pre- and post-test scores, rubrics, essays, specified embedded questions, or projects (Academic Affairs Policy- 12.0).

Degree program reviews are scheduled on a 3-year cycle once the degree program has received unconditional approval from the Louisiana Board of Regents (Academic Affair Policy 005.0). The program review consists of an evaluation of courses, curriculum, faculty, students, graduates, employers, and resources to determine the degree program strengths, opportunities for improvement, and barriers to advancement. The program reviews (General Science, General Studies, Care and Development of Young Children, Liberal Arts, Business Technology) occur in the spring of the designated year.

Delta also utilizes advisory committees to ensure that the college occupational degree programs are meeting the needs of the community. Advisory committees consist of representatives from Delta faculty, administration, students, graduates, and professional and community representatives. Regular meetings allow for discussions relative to programmatic curriculum modifications or revisions based on student academic and skills performance, graduate credentialing examination or program outcome results, employer feedback on graduate entry level performance, and identified needs of the job market. Advisory committees are established for areas of study in Care and Development of Young Children, Business Technology, and Process Technology.

3.4.11  For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field.  In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Academic program coordination)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   For each major in a degree program, Louisiana Delta Community College (Delta) designates qualified individuals as program directors. These program directors are responsible for program coordination, curriculum development, and reviews, as well as assuring the quality and effectiveness of the program. The academic qualifications of the faculty assigned to coordinate the programs are found on the Faculty Roster, 2008 Fall Semester. Each Program Director meets the requirements for their Position Descriptions. To be employed as a Program Director, the applicant goes through an interview process consisting of an interview committee appointed by Human Resources, composed of faculty and staff. This process is fully described in the Personnel Manual (Section III Policy APHR 2.1.7, p. 5). Credentials are verified by the Vice Chancellor for Academic and Student Affairs and the Dean of Instruction. Their resumes are attached below.

Associate of Applied Science in Business and Technology: Joseph Lane

Associate of Arts in Liberal Arts: Karen Harmon

Associate and Certificate of General Studies: Carlos Morris

Associate of Applied Science and Certificate of Technical Studies in Care and Development of
     Young Children: Donna Guice

Associate of Science in General Science: Kirk Bradley

Associate of Science in Nursing: Dr. Hilda Brown

Program Directors/Division Chairs are responsible for evaluating programs and submitting program information each spring for inclusion in the Annual Report. Degree program reviews are scheduled on a 3-year cycle once the degree program has received unconditional approval from the Louisiana Board of Regents (Academic Affairs Policy- 005.0). The program review consists of an evaluation of courses, curriculum, faculty, students, graduates, employers, and resources to determine the program strengths, weaknesses, and future trends.

Occupational Programs have advisory committees that meet at least once per year. Delta utilizes advisory committees to ensure that the College is meeting the needs of the community. Annual or biannual meetings allow for discussions relative to programmatic curricular modifications based on student academic and clinical performance, graduate credentialing, examination results, employer feedback on graduate entry-level performance, and identified needs of the job market. Advisory committees have been established for degree programs in Nursing, Process Technology, Direct Support Personnel, Care and Development of Young Children, and Business Technology (Delta Catalog p. 14).

3.4.12  The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs.  Students have access to and training in the use of technology. (Technology use)   

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   The College's use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Each student is provided a Blackboard and e-mail account. These communication tools not only allow the student to communicate with teachers, classmates, and administrators, but also introduce the student to digital communications and its increasing application in society, academia, and the business world.

As part of its writing across the curriculum initiative, each student is required to complete an assignment that contains a research component for each class taken at Delta. This research may be conducted using the Internet or traditional research methods. Learning to conduct an Internet search is a skill that will benefit the student in personal and professional life.

Students are required to submit work completed with a variety of software, determined by the course and the nature of the assignment. Essays and research papers are written with the aid of a word processing program. Statistics and Accounting classes may require use of spreadsheet programs to plot information which provides students with a visual representation of the data.

All students at Delta are required to take an introductory computer class which introduces them to the use of e-mail, Blackboard, the Internet, Vista, and Microsoft Office. Students enrolled in the Business Technology Program are required to pass individual courses in the use of Microsoft Word, Microsoft Excel, and Microsoft Access.

Delta established a dedicated Math Lab during the 2007 Fall Semester. The lab is located in Coenen 157 and houses 23 IMac computers. These computers provide students with access to MyMathLab software and the Hawkes Learning System. Funds for the lab were provided through grants from the Board of Regents and American Telephone and Telegraph. The lab is supervised by mathematics faculty members and is open from 1:15 to 4:45 p.m. Monday through Thursday and 11:00 to 5:00 p.m. on Fridays.

Additionally, Delta operates five computer classrooms equipped with a computer for each student and a teaching station with an overhead projection system. All computers are kept up to date with the latest operating system and the most recent version of Microsoft Office. All computers have internet access. A portable cart with 24 laptop computers is kept in the Learning Resource Center and may be checked out by faculty for use in any classroom. The Learning Resource Center also has eleven computers equipped with the same software as the classroom computers.

3.5.1    The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies. (College-level competencies)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   General Education core competencies have been identified and are published in the Delta Catalog. The General Education core competencies state that students should be able to: (1) communicate effectively in oral and written English; and read with comprehension; (2) reason abstractly, think critically, learn independently, and use the scientific method; (3) process and use numerical data and statistics; (4) find and use information using current technology and conventional research methods; (5) recognize and appreciate cultural diversity; and develop a personal value system while retaining a tolerance for others; (6) experience the nature and value of the fine and performing arts; and (7) be knowledgeable of varied political systems. The competencies graduates must meet to demonstrate mastery of these criteria are provided in the Delta Catalog, p. 52 . Delta conducts a Graduation Survey of each graduating cohort on which graduates rate their mastery of the general education requirements. Six to twelve months following completion of degree work, data is collected from the Board of Regents to determine if graduates who have transferred to four year institutions are progressing toward a baccalaureate degree. Program Chairs of the non-transfer programs maintain employment records of their graduates. A post graduation survey is also sent to graduates six to twelve months after graduation. These results are published in the Institutional Effectiveness Annual Assessment Report.

3.5.2    At least 25 percent of the credit hours required for the degree are earned through instruction offered by the institution awarding the degree. In the case of undergraduate degree programs offered through joint, cooperative, or consortia arrangements, the student earns 25 percent of the credits required for the degree through instruction offered by the participating institutions. (See Commission policy “The Transfer or Transcripting of Academic Credit.”) (Institutional credits for a degree)    

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College currently offers five associate degrees varying in length from 61 to 65 credit hours. As stipulated in the College Catalog (p. 31), a minimum of 25 percent of the semester hours and the last 15 hours must be taken at Delta. Delta offers no credits through joint cooperative or consortia agreements. In the case of students transferring credit from other institutions, the name of the institution, month and year courses were taken, course titles, grade, quality hours, quality points, and total earned hours for transferred courses are printed on the official Delta academic transcript.
 

Curriculum audits are completed for all candidates for graduation. Academic faculty advisors or program directors/division chairs prepare the final curriculum audit, which consists of ensuring students earned a minimum of 25% of their credits at Delta. The Dean of Instruction reviews all graduation curriculum audits and approves the degree audit. This degree audit includes students' names, identification numbers, degrees, and concentrations. The Dean of Enrollment Services validates the certified degree audits of graduation candidates for accuracy and completeness, as a final check. Examples of degree audits are attached (Example 1; Example 2).
 

3.5.3    The institution defines and publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs. (Undergraduate program requirements)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   The requirements for the degrees offered at Louisiana Delta Community College are published in the College Catalog along with each degree's general education component. Delta's General Education Policy mirrors that of the Louisiana Board of Regents which states, "The Louisiana Board of Regents accepts fully the commonly accepted premise that graduates of similar undergraduate degree programs should attain a broad-based common educational experience and that the most appropriate method to ensure that such occurs among students at state colleges and universities is through mandated statewide general education requirements."

3.5.4    At least 25 percent of the discipline hours in each major at the baccalaureate level are taught by faculty members holding the terminal degree—usually the earned doctorate—in the discipline, or the equivalent of the terminal degree. (Terminal degrees of faculty)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Not Applicable, Delta does not offer baccalaureate degree programs.

3.6.1    The institution’s post-baccalaureate professional degree programs, master’s and doctoral degree programs, are progressively more advanced in academic content than its undergraduate programs. (Post-baccalaureate program rigor)  

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Not Applicable, Delta does not offer post-baccalaureate or professional degree programs.

3.6.2    The institution structures its graduate curricula (1) to include knowledge of the literature of the discipline and (2) to ensure ongoing student engagement in research and/or appropriate professional practice and training experiences. (Graduate curriculum)   

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Not Applicable, Delta does not have graduate curricula.

3.6.3    The majority of credits toward a graduate or a post-baccalaureate professional degree are earned through instruction offered by the institution awarding the degree.  In the case of graduate and post-baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns a majority of credits through instruction offered by the participating institutions.  (See Commission policy “The Transfer or Transcripting of Academic Credit.”) (Institutional credits for a degree)   

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Not Applicable, Delta does not have graduate degree programs.

3.6.4    The institution defines and publishes requirements for its graduate and post-baccalaureate professional programs. These requirements conform to commonly accepted standards and practices for degree programs. (Post-baccalaureate program requirements)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Not Applicable, Delta does not have graduate degree programs.

3.7.1    The institution employs competent faculty members qualified to accomplish the mission and goals of the institution.  When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline.  The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty.  (See Commission guidelines “Faculty Credentials.”) (Faculty competence)    

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) employs competent faculty members who are qualified to accomplish the mission of the institution. The institution gives primary consideration to the highest earned degree in the teaching discipline. Delta also considers competence and effectiveness of related work experiences in the field, professional licensure, and certifications, honors and awards, and continuous documented excellence in teaching. The College utilizes the guidelines and procedures specified by the Commission on Colleges for faculty qualifications in its hiring practices. The Delta Faculty Credentials Procedure Manual (Academic Affairs Policy-18.0) provides information and clarification for individuals responsible for faculty selection and credentialing. Procedures, forms, and general information in the manual provide guidelines to assure the College employs qualified instructors.

The College documents faculty qualifications on the Faculty Roster of Instruction and in the official faculty records housed in the Human Resources Office. The Faculty Roster provides a listing of all full-time and part-time faculty, teaching disciplines, assigned courses, academic credentials, course transferability, professional certifications or licensures, and relevant experience. A Credit Faculty Credentials Exception Form is completed and submitted by the Dean of Instruction for approval by the Vice Chancellor for Academic and Student Affairs and Chancellor for any faculty whose teaching assignment is based on justification, as noted in the Delta Faculty Credentials Procedure Manual. Documentation is required as supporting evidence. The credentialing process is the same for adjunct faculty.
 

3.7.2    The institution regularly evaluates the effectiveness of each faculty member in accordance with published criteria, regardless of contractual or tenured status. (Faculty evaluation)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College periodically conducts comprehensive evaluations of faculty (full-time, part-time, classroom, and online) and librarians for effectiveness in accordance with published procedures outlined in the Faculty Performance Evaluation Policy (Academic Affairs Policy-21.0) and the Louisiana Community and Technical College System Policy II (6.010) regardless of contractual or tenured status. The Faculty Evaluation and Development Committee develops, reviews, and recommends changes to the annual faculty evaluation instruments (classroom, and online), policies, and procedures. The committee also helps to ensure consistency by defining the elements for review, developing a checklist where appropriate, and providing training as needed.

The purpose of the evaluation is to assess performance, determine areas needing improvement, implement the improvement plan, if needed, and provide the basis for employment decisions, promotion, and continuation. Adjunct faculty members are evaluated by students and academic supervisors as well. Official copies of faculty evaluations are submitted to and retained in Human Resources. Components of the faculty performance evaluation are as follows:

1. Self evaluation - At the beginning of the fall semester, each full-time faculty member must submit goals for that year under the appropriate performance categories on the Individual Faculty Plan. The faculty member and the academic supervisor review and agree to the plan. In the spring, each faculty member shall evaluate his/her progress in achieving the goals established for that academic year, as documented in a faculty portfolio. The faculty meets annually with the appropriate academic supervisor to discuss evaluation results. Portfolios are returned to faculty members following the evaluation.

2. Student evaluation of faculty effectiveness - Faculty effectiveness is evaluated by students at least once each academic year in each class. The evaluations are administered via email using Class Climate software to ensure the anonymity of the student. The tabulated results and student comments are made available to the faculty member and his/her academic supervisor. The Faculty Evaluation Survey Form is used in all courses for all faculty.

3. Administrative Evaluation of Faculty - Prior to the end of the spring semester, the Academic Supervisor discusses with each faculty member the status and performance of the faculty member relative to the "Criteria for Evaluation of Faculty." The criteria includes: 1) instructional observation and responsibilities, 2) end of the year evaluation of goals documented in the faculty member's portfolio, and 3) student evaluations. The supervisor discusses strengths, achievements, and any area of deficiency, and assists faculty members with needed correction or remediation using an established timeframe. The overall evaluation of the faculty member is summarized in writing and signed by the academic supervisor and faculty member. A copy is placed in the appropriate personnel file in Human Resources with one copy given to the faculty member.

3.7.3    The institution provides ongoing professional development of faculty as teachers, scholars, and practitioners. (Faculty development)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College (Delta) is committed to providing ongoing professional development opportunities for its faculty. Delta provides and supports internal and external professional development to enable faculty to develop as facilitators, scholars, and practitioners. Consequently, faculty members are responsible for determining and achieving professional development goals as documented in the Individual Faculty Plan (IFP), Faculty Portfolio, and the Annual Evaluation as described in the Faculty Performance Evaluation policy (Academic Affair Policy-21.0) and the Faculty Rank and Promotion policy (Academic Affairs Policy-22.0). Faculty goals are set at the beginning of the academic year and are discussed and approved by the Academic Supervisor on the IFP and reviewed in the Annual Evaluation.

The Faculty Development and Evaluation Committee (See minutes) supports and guides faculty development. Its by-laws state that the committee assists with the planning, implementation, and evaluation of faculty/staff development. The committee approves any proposed professional development sponsored by the faculty to ensure its appropriateness. Also, the committee has developed a Faculty Blackboard class site that includes Rank and Promotion procedures and FAQs, Microsoft Office 2007 hints and helps, and links to professional development sites.

The Faculty Job Expectations policy (Academic Affairs Policy-19.0) and faculty contract include the expectation for ongoing faculty growth and development. Faculty members are required to participate in faculty development sessions each year, as noted in the Faculty Performance Evaluation policy (Academic Affair Policy 021.0). Records pertaining to professional development are housed in the Library/Learning Resource Center. The Director collaborates with the Faculty Evaluation and Development Committee to compile faculty evaluations of professional development opportunities and to document participation.

 

College Sponsored Professional Development Activities:

New Faculty Orientation: Delta provides a two-day orientation program for new faculty that includes sessions on the College mission, faculty advising, classroom management, academic affairs policies and procedures, Library and Learning Resources, Human Resources training, and Blackboard training.

Faculty In-service and Convocation: Faculty In-service days and Faculty/Staff Convocation are offered twice a year prior to registration each semester, Additionally, Delta is a member of the League of Innovation and I-Stream, and has access to varied development resources. The College also provides a Faculty Blackboard Class site with helpful information.

Electronic Learning: The Delta e-learning Coordinator conducts workshops on the use of various instructional technologies: Basic and Advanced Blackboard, Best Practices for Online Teachers, How to Use Smartboard, and Blackboard Pedagogy. External consultants have provided training on compressed video and Impatica presentation software.

Professional Development Leave: The College grants leave to faculty members to engage in development activities including professional conferences, college credit, or other activities related to their discipline or the teaching profession.

Sabbatical Leave/Educational Leave with Pay/Tuition-Free courses: Delta has policies in place (Personnel Manual VI-16-18) providing for sabbatical leave to full-time faculty for the purpose of professional or cultural development, study, and research for the purpose of increasing professional efficiency or usefulness to the College. Employees may also attend job-related courses of study and receive up to three credit hours per semester without loss of pay or leave time. Delta has also has a policy in place to provide employees tuition exemption for work-related courses at LCTCS campuses for full-time employees with one year of employment and approval from their supervisor. The employee may enroll in up to six hours per semester and receive tuition exemption.

Teaching Excellence Award: Delta recognizes the faculty member that demonstrates outstanding teaching and learning attributes through the Teaching Excellence Award (Academic Affairs Policy-32.0). This award is presented annually to a faculty member demonstrating distinguished teaching and promotion of education at Delta as documented through evaluations, a portfolio, and an essay.

Institutional Membership in Professional Organizations: Delta supports the professional development of faculty and areas of interest to the College through institutional membership in the following organizations: American Association of Community Colleges, American Library Association, Association of College and Research Libraries, Community College Student Survey of Engagement, League of Innovation, Louisiana Library Association, National Association for Developmental Education, National Council for Instructional Administrators, National Network of Health Career Programs in Two-Year Colleges, and National Organization for Associate Degree Nurses.

Leadership Development Institute (LDI): The LCTCS designed LDI as a personal and professional development program to enable administratively identified emerging leaders to explore their potential for leadership and receive career guidance in various college roles. This year long experience serves to build and reinforce employees' organizational and leadership skills that will in turn benefit the organization.

Funding for Additional Faculty Training: The College funds additional professional development through the operational budget, external grant funding, and LCTCS Carl Perkins funds. Faculty also may attend state, regional, or national conferences via designated travel funds in the departmental budgets.

Human Resources mandatory training: Human Resources provides quarterly Safety Training and other training throughout the year such as sexual harassment, cultural sensitivity, stress management, and workplace violence.

3.7.4    The institution ensures adequate procedures for safeguarding and protecting academic freedom. (Academic freedom)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Louisiana Delta Community College is committed to the principle of academic freedom. The College believes that academic freedom is invaluable to maintain the high standards of instruction that reflect the College's vision for excellence in education, which meets criteria set forth by SACS-COC and the Louisiana Community and Technical College System. Delta's Academic Freedom Policy reflects the content and spirit of LCTCS Policy 1.038, Rights, Duties, and Responsibilities of Academic Staff (See below).

The Faculty Handbook and the Academic Affairs Policy and Procedure Manual describe the freedom accorded faculty members in their teaching, research, and publication as well as the College's expectation of them. Faculty members are free to present relevant material in the classroom without prior censorship, but all faculty members are expected to recognize the inherent responsibility in teaching and service. The privilege of academic freedom includes not insisting that students adopt any particular point of view as authoritative.

As a means of protecting academic freedom, the College has a grievance system as stated in the Personnel Manual (APHR 2.2.14 IV - 24). While Academic Freedom is not specifically mentioned in APHR 2.2.14 IV - 24, these procedures provide a mechanism to ensure systematic and orderly methods for adjudication of any legitimate faculty grievance.

LCTCS Academic Policy 1.038: Rights, Duties, and Responsibilities of the Academic Staff: The LCTCS is committed to the principles of academic freedom, which acknowledges the right of a teacher to explore fully within the field of assignment and to give in the classroom and elsewhere such exposition of the subject as the teacher believes to be the truth. This includes the right of the academic staff member to exercise in speaking, writing, and action outside the System the ordinary rights of a citizen, but it does not decrease the responsibility borne by that academic staff member to the System, the state, and the nation. When not officially designated to represent the LCTCS, the staff member must indicate clearly that s/he is speaking as an individual citizen. Implicit among numerous responsibilities that must be assumed by those enjoying these privileges of academic freedom shall be that of refraining from insisting upon the adoption by students or others of any particular point of view as authoritative in controversial issues.

3.7.5       The institution publishes policies on the responsibility and authority of faculty in academic and governance matters. (Faculty role in governance)

_x__  Compliance           ___  Partial Compliance          ___  Non-Compliance

Narrative:   Delta Community College's faculty is directly involved in governance through participation with institutional committees, curriculum development, and service to the Faculty Council. The Faculty Handbook serves as the principal document outlining policies on the responsibility and authority of faculty in academic and governance matters. This is a college-wide document for all faculty members.

Comprehensive Standard 3.4.1 documents that all educational programs are approved by the faculty and administration. Comprehensive Standard 3.4.10 verifies that the college places primary responsibility for content, quality, and effectiveness of curriculum with the faculty. Comprehensive Standard 3.4.11 describes faculty responsibilities for program coordination and development as well as curriculum development and review. The College's Curriculum Committee must approve any and all changes to degree program curricula. College faculty members comprise the Curriculum Committee membership.

Delta's faculty members actively participate in a variety of college standing committees. Each academic year the Chair of the Faculty Council approves assignments of faculty members to all college committees for specific terms, based upon individual choice and overall representation across the campus. The Faculty Council plays an important role in decisions affecting operation of the College.

The Faculty Council Chair or designee is a member of several administrative committees, including the Chancellor's College Council, Calendar Committee, Safety Committee, Graduation Committee, and the Academic Admissions and Appeals Committee. Faculty Council members or members of the general faculty are included in task force or ad hoc committees that review issues related to instruction and faculty. These committees forward their findings and recommendations to the Chancellor, Vice Chancellor for Academic and Student Affairs, Dean of Instruction, or the Chancellor's College Council. The College's position on the responsibility and authority of faculty in academic and governance matters is described in the Faculty Handbook for the following areas: Academic Freedom, Responsibilities of Academic Faculty, Duties of Academic Faculty, Grievances, Faculty Employment (Rank, Eligibility for Promotion, etc.), and Policies and Services Pertaining to Instruction.