final version of the self-study document - Keuka College's Middle ...

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2.4 Establish an acceptable deferred maintenance threshold and metric (e.g. facility condition index), along with annual allocation of funds which includes a mix of capital indebtedness, grants and operating funds to achieve the outcome. In addition, explore the feasibility of budgeting for annual depreciation as a dedicated funding source to address deferred maintenance. Page 23 of 23 Chapter 2: Planning and Resources
Chapter 3 Leadership, Governance, and Administration Standard 4: Leadership and Governance The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision-making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution. Standard 5: Administration The institution’s administrative structure and services facilitate learning and research/ scholarship, foster quality improvement, and support the institution’s organization and governance. This chapter provides evidence of Keuka College’s compliance with Standard 4 and Standard 5. The leadership of the College is vested in the Board of Trustees, the President, and the Vice Presidents who comprise the Cabinet. These groups provide leadership in ensuring the College’s mission is implemented. Keuka College is operated through a system of shared governance. The constituencies involved in this system include the Board of Trustees, the President, the Faculty, the President’s Cabinet (formerly known as the Administrative Team or informally as the A-Team), the Student Association of the College, and the recently established Staff Advisory Council (SAC) and College Advisory Council (CAC). Each has a formalized set of policies, procedures and/or By-Laws that clearly articulate their role in the governance of Keuka College. As the College has increased in complexity, particularly with regard to the scope and size of its academic programs, the Board has regularly assessed the effectiveness of the College’s administrative structure and institutional leadership. The Board recognizes the need for an agile and dynamic leadership team, and with the counsel of the College’s chief executive officer, accordingly approves new or restructured leadership positions that would allow greater effectiveness and efficiency. The major administrative changes since 2002, detailed below and discussed at length in Appendix 3.1 Major Administrative Changes, reflect the College’s growth in the non-traditional arenas, that is, the growth of the adult degree completion programs and the overseas programs. At the Cabinet level, the President has recently reorganized institutional leadership in profound ways. Major changes included integrating oversight and accountability for the Accelerated Studies for Adults Programs (ASAP) and support functions under the Vice President for Academic Affairs, and consolidating the enrollment management and marketing functions, previously divided between the traditional and ASAP programs, under one Vice President for Enrollment Management and International Relations. Implemented in August 2012, these changes were the result of the President’s assessment of the enrollment and marketing functions and recognition that duplication of efforts could be reduced and recruitment strengthened through integrated activities, such as recruiting transfer students for either the traditional program or ASAP programs during college fairs at partner community colleges. The unification Page 1 of 19 Chapter 3: Leadership, Gov. & Admin.
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Table of Contents Table of Contents
Page 4 and 5:
Appendix Document Title Middle Stat
Page 6 and 7: Appendix Document Middle States Sel
Page 8 and 9: 4.41 Business China Program 2011-20
Page 10: Middle States Self Study Chapter 6
Page 13 and 14: esponses to open-ended questions ab
Page 15 and 16: Chapter 5: Admissions, Retention an
Page 17 and 18: esponse to their recommendations, t
Page 19 and 20: TURNAROUND 20 STRESS FACTORS Stress
Page 21 and 22: administration identified three gro
Page 23 and 24: courses, Field Periods, practica, e
Page 25 and 26: possess the knowledge and experienc
Page 27 and 28: As this Self-Study documents, Keuka
Page 29 and 30: offer online course and accelerated
Page 31 and 32: The Student Code of Conduct, as pro
Page 33 and 34: Handbook, but policies governing fa
Page 35 and 36: The Taskforce on Academic Program P
Page 37 and 38: The Strategic Planning Committee (r
Page 39 and 40: future through expanding programs a
Page 41 and 42: process, and associated timeline, r
Page 43 and 44: times per year for the Vice Preside
Page 45 and 46: was retained in early Fall 2012 to
Page 47 and 48: full-time and two part-time employe
Page 49 and 50: Table 2.4 Distance Education Enroll
Page 51 and 52: Interfund loan of approximately $1.
Page 53 and 54: A systems management component that
Page 55: 2010-11 Actual 2.0% 2.0% 2011-12 Ac
Page 59 and 60: President for Center for Profession
Page 61 and 62: The Committee on Trustees has been
Page 63 and 64: Range Strategic Planning Committee
Page 65 and 66: the transition process. He was full
Page 67 and 68: provides advice, recommendations an
Page 69 and 70: committee work and are brought to t
Page 71 and 72: Staff The Staff of Keuka College pa
Page 73 and 74: At this time, students in the overs
Page 75 and 76: greater opportunities than ever bef
Page 77 and 78: Data-Driven Strategic Planning As n
Page 79 and 80: as well, such as continuing to inve
Page 81 and 82: along with members of the Student S
Page 83 and 84: 4,000 students (1,000 FTE) in China
Page 85 and 86: esult, our analysis of non-academic
Page 87 and 88: Effective learning assessment start
Page 89 and 90: assessment cycle have been schedule
Page 91 and 92: own work effectively. Future assess
Page 93 and 94: documents provided each program wit
Page 95 and 96: make oral presentations and partici
Page 97 and 98: meet the criteria to allow faculty
Page 99 and 100: The lead faculty member reviews ass
Page 101 and 102: outcomes. The Center for Experienti
Page 103 and 104: assessment data for improvement acr
Page 105 and 106: Beyond assessment that channels up
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Standard 8: Student Admissions and
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Chart 5.3 ASAP Undergraduate and Gr
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events, College branding, transfer
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Cumulative grade point average of 2
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oth the partner school and Keuka to
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Table 5.2 Scholarship Yield Analysi
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and tour the residence halls. Stude
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Learning through participation in a
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Faculty members usually employ a co
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Table 5.5 Campus ASK Appointments 2
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Fall 2010 259 156 83 or 53% 40 or 4
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students with the skills and strate
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*The Library pays for the add-ons a
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Retention and Graduation Rates The
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First Year Experience program— In
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analysis of historical persistence
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Table 5.17 Utilization of ASK Servi
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Campus Life Beyond the classroom, t
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nature of courses, laboratories, an
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Recommendations: 5.1 Assess the rec
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Table 6.1 Keuka College Faculty Lin
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ASAP Table 6.5 ASAP Faculty Lines 2
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appointments will participate in an
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online video orientation materials
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Faculty members seeking to attend a
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Likert Scale, from “strongly disa
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Committee review of faculty files,
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Educational Offerings The Mission o
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Presentation 47 39.2% Case Study 17
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2. “Coursework emphasized: synthe
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To support student learning at each
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Organizational Management, and Crim
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Keuka enrolls international student
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Rubric). The learning goal is pract
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College Writing, and/or MAT 095, De
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• The Dean provides ongoing suppo
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policies and procedures, a copy of
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Credit for Prior Learning Keuka Col
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outcomes are evaluated throughout t
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GLOSSARY January 2013 Middle States
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DRIVE Diversity, Responsibility, In
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NS,M&PE Natural Sciences, Mathemati
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