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Compliance Report - South Florida Community CollegeHOME SACS COC Reaffirmation of AccreditationCompliance Report Document DirectoryCore Requirements:2.1 - Degree-granting Authority2.2 - Governing Board2.3 - Chief Executive Officer2.4 - Institutional Mission2.5 - Institutional Effectiveness2.6 - Continuous Operation2.7.1 - Program Length2.7.2 - Program Content2.7.3 - General Education2.7.4 - Course Work for Degrees2.8 - Faculty2.9 - Learning Resources and Services2.10 - Student Support Services2.11.1 - Financial Resources2.11.2 - Physical Resources2.12 - Quality Enhancement PlanJudgmentsCompliantNon-CompliantNot ApplicableComprehensive Standards:3.1.1 - Institutional Mission3.2.1 - Governance and Administration: CEO evaluation/selection3.2.2.1 - Governance and Administration: Governing board control: Institution's mission3.2.2.2 - Governance and Administration: Governing board control: Fiscal stability3.2.2.3 - Governance and Administration: Governing board control: Institutional policy3.2.2.4 - Governance and Administration: Governing board control: Foundations3.2.3 - Governance and Administration: Board conflict of interest3.2.4 - Governance and Administration: External influence3.2.5 - Governance and Administration: Board dismissal3.2.6 - Governance and Administration: Board/administration distinction3.2.7 - Governance and Administration: Organizational structure3.2.8 - Governance and Administration: Qualified administrative/academic officers3.2.9 - Governance and Administration: Faculty/staff appointment3.2.10 - Governance and Administration: Administrative staff evaluations3.2.11 - Governance and Administration: Control of intercollegiate athletics3.2.12 - Governance and Administration: Fund-raising activities3.2.13 - Governance and Administration: Institution-related foundations3.2.14 - Governance and Administration: Intellectual property rights3.3.1 - Institutional Effectiveness3.3.2 - Quality Enhancement Plan3.4.1 - Educational Programs: All academic program approval3.4.2 - Educational Programs: All continuing education/service programs3.4.3 - Educational Programs: All admission policies3.4.4 - Educational Programs: All acceptance of academic credit3.4.5 - Educational Programs: All academic policies3.4.6 - Educational Programs: All practices for awarding credit3.4.7 - Educational Programs: All consortial relationships/contractual agreements3.4.8 - Educational Programs: All noncredit to credit3.4.9 - Educational Programs: All academic support services3.4.10 -file:///E|/Reaffirmation_WebSite/REPORT846C.HTM?id=a3ea2f6b-f61d-de11-af17-00304891d679[2/28/2011 2:37:12 PM]

Compliance Report - South Florida Community CollegeEducational Programs: All responsibility for curriculum3.4.11 - Educational Programs: All academic program coordination3.4.12 - Educational Programs: All technology use3.5.1 - Educational Programs: Undergraduate college-level competencies3.5.2 - Educational Programs: Undergraduate institutional credits for a degree3.5.3 - Educational Programs: Undergraduate requirements3.7.1 - Faculty: Faculty competence3.7.2 - Faculty: Faculty evaluation3.7.3 - Faculty: Faculty development3.7.4 - Faculty: Academic freedom3.7.5 - Faculty: Faculty role in governance3.8.1 - Library and Other Learning Resources: Learning/information resources3.8.2 - Library and Other Learning Resources: Instruction of library use3.8.3 - Library and Other Learning Resources: Qualified staff3.9.1 - Student Affairs and Services: Student rights3.9.2 - Student Affairs and Services: Student records3.9.3 - Student Affairs and Services: Qualified staff3.10.1 - Financial Resources: Financial stability3.10.2 - Financial Resources: Submission of financial statements3.10.3 - Financial Resources: Financial aid audits3.10.4 - Financial Resources: Control of finances3.10.5 - Financial Resources: Control of sponsored research/external funds3.11.1 - Physical Resources: Control of physical resources3.11.2 - Physical Resources: Institutional environment3.11.3 - Physical Resources: Physical facilities3.12.1 - Substantive change procedures and policy3.13.1 - Compliance with other Commission policies3.14.1 - Representation of status with the Commission: Publication of accreditation statusFederal Requirements:4.1 - Student achievement4.2 - Program curriculum4.3 - Publication of policies4.4 - Program length4.5 - Student complaints4.6 - Recruitment materials4.7 - Title IV program responsibilitiesSite Map | South Florida Home PagePowered by Compliance Assist!file:///E|/Reaffirmation_WebSite/REPORT846C.HTM?id=a3ea2f6b-f61d-de11-af17-00304891d679[2/28/2011 2:37:12 PM]

2.1Degree-granting AuthorityThe institution has degree-granting authority from the appropriate government agency or agencies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) received its authorization to grant degrees from the State ofFlorida in 1965 and has been in continuous operation since August 1966. The institution is defined as acommunity college by Florida Statute (FS) 1000.21.FS 1004.65 provides overall authority for community colleges, including authority for all of the degreesand certificates that are offered. Paragraph 8 of this section specifically authorizes community collegesto grant Associate in Arts, Associate in Science, and Associate in Applied Science degrees, as well ascertificates and diplomas for career education programs with lesser academic or technical requirements.FS 1001.65 states that the responsibility for awarding these degrees belongs to the college's President,while FS 1001.64 grants the college's District Board of Trustees the authority to adopt rules thatestablish performance standards for the awarding of degrees and certificates. State Boardof Education (SBE) Rule 6A-14.030 contains the basic requirements and courses of study authorizedby Florida Statutes for degrees, diplomas, and certificates.SourcesFS 1000.21, Systemwide DefinitionsFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and DutiesFS 1004.65, Florida Colleges; Governance, Mission, and ResponsibilitiesSBE Rule 6A-14.030, Instruction and Awards in Community Colleges2.2Governing BoardThe institution has a governing board of at least five members that is the legal body with specificauthority over the institution. The board is an active policy-making body for the institution and isultimately responsible for ensuring that the financial resources of the institution are adequate to providea sound educational program. The board is not controlled by a minority of board members or byorganizations or interests separate from it. Both the presiding officer of the board and a majority of othervoting members of the board are free of any contractual, employment, or personal or familial financialinterest in the institution.A military institution authorized and operated by the federal government to award degrees has a publicboard on which both the presiding officer and a majority of the other members are neither civilianemployees of the military nor active/retired military. The board has broad and significant influence uponthe institution’s programs and operations, plays an active role in policy-making, and ensures that thefinancial resources of the institution are used to provide a sound educational program. The board is notSouth Florida Community College Page 1 / 202controlled by a minority of board members or by organizations or interests separate from the boardexcept as specified by the authorizing legislation. Both the presiding officer of the board and a majorityof other voting board members are free of any contractual, employment, or personal or familial financial

FS 1004.65, Florida Colleges; Governance, Mission, and ResponsibilitiesSBE Rule 6A-14.030, Instruction and Awards in Community Colleges2.2Governing BoardThe institution has a governing board of at least five members that is the legal body with specificauthority over the institution. The board is an active policy-making body for the institution and isultimately responsible for ensuring that the financial resources of the institution are adequate to providea sound educational program. The board is not controlled by a minority of board members or byorganizations or interests separate from it. Both the presiding officer of the board and a majority of othervoting members of the board are free of any contractual, employment, or personal or familial financialinterest in the institution.A military institution authorized and operated by the federal government to award degrees has a publicboard on which both the presiding officer and a majority of the other members are neither civilianemployees of the military nor active/retired military. The board has broad and significant influence uponthe institution’s programs and operations, plays an active role in policy-making, and ensures that thefinancial resources of the institution are used to provide a sound educational program. The board is notcontrolled by a minority of board members or by organizations or interests separate from the boardexcept as specified by the authorizing legislation. Both the presiding officer of the board and a majorityof other voting board members are free of any contractual, employment, or personal or familial financialinterest in the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeFlorida Statute (FS) 1001.61 provides the statutory requirements for membership of the district boardof trustees (DBOT). According to the first paragraph of the statute, the DBOT consists of no more thannine members when serving two or more school districts. South Florida Community College (SFCC)serves three school districts (Highlands, Hardee, and DeSoto counties) and has eightDBOT members. The college governing board’s official name is the District Board of Trustees of SouthFlorida Community College and is considered a corporate body with all the powers and duties of acorporate body, per FS 1001.63.The college’s DBOT members are appointed by the Governor of the State of Florida and are confirmed bythe Florida Senate as required by FS 1001.61. The current members of the DBOT are:• Gary Delatorre, Chair. Mr. Delatorre was appointed to the Board in 1999, representing HardeeCounty. He is a broker/realtor based in Wauchula.• Timothy D. Backer, Vice Chair. Mr. Backer was appointed to the Board in 2009, representing DeSotoCounty. He is a real estate appraiser based in Arcadia.• Tami Cullens. Mrs. Cullens was appointed to the Board in 2006, representing Highlands County. Sheis an active member of several boards and community groups and works in the family business.• Joan H. Hartt. Mrs. Hartt was appointed to the Board in 1999, representing Highlands County. She isan active member of several boards and community groups and works in the family business.• Dr. Louis H. Kirschner. Dr. Kirschner was appointed to the Board in 1999, representing DeSotoCounty. He is a chiropractic physician with an office in Arcadia.• David Leidel. Mr. Leidel was appointed to the Board in August 2007, representing HighlandsCounty. He is a financial advisor with an office in Sebring.South Florida Community College Page 2 / 202• Richard L. Maenpaa. Mr. Maenpaa was appointed to the Board in 1999, representing Hardee County.He is a retired general manager of an electrical cooperative located in Hardee County.• Anne D. Reynolds. Mrs. Reynolds was appointed to the Board in 1999, representing Highlands

County. He is a chiropractic physician with an office in Arcadia.• David Leidel. Mr. Leidel was appointed to the Board in August 2007, representing HighlandsCounty. He is a financial advisor with an office in Sebring.• Richard L. Maenpaa. Mr. Maenpaa was appointed to the Board in 1999, representing Hardee County.He is a retired general manager of an electrical cooperative located in Hardee County.• Anne D. Reynolds. Mrs. Reynolds was appointed to the Board in 1999, representing HighlandsCounty. She is a retired educator.The DBOT is the active policy-making body for SFCC and is ultimately responsible for ensuring fiscalaccountability and effectiveness pursuant to FS 1001.64 and DBOT Policy 2.02. The Boardreviews proposed operating and capital outlay budgets for the coming fiscal year during a budgetworkshop dedicated to the development of the annual budgets, typically just prior to the May DBOTmeeting. The Board then adopts budgets, including student tuition/fees and a salary schedule, during theMay meeting or a future meeting. A monthly financial report is presented at each Board meeting, withexplanations of current revenue and expense levels, in an effort to keep the Board fully apprised of fiscalstanding.The Board is authorized to adopt rules, policies, and procedures related to institutional governance,administration, and management. Additionally, the Board is authorized to provide oversight for allaspects of the College’s operations pursuant to FS 1001.64. To ensure its control of the institution, theDBOT is empowered, by statute, to appoint, suspend, or remove the college President and to take actionwithout the recommendation of the President. The SFCC Organizational Chart illustrates that thePresident reports directly to the District Board of Trustees of SFCC.DBOT Policy 2.02 provides for all meetings of the Board to be conducted under the provisions ofRoberts Rules of Order and for a majority of the voting members to be present to constitute a quorum.This serves to ensure that the DBOT is not controlled by a minority of members. FS 112.3143 requiresthe disclosure of any conflict of interest and prohibits voting or participating in any matter whichwould inure to the private benefit of the DBOT member, relative, or business associate. DBOT Policy2.02 further states that Board members must avoid any conflict of interest or appearance of improprietyand that any member of the Board who has a direct or indirect interest in any matter presented to theDBOT shall notify the Chair of the decision, vote, or proceedings of the Board in connection with thatmatter.The Board’s compliance with FS Chapter 286 known as “Florida’s Government in the Sunshine Law” isan additional safeguard to ensure that the college is not controlled by a minority of its members or byorganizations or interests separate from it. The law applies to any gathering of two or more members ofthe Board and prohibits discussions of the Board’s business by its members, except at officially noticedpublic meetings.SourcesDBOT Policy 2.02, South Florida Community College District Board of TrusteesDBOT Policy 2.02 (Conflict), South Florida Communtiy College District Board of TrusteesDBOT Policy 2.02 (Meeting), South Florida Community College District Board of TrusteesDBOT Policy 2.02 (Role), South Florida Community College District Board of TrusteesAdministrative | Organizational Chart 2010-2011Budget Workshop DocumentsFS 1001.61(2), Community College Boards of Trustees; MembershipFS 1001.61, Community College Boards of Trustees; MembershipFS 1001.63, Community College Board of Trustees; Board of Trustees to Constitute a CorporationFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 112.3143, Voting ConflictsFS Chapter 286, Public Business: Miscellaneous ProvisionsSouth FloridaMonthlyCommunityFinancialCollegeReport for June 2010Page 3 / 202Voting Conflict Form

FS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 112.3143, Voting ConflictsFS Chapter 286, Public Business: Miscellaneous ProvisionsMonthly Financial Report for June 2010Voting Conflict Form2.3Chief Executive OfficerThe institution has a chief executive officer whose primary responsibility is to the institution and who isnot the presiding officer of the board.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe powers and duties of a Florida community college president are listed in Florida Statute (FS)1001.65. According to the statute, the President serves as the chief executive officer of the college,corporate secretary of the District Board of Trustees (DBOT), and is responsible for the operation andadministration of the college. The President is a non-voting participant at DBOT meetings and is,therefore, ineligible to serve as its presiding officer. Presidential duties include recommending policy tothe DBOT; preparing a budget request and an operating budget; establishing and implementing policiesand procedures to recruit, appoint, compensate, and evaluate personnel; organizing the college toefficiently and effectively achieve the goals of the college, and ensuring compliance with federal andstate laws. FS 1001.61 states that the President shall also serve as the chief administrative officer ofthe college and that all of the components of the institution and all aspects of its operation areresponsible to the DBOT through the President.Dr. Norman L. Stephens, Jr. has served as President of South Florida Community College sinceSeptember 3, 2002. Dr. Stephens reports to the DBOT as provided in FS 1001.64.SourcesFS 1001.61, Community College Boards of Trustees; MembershipFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and Duties2.4Institutional MissionThe institution has a clearly defined, comprehensive, and published mission statement that is specific tothe institution and appropriate for higher education. The mission addresses teaching and learning and,where applicable, research and public service.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a clearly defined mission statement that describes theinstitution and its commitment to teaching and learning. The mission is appropriate for an institution ofhigher education and specific for a comprehensive community college as defined by Florida Statute(FS) 1004.65.South Florida Community College Page 4 / 202

Monthly Financial Report for June 2010Voting Conflict FormSouth Florida Community College Page 5 / 202The mission statement describes the unique role of SFCC as a rural, postsecondary institution serving awidely scattered population across three counties, FS 1000.21. The postsecondary needs of this broadrural area require that the college assumes roles and responsibilities not seen in many community2.3Chief Executive OfficerThe institution has a chief executive officer whose primary responsibility is to the institution and who isnot the presiding officer of the board.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe powers and duties of a Florida community college president are listed in Florida Statute (FS)1001.65. According to the statute, the President serves as the chief executive officer of the college,corporate secretary of the District Board of Trustees (DBOT), and is responsible for the operation andadministration of the college. The President is a non-voting participant at DBOT meetings and is,therefore, ineligible to serve as its presiding officer. Presidential duties include recommending policy tothe DBOT; preparing a budget request and an operating budget; establishing and implementing policiesand procedures to recruit, appoint, compensate, and evaluate personnel; organizing the college toefficiently and effectively achieve the goals of the college, and ensuring compliance with federal andstate laws. FS 1001.61 states that the President shall also serve as the chief administrative officer ofthe college and that all of the components of the institution and all aspects of its operation areresponsible to the DBOT through the President.Dr. Norman L. Stephens, Jr. has served as President of South Florida Community College sinceSeptember 3, 2002. Dr. Stephens reports to the DBOT as provided in FS 1001.64.SourcesFS 1001.61, Community College Boards of Trustees; MembershipFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and Duties2.4Institutional MissionThe institution has a clearly defined, comprehensive, and published mission statement that is specific tothe institution and appropriate for higher education. The mission addresses teaching and learning and,where applicable, research and public service.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a clearly defined mission statement that describes theinstitution and its commitment to teaching and learning. The mission is appropriate for an institution ofhigher education and specific for a comprehensive community college as defined by Florida Statute(FS) 1004.65.

FS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and Duties2.4Institutional MissionThe institution has a clearly defined, comprehensive, and published mission statement that is specific tothe institution and appropriate for higher education. The mission addresses teaching and learning and,where applicable, research and public service.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a clearly defined mission statement that describes theinstitution and its commitment to teaching and learning. The mission is appropriate for an institution ofhigher education and specific for a comprehensive community college as defined by Florida Statute(FS) 1004.65.The mission statement describes the unique role of SFCC as a rural, postsecondary institution serving awidely scattered population across three counties, FS 1000.21. The postsecondary needs of this broadrural area require that the college assumes roles and responsibilities not seen in many communitycolleges. Although teaching and learning is the primary component of the college mission, this mission isnot restricted to a university transfer curriculum, but is accomplished through a variety of postsecondaryteaching and learning opportunities. The mission of SFCC is as follows:South Florida Community College is an open-access, higher education institution dedicated to providing alearning-centered environment through quality programs, training, and services. Working in partnershipswith organizations and communities, the college provides leadership and a comprehensive range ofopportunities for the educational, cultural and economic development of the service district.The college assists the people of its service district (DeSoto, Hardee, and Highlands counties) regardlessof economic, social, or educational background to achieve success in:• Completing an associate degree in preparation for pursuing a baccalaureate or other professionaldegree or credential.• Completing career and technical training to enter the workforce or to improve career circumstances.• Completing college preparatory programs of study including those leading to the high schooldiploma.• Obtaining basic skills in literacy, numeracy, and citizenship to prosper as a contributing member ofsociety.• Gaining personal, cultural, and global awareness; appreciation; and understanding needed in acomplex contemporary society.• Pursuing advanced academic preparation and credentials available through partnerships with collegesand universities.• Participating in the social, cultural, environmental, and economic development of the communitiesserved by the college.We believe in the worth of each of our students and, through all of our educational programs andservices, we seek to develop human potential and to create brighter futures, District Board of Trustees(DBOT) Policy 1.02.The college mission is reviewed annually by the DBOT as part of the December Board PlanningWorkshop.South Florida CommunityIn 2008,Collegeas part of the strategic planning process, a taskforce recommended changesPageto6 /the202college vision, mission, and institutional core values. These suggestions were received and endorsed bythe President’s Council, presented to the DBOT for amendment and adopted by the DBOT at its

(DBOT) Policy 1.02.The college mission is reviewed annually by the DBOT as part of the December Board PlanningWorkshop. In 2008, as part of the strategic planning process, a taskforce recommended changes to thecollege vision, mission, and institutional core values. These suggestions were received and endorsed bythe President’s Council, presented to the DBOT for amendment and adopted by the DBOT at itsFebruary 25, 2009 meeting. The mission addresses a commitment to teaching and learning and publicservice. Although no component within the mission statement addresses research, the college usesresearch findings for decision making and institutional effectiveness purposes.The SFCC mission statement is published on the College Web site, in the SFCC College Catalog,Employee Handbook, Student Handbook, Faculty Handbook, and is posted in major buildings ateach college site.SourcesAcademic | Faculty HandbookAdministrative | Employee HandbookDBOT Minutes 1.28.09DBOT Minutes 2.25.09DBOT Policy 1.02, Vision, Mission, and Institutional Core ValuesEmployee Handbook, p. 6Faculty Handbook, pp. 1-2FS 1000.21, Systemwide DefinitionsFS 1004.65, Florida Colleges; Governance, Mission, and ResponsibilitiesMission on College Web SitePresident's Council Minutes 1.20.09SFCC College Catalog 2010-2011, p. 10Student Handbook 2010-2011, p. 6Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20112.5Institutional EffectivenessThe institution engages in ongoing, integrated, and institution-wide research-based planning andevaluation processes that (1) incorporate a systematic review of institutional mission, goals, andoutcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate theinstitution is effectively accomplishing its mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeEvidence of using systematic data analysis to facilitate improvement activitiesSouth Florida Community College (SFCC) engages in ongoing, integrated, and institution-wide, researchbasedplanning and evaluation processes using an institutional effectiveness (IE) model adapted fromNichols and Nichols (2005). The Institutional Effectiveness Plan uses strategic planning, assessment,and continuous quality improvement as the three essential and interrelated components that form thecomprehensive framework for achieving the institution's mission.South Florida Community College Page 7 / 202

Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20112.5Institutional EffectivenessThe institution engages in ongoing, integrated, and institution-wide research-based planning andevaluation processes that (1) incorporate a systematic review of institutional mission, goals, andoutcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate theinstitution is effectively accomplishing its mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeEvidence of using systematic data analysis to facilitate improvement activitiesSouth Florida Community College (SFCC) engages in ongoing, integrated, and institution-wide, researchbasedplanning and evaluation processes using an institutional effectiveness (IE) model adapted fromNichols and Nichols (2005). The Institutional Effectiveness Plan uses strategic planning, assessment,and continuous quality improvement as the three essential and interrelated components that form thecomprehensive framework for achieving the institution's mission.The Institutional Effectiveness Plan (IEP) flowchart describes each element comprising the processand illustrates how the process is used throughout the institution to embrace annual planning,assessment, and quality improvement activities at all levels within the institution. An IEP timeline alsodemonstrates the integrated, ongoing relationship between monthly assessment, planning, and budgetingactivities; moreover, it provides evidence of the institution's commitment to a cyclical, comprehensive,and interwoven institutional effectiveness process.Institutional effectiveness is evaluated regularly using several research instruments and assessmentactivities. Particular emphasis is given to employing validated instruments that facilitate inter-institutionalcomparative analyses and provide opportunities to engage in descriptive and, when appropriate,inferential statistical analyses. For example, the college participates in the National CommunitySouth Florida Community College Page 8 / 202College Benchmark Project (NCCBP) to ensure the use of a reliable method to compare outcome datawith national community college benchmarks. State research findings are also available forcomparison purposes.

Institutional effectiveness is evaluated regularly using several research instruments and assessmentactivities. Particular emphasis is given to employing validated instruments that facilitate inter-institutionalcomparative analyses and provide opportunities to engage in descriptive and, when appropriate,inferential statistical analyses. For example, the college participates in the National CommunityCollege Benchmark Project (NCCBP) to ensure the use of a reliable method to compare outcome datawith national community college benchmarks. State research findings are also available forcomparison purposes.Primary assessment activities at SFCC are generated through institutional, unit, and programmatic levelassessment. The college also maintains a series of well-documented, ongoing, and multi-level processesrepresenting an institution-wide commitment to support institutional effectiveness and promoteeducational quality. All campuses, divisions, units, programs, and courses contribute to the systemicinstitutional effectiveness process. The table below identifies the major assessment tools and processesintegrated into the college's systematic review.ProcessCore Indicators ofEffectivenessAdministrative ProgramAssessment (APA)Educational ProgramAssessment (EPA)Institutional Effectiveness Tools and ProcessesLevel of Assessment orPlanningAssessment--InstitutionalAssessment--Unit levelAssessment—Program levelDescription16 indicators used in assessment of thecollege’s ability to meet its mission.Annual assessment process used toevaluate the mission, outcomes,performance measures, analysis, andimprovement efforts for alladministrative support, student support,and community or public service units.Annual assessment process used toevaluate the mission, outcomes,performance measures, analysis, andimprovement efforts for educationalprograms.Strategic Planning Planning—Institutional A five-year plan that presents thecollege strategic imperatives, goals, andkey indicators; the plan is evaluated andprioritized annually.Unit Action Plan (UAP) Planning—Unit level Annual planning projected by eachadministrative and educational unit; theUAP is evaluated annually for goalachievement.Individual PerformanceEvaluationEmployee SatisfactionSurveyOtherAssessment and planning--IndividualAssessment--InstitutionalVarious research andassessment activitiesRequired annual appraisal of employeeperformance; includes assessment ofpersonal goal achievement and projectsgoals for the upcoming year.College-wide assessment of institutionalclimate and services.Benchmarking, surveys, needsassessments, advisory committeefindings, state reports, and otherassessments that target specific areas ofinterest.The President’s Council (PC) is comprised of key administrative personnel and the Faculty Councilpresident; it serves as a decision-making body for budget, institutional effectiveness assessment,strategic planning, and policy and procedure oversight. The PC receives reports and recommendationsfrom college committees or advisory groups regarding proposals and improvement efforts that havecollege-wide implications. The PC reviews recommendations, takes action, and forwards to the DistrictSouth Florida Community College Page 9 / 202

interest.The President’s Council (PC) is comprised of key administrative personnel and the Faculty Councilpresident; it serves as a decision-making body for budget, institutional effectiveness assessment,strategic planning, and policy and procedure oversight. The PC receives reports and recommendationsfrom college committees or advisory groups regarding proposals and improvement efforts that havecollege-wide implications. The PC reviews recommendations, takes action, and forwards to the DistrictBoard of Trustees as needed.The District Board of Trustees (DBOT) is highly engaged in monitoring the institutional effectivenessprocesses at the college. In December of each year, the DBOT holds a Planning Workshop where themission, vision, institutional core values, Strategic Plan, and core indicators of effectiveness are reviewedprior to planning for the next academic year. This review serves to reaffirm the institutional identity anddirection as well as providing focus to the College's mission. Following legislative allocations in May orJune of each year, the DBOT holds a Budget Workshop that reviews and approves the budget for thesubsequent fiscal year.In 2008, SFCC took an evolutionary step as the College moved away from annual goals and themes,began development of the next Strategic Plan, and established a new unit assessment format using anoutcomes focus. The new assessment process was initiated in educational programs in 2008 withadministrative units following in 2009. Through the support of technology, the Institutional EffectivenessDepartment expanded its intranet-based data repository, documentation, and distribution of reportfindings to facilitate easy access to institutional effectiveness processes for all college personnel. Newassessment committees such as the Data Assessment Group (DAG), Strategic Planning, EducationalProgram Assessment Review, Administrative Assessment Review and new assessment tools such as coreindicators of effectiveness, administrative program assessment, and educational program ssessmentresulted from this institutional effectiveness improvement effort.College-wide Assessment: Core Indicators of EffectivenessSFCC introduced the use of core indicators of effectiveness in 2008 to monitor achievement in meetingthe institutional mission (previously discussed in CR 2.4). The core indicators described by Alfred,Shults, and Seybert (2007), provide a foundation for measuring the effectiveness of colleges inaccomplishing their mission. The 16 core indicators of effectiveness include: student goal attainment,persistence, graduation rate, student satisfaction, success in subsequent and related course work,program learning outcomes and mastery of discipline, demonstration of general education competencies,regional market penetration rates, responsiveness to community needs, placement rates, licensure andcertification pass rates, employer satisfaction with graduates, client satisfaction with programs andservices, value added to the community, transfer rates, and performance after transfer. These coreindicators gauge the annual performance of the mission statement's basic components at various levels:student, program, institutional, and community. Established benchmarks are evaluated each year and, ifdeemed necessary, revised to reflect the most recent performance data. Findings stemming from theanalysis of core indicators, institutional standards, and national benchmarks are reported annually to theDBOT during the December Planning Workshop.Examples of continuing improvement in institutional quality resulting from core indicators ofeffectiveness analysis include:1. Compared SFCC performance to national benchmarks. First sets of reports caused further definitionof data being used (i.e., first time in college, how cohorts are established, differences betweendifferent study cohorts). The DAG completed an extensive assessment of college graduation ratesand determined to use the Integrated Postsecondary Education Data System (IPEDS) benchmark forcomparison.2. Involved technical departments in development of a new employer satisfaction of graduatessurvey.South Florida Community College Page 10 / 2023. Developed technical program student satisfaction survey instruments.4. Improved job placement efforts between the technical programs and the Career Planning, Placement,and Cooperative Education Center.

and determined to use the Integrated Postsecondary Education Data System (IPEDS) benchmark forcomparison.2. Involved technical departments in development of a new employer satisfaction of graduatessurvey.3. Developed technical program student satisfaction survey instruments.4. Improved job placement efforts between the technical programs and the Career Planning, Placement,and Cooperative Education Center.5. Renewed attention to transfer rate data from private and public universities and colleges.College-wide Assessment: Data Analysis Group (DAG)SFCC has made significant progress to foster and facilitate an institution-wide culture of data-informeddecision making and continuous improvement. A key institutional effectiveness committee reporting tothe PC is the DAG. This committee was established to analyze college-wide reports and survey data. TheDAG's primary responsibility is to analyze and synthesize data, and promptly refer significant findingsthat could lead to institutional improvements. Membership of DAG is comprised of key college staff toinclude academic deans, the Dean of Student Services, Vice President for Educational and StudentServices, Director of Institutional Effectiveness, faculty, and select personnel with experience in dataanalysis and reporting. DAG regularly reviews key findings stemming from a variety of external andinternal data sources; attention is given to analyzing institution and aggregate student performance dataobtained from several national studies: National Community College Benchmark Project (NCCBP), NCCBPBest Practices, student opinion surveys (SOS), state reports, IPEDS, Community College StudentSurvey of Engagement (CCSSE). The committee also examines graduate survey data, the employeesatisfaction survey, and participates in the annual evaluation of the institution's core indicators ofeffectiveness.The committee follows a sequential five-step process to guide its analyses: (1) select and review datasources; (2) analyze, synthesize, and evaluate data to identify significant trends and/or key findings; (3)identify stakeholders; (4) refer findings to stakeholders and, if required, provide recommendations; (5)follow-up with the unit to record any action taken, or planned, in response to each significant finding orrecommendation. Several notable improvement activities resulted from the DAG's analyses and referralprocess:1. Institute planning to move the Career Planning, Placement, and Cooperative Education Center to thefirst floor of the student services building to increase access and visibility (data from the SOSidentified that students did not know where these services were located).2. Course success after completion of developmental math and successful course completion rate inMAT 0024 lags behind national and state benchmarks. In 2008 two developmental facultymembers attended the Kellogg Institute to learn more about developmental learners. In 2010-2011 anew developmental math instructor and developmental coordinator were added, and new coursesoftware support tools piloted.3. The college Retention Plan was revisited and new strategies implemented.4. Regular professional development activities instituted on the college campus including an annualProfessional Development Day.Assessment: Administrative and Educational ProgramsIn 2009, the college instituted Assessment Day. The purpose of Assessment Day is to dedicate one day ofthe year to focus completely upon division and department assessment. Assessment Day provides anopportunity for units to collectively review the previous academic year’s findings, discuss strategies forimprovement, and begin discussions for incorporating improvement efforts into the budget and planningprocess for the up-coming fiscal year.Throughout the year, administrative units which include administrative support, student support, andcommunity or public service are engaged in Administrative Program Assessment (APA). Units definetheirSouthunitFloridamission,Community Collegeoutcomes, performance measures, and standards. The APA is evaluated annuallyPage 11and/ 202data analysis, findings, and improvement efforts are reported using a standard computerizedtemplate. All APAs receive a second review by the Administrative Assessment Review Committee. The

Throughout the year, administrative units which include administrative support, student support, andcommunity or public service are engaged in Administrative Program Assessment (APA). Units definetheir unit mission, outcomes, performance measures, and standards. The APA is evaluated annually anddata analysis, findings, and improvement efforts are reported using a standard computerizedtemplate. All APAs receive a second review by the Administrative Assessment Review Committee. TheAPA process and improvements resulting from assessment are discussed further in 3.3.1.2, 3.3.1.3, and3.3.1.5.Educational units annually assess programs using a comparable template and process as APA. A fewprograms may also be involved in regularly scheduled, discipline-specific, accreditation processes.Educational programs define their programmatic mission, outcomes, performance measures, andstandards. Programs annually evaluate their data, report findings and quality improvement efforts using acomputerized, standard template. EPAs receive a second review from the Academic Quality Committee(AQC). The Educational Program Assessment (EPA) process and improvements resulting from assessmentare discussed further in 3.3.1.1.College-wide Planning: Strategic PlanningUnder the direction of the Strategic Planning Taskforce, the development of the 2009-2014 StrategicPlan incorporated one year of broad-based input and data collection from all three counties in theservice district. The taskforce surveyed over 400 students, staff, and community stakeholders regardingthe effectiveness of the college in meeting community needs and projecting future needs for strategicplanning purposes. Internal and external stakeholders actively engaged in providing input. The taskforceanalyzed and organized the information and presented its findings to the PC for further action. The 2009-2014 Strategic Plan was approved by the DBOT and adopted for implementation. Each component ofthe Strategic Plan fully supports the College mission. Each college unit identifies and incorporatesefforts to support the Strategic Plan and mission into its individual EPA or APA. In July of each year, theStrategic Planning Review Committee provides an annual review and recommendation(s) to the PC. TheDBOT reviews the Strategic Plan accomplishments and priorities during its December meeting.The Strategic Plan and annual review cycle provide a framework for not only college initiatives, but alsofor resource allocation. SFCC has a history of sustained strength in budget planning. A regularlyscheduled budget preparation process occurs from late fall through early spring. Each unit is involved inrequesting funding for basic operations as well as new projects, staffing, and capital outlay funding. Thebudgeting process coincides with the development of the Unit Action Plan (UAP) for the next academicyear. The allocation of limited resources are then prioritized using direction provided by the StrategicPlan and individual unit requests.Examples of continuing improvement in institutional quality resulting from strategic planning include:1. Completed a SWOTT analysis of dual enrollment program and made changes based uponfindings.2. Renovated the auditorium and music wing.3. Added Smart classrooms and computer labs at each campus/center.4. Established a new Student Retention Plan.5. Implemented Luminis single sign-on portal for the college.6. Standardized and computerized documentation of general education outcomes assessments andfindings.Area and Unit PlanningA number of planning processes take place in areas containing multiple units. Examples include theAcademic Master Plan, Technology Master Plan, and Facilities Master Plan. These plans arespecific to the functional area (i.e., Educational Services, Instructional Technology, and AdministrativeServices). The master plans provide direction for the functional area and are evaluated annually.South Florida Community College Page 12 / 202Each college unit develops an annual Unit Action Plan (UAP). The UAP identifies annual goals,

A number of planning processes take place in areas containing multiple units. Examples include theAcademic Master Plan, Technology Master Plan, and Facilities Master Plan. These plans arespecific to the functional area (i.e., Educational Services, Instructional Technology, and AdministrativeServices). The master plans provide direction for the functional area and are evaluated annually.Each college unit develops an annual Unit Action Plan (UAP). The UAP identifies annual goals,initiatives, or improvement efforts that will be accomplished by the individual unit during the year.Improvement efforts or initiatives found in the UAP often result from assessment findings. Each UAP goalor initiative correlates with and supports the college mission and Strategic Plan. Development of the UAPcorresponds with the budget development cycle and further integrates college resource allocation. UAPsare assessed mid-year and at the end of the fiscal year by the units and reviewed by the administrativesupervisor and respective vice president.Evaluation of personnelAll college employees are evaluated annually to review performance, assess attainment of personal goals,and identify goals to be attained during the subsequent year. As the supervisor and employee reviewperformance of the past calendar year, the intention is continued improvement of job performance, thusresulting in overall improvement in institutional quality. The four levels of personnel are:administrator, professional, faculty, and career staff. Samples of each level evaluation tool areincluded for review.Faculty members are evaluated annually by their instructional supervisor, but also receive studentfeedback each term from an end-of-course Student Evaluation of Instruction (SEI). The SEI serves toprovide a standardized assessment instrument to collect data on student perceptions pertaining toinstructor effectiveness. In 2009, the faculty evaluation process was evaluated resulting in revisions tothe position description and redesign of the SEI instrument for distance learning, classroom and labexperiences. The new form developed by the taskforce created 20 common questions for each of theseunique learning environments that reflect current practice and provide comparable assessmentparameters. This allows for assessment of common elements across all disciplines and divisions andprovides clearer feedback on students’ perceptions of learning.These comprehensive, multilevel processes represent a commitment to institutional effectiveness anddemonstrate continuous quality improvement efforts taking place at SFCC.ReferencesAlfred, R. L., Shults, C., & Seybert, J. A. (2007). Core indicators of effectiveness for community colleges(3rd ed.). Washington, DC: American Association of Community Colleges.Nichols, J. O., & Nichols, K. W. (2005). A road map for improvement of student learning and supportservices through assessment. Flemington, NJ: Agathon Press.SourcesEvaluation SamplesAdministrative Evaluation SampleCareer Evaluation SampleFaculty Evaluation SampleProfessional Evaluation SampleAcademic Master Plan 2008-2011, Scorecard and PlanAdministrative | Facilities Master PlanAPA TemplateDBOT Minutes 6.24.09Dual Enrollment Minutes 9.2.10 and 1.27.11Employer Satisfaction Survey SampleGraduate Satisfaction Survey- DAG Analysis and ResultsGraduate Survey SampleInstitutional Effectiveness | Administrative Program Assessment (APA) HandbookSouth Florida Community College Page 13 / 202

APA TemplateDBOT Minutes 6.24.09Dual Enrollment Minutes 9.2.10 and 1.27.11Employer Satisfaction Survey SampleGraduate Satisfaction Survey- DAG Analysis and ResultsGraduate Survey SampleInstitutional Effectiveness | Administrative Program Assessment (APA) HandbookInstitutional Effectiveness | Community College Survey of Student Engagement (CCSSE) ResultsInstitutional Effectiveness | Core Indicators of Effectiveness 2008-2010Institutional Effectiveness | Dual Enrollment SWOTT AnalysisInstitutional Effectiveness | Educational Program Assessment (EPA) HandbookInstitutional Effectiveness | Employee Satisfaction Survey 2010Institutional Effectiveness | Florida College System Fact Book 2010Institutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010Institutional Effectiveness | Institutional Effectiveness PlanInstitutional Effectiveness | Strategic Plan 2009-2014 With IndicatorsInstitutional Effectiveness | Student Evaluation of Instruction (SEI) ReportInstitutional Effectiveness | Technology Master Plan 2008-2011Institutional Effectiveness | Unit Action Plan (UAP) Access and Use InstructionsInstitutional Effectiveness FlowchartInstitutional Effectiveness TimelinesIPEDS- Analysis and ReportMission and Strategic Plan RelationshipsNCCBP 2010 Best Practices ReportNCCBP Summary and ReportRetention Plan LASS Minutes and PC AdoptionSOS Reports Summary and ComparativeStrategic Plan Scorecard 2010Student Retention PlanTrustees | Budget Workshop 2010-2011Trustees | DBOT Planning Workshop 12.8.10During the 2010-2011 fall term, 2246 students were enrolled in degree-seeking programs. Another 31332.6Continuous OperationThe institution is in operation and has students enrolled in degree programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) enrolls students in degree programs and has been in operationsince it was first established by the Florida Legislature in 1965.When classes began on August 21, 1966, the college, then known as South Florida Junior College,offered an Associate in Arts degree. The original faculty of 14 full-time instructors and administratorswelcomed a student population of 164 full-time students and 119 part-time and evening students. In1984, South Florida Junior College became South Florida Community College by action of the college'sDistrict Board of Trustees (DBOT). Today, SFCC serves over 3,500 students in Highlands, Hardee, andDeSoto counties. Students graduating with Associate in Arts degrees can choose toconcentrate in over 100 or more fields of study. Students can also earn an Associate in Science, anAssociate in Applied Sciences, diploma, college credit certificate, or occupational certificate in a varietyof fields of study. The college also provides a comprehensive array of adult education services viaits adult basic education (ABE), general educational development (GED), english for speakers of otherlanguages (ESOL), and adult high school (AHS) programs.South Florida Community College Page 14 / 202

Trustees | Budget Workshop 2010-2011Trustees | DBOT Planning Workshop 12.8.102.6Continuous OperationThe institution is in operation and has students enrolled in degree programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) enrolls students in degree programs and has been in operationsince it was first established by the Florida Legislature in 1965.When classes began on August 21, 1966, the college, then known as South Florida Junior College,offered an Associate in Arts degree. The original faculty of 14 full-time instructors and administratorswelcomed a student population of 164 full-time students and 119 part-time and evening students. In1984, South Florida Junior College became South Florida Community College by action of the college'sDistrict Board of Trustees (DBOT). Today, SFCC serves over 3,500 students in Highlands, Hardee, andDeSoto counties. Students graduating with Associate in Arts degrees can choose toconcentrate in over 100 or more fields of study. Students can also earn an Associate in Science, anAssociate in Applied Sciences, diploma, college credit certificate, or occupational certificate in a varietyof fields of study. The college also provides a comprehensive array of adult education services viaits adult basic education (ABE), general educational development (GED), english for speakers of otherlanguages (ESOL), and adult high school (AHS) programs.During the 2010-2011 fall term, 2246 students were enrolled in degree-seeking programs. Another 3133were enrolled in non-degree-seeking offerings at the college.Admissions Report for 2010-2011 Fall term.Associate in Arts 1845Associate in Science 65Associate in Applied Science 336Advanced Technical Diploma 11Adult Basic 768Apprenticeship 32Non-Degree (unspecified) 115Educator Preparation Institute 40College Credit Cert PSVC 37Vocational Certificate PSAV 568Community Education, Workforce 1562Total: 5379SourcesSFCC College Catalog 2010-2011, pp. 29-39SFCC College Catalog 2010-2011, pp. 69-79SFCC College Catalog 2010-2011, pp. 85-88SFCC Quick Facts, Web SiteSouth Florida Community College Page 15 / 202Student Services | SFCC College Catalog 2010-2011

SFCC College Catalog 2010-2011, pp. 29-39SFCC College Catalog 2010-2011, pp. 69-79SFCC College Catalog 2010-2011, pp. 85-88SFCC Quick Facts, Web SiteStudent Services | SFCC College Catalog 2010-20112.7.1Program LengthThe institution offers one or more degree programs based on at least 60 semester credit hours or theequivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureatelevel; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, orprofessional level. If an institution uses a unit other than semester credit hours, it provides anexplanation for the equivalency. The institution also provides a justification for all degrees that includefewer than the required number of semester credit hours or its equivalent unit.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) offers one or more degree programs based on at least 60semester credit hours at the associate level. These programs include the Associate in Arts (A.A.),Associate in Science (A.S.), and Associate in Applied Science (A.A.S.). SFCC also offers adiploma program and multiple certificate programs of less than 60 hours that are classified as collegecredit certificate (CCC) or occupational certificate (OC) programs. These degrees and certificates includeone A.A. transfer degree, seven A.S. transfer degrees, 26 A.A.S. non-transfer degrees, 24 occupationalcertificates, eight college credit certificates, four apprenticeship certificates, and one advanced technicaldiploma (A.T.D.).As defined by State Board of Education (SBE) Rule 6A-10.033, each associate degree programoffered by SFCC uses semester credit hours for determining program length. One college credit is basedupon the learning expected from 15 fifty-minute periods of classroom instruction. Occupationalcertificate programs are measured in contact hours rather than college credit hours. Contact hours arenot converted into college credit hours, but can be calculated as occupational/technical credit hours.One occupational/technical credit is based upon the learning expected from the equivalent of 30 hours ofinstruction. Occupational/technical credit hours do not count toward an associate degree.SBE Rule 6A-14.030 authorizes community colleges to confer degrees, certificates, and diplomas. TheRule specifies that the A.A. degree may be awarded to students upon satisfactory completion of aplanned program of 60 college credits. The Rule continues to specify that A.S. degrees are awarded uponsatisfactory completion of a planned program of study comprised of the standard credit hour length.Standard credit hour length of all A.S. degree programs are listed in 2009-2010 Community CollegeProgram Length document. SBE Rule 6A-14.030 continues with discussion of length requirements ofthe A.A.S., technical certificate (C.C.C.), applied technology diploma (A.T.D.), certificate of professionalpreparation (EPI), and the career and technical certificate (occupational certificate – O.C.).Each occupational degree program offered by SFCC adheres to Florida’s Department of Educationstandards for program length (A.A.S./A.S./A.T.D./C.C.C./O.C. 2009-2010 CIPs). In addition, the A.S.and A.A.S. program lengths meet or exceed 60 credit hours.As new programs are developed and implemented or existing programs are revised and discontinued,SFCC follows the procedures and processes outlined in SFCC Administrative Procedure 3021South Florida Community College Page 16 / 202and includes adherence to state specified program content and program length.

SFCC Quick Facts, Web SiteStudent Services | SFCC College Catalog 2010-20112.7.1Program LengthThe institution offers one or more degree programs based on at least 60 semester credit hours or theequivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureatelevel; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, orprofessional level. If an institution uses a unit other than semester credit hours, it provides anexplanation for the equivalency. The institution also provides a justification for all degrees that includefewer than the required number of semester credit hours or its equivalent unit.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) offers one or more degree programs based on at least 60semester credit hours at the associate level. These programs include the Associate in Arts (A.A.),Associate in Science (A.S.), and Associate in Applied Science (A.A.S.). SFCC also offers adiploma program and multiple certificate programs of less than 60 hours that are classified as collegecredit certificate (CCC) or occupational certificate (OC) programs. These degrees and certificates includeone A.A. transfer degree, seven A.S. transfer degrees, 26 A.A.S. non-transfer degrees, 24 occupationalcertificates, eight college credit certificates, four apprenticeship certificates, and one advanced technicaldiploma (A.T.D.).As defined by State Board of Education (SBE) Rule 6A-10.033, each associate degree programoffered by SFCC uses semester credit hours for determining program length. One college credit is basedupon the learning expected from 15 fifty-minute periods of classroom instruction. Occupationalcertificate programs are measured in contact hours rather than college credit hours. Contact hours arenot converted into college credit hours, but can be calculated as occupational/technical credit hours.One occupational/technical credit is based upon the learning expected from the equivalent of 30 hours ofinstruction. Occupational/technical credit hours do not count toward an associate degree.SBE Rule 6A-14.030 authorizes community colleges to confer degrees, certificates, and diplomas. TheRule specifies that the A.A. degree may be awarded to students upon satisfactory completion of aplanned program of 60 college credits. The Rule continues to specify that A.S. degrees are awarded uponsatisfactory completion of a planned program of study comprised of the standard credit hour length.Standard credit hour length of all A.S. degree programs are listed in 2009-2010 Community CollegeProgram Length document. SBE Rule 6A-14.030 continues with discussion of length requirements ofthe A.A.S., technical certificate (C.C.C.), applied technology diploma (A.T.D.), certificate of professionalpreparation (EPI), and the career and technical certificate (occupational certificate – O.C.).Each occupational degree program offered by SFCC adheres to Florida’s Department of Educationstandards for program length (A.A.S./A.S./A.T.D./C.C.C./O.C. 2009-2010 CIPs). In addition, the A.S.and A.A.S. program lengths meet or exceed 60 credit hours.As new programs are developed and implemented or existing programs are revised and discontinued,SFCC follows the procedures and processes outlined in SFCC Administrative Procedure 3021and includes adherence to state specified program content and program length.South Florida Community College Page 17 / 202Sources2009-2010 Community College Program Length

and includes adherence to state specified program content and program length.Sources2009-2010 Community College Program LengthAutomotive Service Technology Program Length ChangeBuilding Restoration, Preservation, and Renovation Program Length ChangeElectrical Distribution Technology Program Length ChangeEmergency Medical Services Technology Program Length ChangeGeneral Secretarial Services Program Length ChangeIndustrial Management Technology Program Length ChangeMedical Secretarial Specialist Program Length ChangeParamedic Program Length ChangeSBE Rule 6A-10.033, Postsecondary Credit DefinitionsSBE Rule 6A-14.030, Instruction and Awards in Community CollegesSFCC Administrative Procedure 3021, Curriculum DevelopmentSFCC Administrative Procedure 3030, Academic Program Review ProcedureSFCC College Catalog 2010-2011 (A.A.), pp. 70-74SFCC College Catalog 2010-2011 (A.A.S./ A.S.), pp. 80-88Student Services | SFCC College Catalog 2010-20112.7.2Program ContentThe institution offers degree programs that embody a coherent course of study that is compatible with itsstated mission and is based upon fields of study appropriate to higher education.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) offers degree programs that embody a coherent course of studythat is compatible with SFCC's mission and is based upon fields of study appropriate to higher education.The mission of SFCC identifies that the college is to assist the people of its service district in completingan associate degree in preparation for pursuing a baccalaureate or other professional degree orcredential and in completing career and technical training to enter the workforce or to improve careercircumstances.The college awards associate degrees, diplomas, and certificates in a variety of programs to accomplishthese components of the mission. SFCC awards the Associate in Arts (A.A.) degree upon completion of aprescribed two-year program which is designed for transfer to the upper division of public colleges anduniversities. The two-year Associate in Science (A.S.) degree also prepares students for transfer to otherpublic colleges and universities for additional specialization in fields of business, computer informationsystems, electronic engineering, hospitality and tourism, criminal justice, and nursing. The Associate inApplied Science (A.A.S.) degree program prepares students for employment in agriculture, business,allied health, technical, industrial, and public service occupations.Faculty review program design to ensure appropriate content, scope, and sequence of course work andprograms. The SFCC College Catalog 2010-2011 demonstrates that for each area of study courseprefixes are assigned. For example, the Emergency Medical Services curriculum contains sequentialcourses that demonstrate increasing levels of complexity building upon previous knowledge, prerequisitesSouth Florida and Community co-requisites. College For all programs, the prerequisites, which dictate the coherent developmentPage 18 / 202of the program, are listed in the Master Course Descriptions and in the SFCC College Catalog.

SFCC College Catalog 2010-2011 (A.A.S./ A.S.), pp. 80-88Student Services | SFCC College Catalog 2010-20112.7.2Program ContentThe institution offers degree programs that embody a coherent course of study that is compatible with itsstated mission and is based upon fields of study appropriate to higher education.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) offers degree programs that embody a coherent course of studythat is compatible with SFCC's mission and is based upon fields of study appropriate to higher education.The mission of SFCC identifies that the college is to assist the people of its service district in completingan associate degree in preparation for pursuing a baccalaureate or other professional degree orcredential and in completing career and technical training to enter the workforce or to improve careercircumstances.The college awards associate degrees, diplomas, and certificates in a variety of programs to accomplishthese components of the mission. SFCC awards the Associate in Arts (A.A.) degree upon completion of aprescribed two-year program which is designed for transfer to the upper division of public colleges anduniversities. The two-year Associate in Science (A.S.) degree also prepares students for transfer to otherpublic colleges and universities for additional specialization in fields of business, computer informationsystems, electronic engineering, hospitality and tourism, criminal justice, and nursing. The Associate inApplied Science (A.A.S.) degree program prepares students for employment in agriculture, business,allied health, technical, industrial, and public service occupations.Faculty review program design to ensure appropriate content, scope, and sequence of course work andprograms. The SFCC College Catalog 2010-2011 demonstrates that for each area of study courseprefixes are assigned. For example, the Emergency Medical Services curriculum contains sequentialcourses that demonstrate increasing levels of complexity building upon previous knowledge, prerequisitesand co-requisites. For all programs, the prerequisites, which dictate the coherent developmentof the program, are listed in the Master Course Descriptions and in the SFCC College Catalog.The programs offered by the college are based on established state of Florida curriculumframeworks. All associate degrees are the product of a well-defined review and curriculum developmentprocess. Each A.A.S. is designed to develop skills and competencies appropriate to the workforce. TheA.A. and A.S. are designed to develop lower division general education competencies to prepare studentsfor transfer to upper division institutions. Curriculum and program content is guided by statearticulation efforts for college transfer programs and by state curriculum frameworks for theA.A.S. programs.Each program area has a mission statement that relates to the college mission. The annual educationalprogram assessment (Comprehensive Standard 3.3.1.1) begins with the review of the program mission,assuring that the mission, course content, sequence and coherence of course work is compatible withupper division and employer expectations.SourcesSouth Florida Community College Page 19 / 202Florida Curriculum FrameworkSFCC College Catalog 2010-2011, pp. 113-114

SourcesFlorida Curriculum FrameworkSFCC College Catalog 2010-2011, pp. 113-114SFCC College Catalog 2010-2011, pp. 141-142SFCC College Catalog 2010-2011, pp. 143-202SFCC College Catalog 2010-2011, pp. 78 and 85-88Statewide Course Detail Sample ENCStatewide Course Numbering SystemStudent Services | SFCC College Catalog 2010-20112.7.3General EducationIn each undergraduate degree program, the institution requires the successful completion of a generaleducation component at the collegiate level that (1) is a substantial component of each undergraduatedegree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degreecompletion in associate programs, the component constitutes a minimum of 15 semester hours or theequivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credithours are to be drawn from and include at least one course from each of the following areas:humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do notnarrowly focus on those skills, techniques, and procedures specific to a particular occupation orprofession. If an institution uses a unit other than semester credit hours, it provides an explanation forthe equivalency. The institution also provides a justification if it allows for fewer than the requirednumber of semester credit hours or its equivalent unit of general education courses.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) awards Associate in Arts, Associate in Science, and Associate inApplied Science degrees, all of which contain a substantial general education component.Substantial Component of Undergraduate Degree ProgramsAll degree programs require a common general education core of courses from five areas, as well aselectives. The five areas are communication, humanities, social and behavioral sciences, science, andmathematics. Associate in Arts (A.A.) degrees require 36 hours of general education. For the A.A.degree, the student must earn 9 hours in communication, 6 hours in humanities, 6 hours in social andbehavioral science, 7-8 hours in science, 6-8 hours in mathematics, and 2-3 hours general educationelectives to attain the required 36 credit hours.Associate in Science (A.S.) and Associate in Applied Science (A.A.S.) degree programs includefive to eight general education courses for a total between 15 and 34 credit hours. The A.S. degrees varyconsiderably depending on the target degree. Requirements for all A.S. and A.A.S. degrees arecondensed in a table for easy access. Students in these areas of study are required to earn between 3and 9 hours in communication, 3-6 hours in humanities, 3-12 hours in social and behavioral sciences, 0-12 hours in natural science, and 3-9 hours in mathematics to attain the required hours.The SFCC College Catalog lists the courses available in humanities/fine arts, social/behavioralsciences, and natural science/mathematics to fulfill the general education requirement. General educationrequirements South Florida Community for A.S. College and A.A.S. degrees are designated by the abbreviation (GE) following Page the 20 / 202course within each degree plan.

Statewide Course Numbering SystemStudent Services | SFCC College Catalog 2010-20112.7.3General EducationIn each undergraduate degree program, the institution requires the successful completion of a generaleducation component at the collegiate level that (1) is a substantial component of each undergraduatedegree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degreecompletion in associate programs, the component constitutes a minimum of 15 semester hours or theequivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credithours are to be drawn from and include at least one course from each of the following areas:humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do notnarrowly focus on those skills, techniques, and procedures specific to a particular occupation orprofession. If an institution uses a unit other than semester credit hours, it provides an explanation forthe equivalency. The institution also provides a justification if it allows for fewer than the requirednumber of semester credit hours or its equivalent unit of general education courses.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) awards Associate in Arts, Associate in Science, and Associate inApplied Science degrees, all of which contain a substantial general education component.Substantial Component of Undergraduate Degree ProgramsAll degree programs require a common general education core of courses from five areas, as well aselectives. The five areas are communication, humanities, social and behavioral sciences, science, andmathematics. Associate in Arts (A.A.) degrees require 36 hours of general education. For the A.A.degree, the student must earn 9 hours in communication, 6 hours in humanities, 6 hours in social andbehavioral science, 7-8 hours in science, 6-8 hours in mathematics, and 2-3 hours general educationelectives to attain the required 36 credit hours.Associate in Science (A.S.) and Associate in Applied Science (A.A.S.) degree programs includefive to eight general education courses for a total between 15 and 34 credit hours. The A.S. degrees varyconsiderably depending on the target degree. Requirements for all A.S. and A.A.S. degrees arecondensed in a table for easy access. Students in these areas of study are required to earn between 3and 9 hours in communication, 3-6 hours in humanities, 3-12 hours in social and behavioral sciences, 0-12 hours in natural science, and 3-9 hours in mathematics to attain the required hours.The SFCC College Catalog lists the courses available in humanities/fine arts, social/behavioralsciences, and natural science/mathematics to fulfill the general education requirement. General educationrequirements for A.S. and A.A.S. degrees are designated by the abbreviation (GE) following thecourse within each degree plan.Ensures Breadth of KnowledgeThe college's general education curriculum ensures that all degree-seeking students receive a solidfoundation in five broad outcome areas. Each outcome area is measured regularly for improvement.These outcomes provide a firm foundation on which to build and strengthen the remainder of thestudent's course work. Student work is assessed to ensure comprehension and skill attainment as well ascontinuous improvement in curriculum.South Florida Community College Page 21 / 202The General Education Subcommittee, a subcommittee of the Academic Quality Committee, is chargedwith development and monitoring of the general education assessment process. The subcommittee

These outcomes provide a firm foundation on which to build and strengthen the remainder of thestudent's course work. Student work is assessed to ensure comprehension and skill attainment as well ascontinuous improvement in curriculum.The General Education Subcommittee, a subcommittee of the Academic Quality Committee, is chargedwith development and monitoring of the general education assessment process. The subcommitteedocumented the measurement of these student learning outcomes from 2008 to 2010 in its GeneralEducation Outcomes Summary Report.General Education Outcome #1 Students will demonstrate the ability to communicate (read,write, speak, and listen) effectively.A. Students will be able to construct an essay that demonstrates acceptable composition skillsincluding a clear and thought-provoking thesis, appropriate and effective organization, lively andconvincing supporting materials, effective sentence skills, and perfect or near perfect mechanicsincluding spelling and punctuation.B. Students will be able to present a speech that is appropriate for the purpose, occasion, andaudience; contains a clear and identifiable organizational structure and format; uses languagethat is clear, vivid, and appropriate; and incorporates effective nonverbal behaviors including eyecontact, gestures, facial expressions, and posture.General Education Outcome # 2 Students will demonstrate the ability to reflect, analyze,synthesize, and apply knowledge.A. Students will be able to exhibit accurate and full explanations of deductive and inductivereasoning processes, discern differences and similarities among theories, view information frommultiple perspectives, formulate questions, recognize sound and unsound arguments, distinguishfacts from inferences and opinions, and demonstrate the ability to transfer thinking from theclassroom to the real world.General Education Outcome #3 Students will demonstrate knowledge and application ofmathematical and scientific principles and methods.A. Students will be able to identify relevant numerical information in mathematical or otherconcepts; apply mathematical and/or basic statistical reasoning to analyze data and graphs;represent and evaluate basic mathematical information verbally, numerically, graphically, andsymbolically; propose and evaluate solutions; and apply mathematical concepts to the solutionof real-life problems.B. Students will be able to explain a scientific or biological idea by providing accurate facts; gatherand critically evaluate data using the scientific method; analyze and apply scientific data,concepts, and models; evaluate and test a scientific hypothesis; and apply selected naturalscience concepts and theories to contemporary issues.General Education Outcome #4 Students will demonstrate the ability to find, evaluate, organize,and use information.A. Students will be able to locate and collect sufficient and accurate information necessary to solvea problem or support an argument; organize information; demonstrate an understanding ofsources and types of information; and analyze information and sources critically to determine itsquality and utility.B. Students will recognize the need for information; identify potential sources with or withouttechnology; understand that accurate and complete information is the basis for intelligentdecision making; and use information ethically and legally.South Florida Community College Page 22 / 202General Education Outcome #5 Prepare students to participate actively as informed andresponsible citizens in social, cultural, global, and environmental matters.

technology; understand that accurate and complete information is the basis for intelligentdecision making; and use information ethically and legally.General Education Outcome #5 Prepare students to participate actively as informed andresponsible citizens in social, cultural, global, and environmental matters.A. Students will be able to describe the cultural forces affecting the traditions of visual and auditoryarts, social and historical events in western and nonwestern societies; and explain howinternational cultures, societies, political economics, and the environment relate to complex,modern world systems.B. Students will be able to demonstrate a mature perspective of cultural diversity; explain thecomplexity of their own cultural identities; and appreciate their own roles as members of theglobal community.Based On Coherent RationaleThe mission of the General Education program at SFCC provides evidence that the curriculum is based ona coherent rationale:"...to develop students who are well-informed, self-reliant, and globally-responsible citizens by providingdiverse educational opportunities to students seeking degrees and certificates."The general education student learning outcomes are used to create a culture of evidence and anenvironment of continuous improvement. Assessment of these outcomes also helps to ensure that therequired skills meet collegiate standards as faculty report department expectations for the measuredoutcome in the General Education Assessment Results form. Annual assessment of the general educationstudent learning outcomes begins with the selection of courses that have been coded on the GeneralEducation Assessment Maps (A.A., A.S./A.A.S) to cover one of the five general education outcomes.The faculty of each course is notified that the general education outcome will be measured in the specificcourse for the specific term. The faculty determines activities or assignments within the course to be thesource of data for assessing general education student learning outcomes. Initial documentation iscompleted by the faculty member using Part I of the General Education Assessment Results form.The General Education Committee reviews all classroom results and reflects on the overall outcomeresults college-wide using Part II of the form. The results are housed in an electronic database andaccessible to all faculty and staff for review.SFCC is bound by the state's rules concerning general education. Florida Statute (FS) 1007.25mandates that each college include the subject areas of communication, mathematics, social sciences,humanities, and natural sciences in its general education plan. The Department of Education identifiesthose courses that meet these areas and establishes their statewide course code number. Furthermore,the statute prescribes that each Associate in Arts degree require no more than 60 semester hours ofcollege credit, including 36 semester hours of general education course work, excluding preparatorycourse work.The college ensures that courses meet collegiate standards through its curriculum approval processwhereby faculty experts develop courses according to the established guidelines and submit for approvalby the Curriculum Committee and ultimately the District Board of Trustees. The detailed process isoutlined in the Course Proposal Flow Chart and in SFCC Administrative Procedure 3021.Furthermore, to ensure course equivalency, the college adheres to the state numbering system asdescribed in FS 1007.24. State Board of Education (SBE) Rule 6A-10.024 governs acceptance ofequivalent course work.SourcesSample Degree PlansAssociate in Applied Science, BusinessAssociate in Applied Science, Criminal JusticeSouth Florida Community College Page 23 / 202

SourcesSample Degree PlansAssociate in Applied Science, BusinessAssociate in Applied Science, Criminal JusticeAssociate in Arts, EducationAssociate in Arts, EngineeringAssociate in Science, Nursing RNCourse Proposal Flow ChartFS 1007.24, Statewide Course Numbering SystemFS 1007.25, General Education Courses; Common Prerequisites; and Other Degree RequirementsGeneral Education FormGeneral Education Map A.A.General Education Map A.S./ A.A.S.General Education Outcomes Summary 2008-2010SBE Rule 6A-10.024, Articulation Between and Among Universities, Community Colleges...SFCC Administrative Procedure 3021, Curriculum DevelopmentSFCC College Catalog 2010-2011, p. 95SFCC College Catalog 2010-2011, pp. 72- 74SFCC College Catalog 2010-2011, pp. 81-82Student Services | SFCC College Catalog 2010-20112.7.4Course Work for DegreesThe institution provides instruction for all course work required for at least one degree program at eachlevel at which it awards degrees. If the institution does not provide instruction for all such course workand (1) makes arrangements for some instruction to be provided by other accredited institutions orentities through contracts or consortia or (2) uses some other alternative approach to meeting thisrequirement, the alternative approach must be approved by the Commission on Colleges. In both cases,the institution demonstrates that it controls all aspects of its educational program. (See Commissionpolicy “Core Requirement 2.7.4: Documenting an Alternate Approach.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides instruction for all course work required for degreeprograms offered. SFCC faculty instruct all classes offered for each of the degrees and certificatesoffered. No arrangements exist with other institutions to provide courses or degrees that are awarded bySFCC. Dual Enrollment courses are offered within area high schools but are instructed solely by SFCCcredentialedfaculty. Internships and clinical practice place students at off-campus locations forinstructional purposes and are supervised by SFCC faculty. All online instruction is developed andconducted by SFCC faculty. A complete faculty roster is available in Comprehensive Standard 3.7.1.The college is in full and complete control of its educational programs. A comparison of the degreegraduation check for a typical Associate in Arts (A.A.) degree program, the fall course schedule forA.A. courses, and the faculty roster demonstrates that all required course work is provided by SFCCfaculty.The degree check for Generic RN Nursing degree combined with the schedule for Applied Sciencecourses and faculty roster illustrates that SFCC faculty are the sole source of instruction for its AssociateinSouthScienceFlorida Community(A.S.) degrees.CollegeThe degree checks for Electrical Distribution Technology and the Page Nursing 24 / 202Transition programs may also be cross-referenced with the Applied Science schedule and facultyroster to provide evidence that the college is the sole provider of instruction for all Associate in Applied

SFCC College Catalog 2010-2011, pp. 81-82Student Services | SFCC College Catalog 2010-20112.7.4Course Work for DegreesThe institution provides instruction for all course work required for at least one degree program at eachlevel at which it awards degrees. If the institution does not provide instruction for all such course workand (1) makes arrangements for some instruction to be provided by other accredited institutions orentities through contracts or consortia or (2) uses some other alternative approach to meeting thisrequirement, the alternative approach must be approved by the Commission on Colleges. In both cases,the institution demonstrates that it controls all aspects of its educational program. (See Commissionpolicy “Core Requirement 2.7.4: Documenting an Alternate Approach.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides instruction for all course work required for degreeprograms offered. SFCC faculty instruct all classes offered for each of the degrees and certificatesoffered. No arrangements exist with other institutions to provide courses or degrees that are awarded bySFCC. Dual Enrollment courses are offered within area high schools but are instructed solely by SFCCcredentialedfaculty. Internships and clinical practice place students at off-campus locations forinstructional purposes and are supervised by SFCC faculty. All online instruction is developed andconducted by SFCC faculty. A complete faculty roster is available in Comprehensive Standard 3.7.1.The college is in full and complete control of its educational programs. A comparison of the degreegraduation check for a typical Associate in Arts (A.A.) degree program, the fall course schedule forA.A. courses, and the faculty roster demonstrates that all required course work is provided by SFCCfaculty.The degree check for Generic RN Nursing degree combined with the schedule for Applied Sciencecourses and faculty roster illustrates that SFCC faculty are the sole source of instruction for its Associatein Science (A.S.) degrees. The degree checks for Electrical Distribution Technology and the NursingTransition programs may also be cross-referenced with the Applied Science schedule and facultyroster to provide evidence that the college is the sole provider of instruction for all Associate in AppliedScience (A.A.S.) degrees.The complete course schedule includes all classes offered at SFCC for the Fall 2010 term. The college’sfaculty roster includes all faculty who instruct courses offered for credit at SFCC during 2010.SourcesCourse SchedulesFall Schedule 2010 TechnologyFall Schedule Arts and SciencesDegree ChecksDegree Check A.S.Degree Check for Electrical Distribution Technology A.A.S.Degree Check Nursing RN Generic A.S.Degree Check Nursing Transition A.A.S.Clinical Affiliate AgreementInter-Institutional AgreementSchedule of Classes Fall 2010, pp. 67-69Student Services | Schedule of Classes - Fall 2010South Florida Community College Page 25 / 202

Degree Check Nursing RN Generic A.S.Degree Check Nursing Transition A.A.S.Clinical Affiliate AgreementInter-Institutional AgreementSchedule of Classes Fall 2010, pp. 67-69Student Services | Schedule of Classes - Fall 2010CredentialsFaculty Roster Form2.8FacultyThe number of full-time faculty members is adequate to support the mission of the institution and toensure the quality and integrity of its academic programs.Upon application for candidacy, an applicant institution demonstrates that it meets the comprehensivestandard for faculty qualifications.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) employs an adequate number of full-time faculty to support itsmission and to ensure the quality and integrity of its academic programs. By employing both full-timeand adjunct faculty, SFCC delivers quality postsecondary education, college transfer courses (includingdistance learning), workforce training, and adult education to meet the needs of its service area. SFCCmeets the comprehensive standard for faculty qualifications.DefinitionsFull-time faculty:• Full-time faculty work a 40-hour work week and fulfill the number of duty days specified in theannual contract. How the workweek hours are spent depends upon whether the faculty primarilyteach college credit courses or in contact-hour technology programs.• Full-time credit faculty teach a 15 college credit load each term, hold 10 office hours each week, anduse 15 hours each week for course preparation and professional tasks.• Full-time contact-hour faculty conduct the workweek with variations in time spent teaching, holdingoffice hours, and performing professional duties:◦ Occupational programs—30 contact teaching and office hours/10 hours preparation andprofessional duties.◦ Allied Health faculty—20 contact teaching hours/5 office hours/10 hours professional duties.◦ Adult education faculty—35 contact teaching and office hours/5 hours professional duties. Fulltimefaculty are initially hired on an annual contract. Generally, after three years of satisfactoryservice, faculty are placed on continuing contract.• Full-time faculty contracts vary in length: nine-, 10-, 11-, and 12-month contract optionssupport the needs of the educational departments.• Besides contractual obligations spelled out in the Employee Handbook, full-time faculty obligationsare defined in SFCC Administrative Procedure 5220.South Florida Community College Page 26 / 202Adjunct (part-time) faculty:• Adjunct faculty are hired when an insufficient number of full-time instructors are available to cover

Faculty Roster Form2.8FacultyThe number of full-time faculty members is adequate to support the mission of the institution and toensure the quality and integrity of its academic programs.Upon application for candidacy, an applicant institution demonstrates that it meets the comprehensivestandard for faculty qualifications.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) employs an adequate number of full-time faculty to support itsmission and to ensure the quality and integrity of its academic programs. By employing both full-timeand adjunct faculty, SFCC delivers quality postsecondary education, college transfer courses (includingdistance learning), workforce training, and adult education to meet the needs of its service area. SFCCmeets the comprehensive standard for faculty qualifications.DefinitionsFull-time faculty:• Full-time faculty work a 40-hour work week and fulfill the number of duty days specified in theannual contract. How the workweek hours are spent depends upon whether the faculty primarilyteach college credit courses or in contact-hour technology programs.• Full-time credit faculty teach a 15 college credit load each term, hold 10 office hours each week, anduse 15 hours each week for course preparation and professional tasks.• Full-time contact-hour faculty conduct the workweek with variations in time spent teaching, holdingoffice hours, and performing professional duties:◦ Occupational programs—30 contact teaching and office hours/10 hours preparation andprofessional duties.◦ Allied Health faculty—20 contact teaching hours/5 office hours/10 hours professional duties.◦ Adult education faculty—35 contact teaching and office hours/5 hours professional duties. Fulltimefaculty are initially hired on an annual contract. Generally, after three years of satisfactoryservice, faculty are placed on continuing contract.• Full-time faculty contracts vary in length: nine-, 10-, 11-, and 12-month contract optionssupport the needs of the educational departments.• Besides contractual obligations spelled out in the Employee Handbook, full-time faculty obligationsare defined in SFCC Administrative Procedure 5220.Adjunct (part-time) faculty:• Adjunct faculty are hired when an insufficient number of full-time instructors are available to coverall of the courses needed and when special expertise is required to bring high quality education tothe classroom. Adjunct faculty are "hired on a 'term-by-term' or 'per class' basis with noexpectation of continuing employment beyond the ending date of the term or class. Letters of Intent(LOIs) are issued to all adjunct faculty members, specifying the class(es) to be taught, class meetingdates and times, location, basis for remuneration (per credit, per clock hour, or per student), payrate, total pay, and conditions of employment.”South Florida Community College Page 27 / 202Mission and Faculty

expectation of continuing employment beyond the ending date of the term or class. Letters of Intent(LOIs) are issued to all adjunct faculty members, specifying the class(es) to be taught, class meetingdates and times, location, basis for remuneration (per credit, per clock hour, or per student), payrate, total pay, and conditions of employment.”Mission and FacultyThe first sentence of the SFCC mission statement establishes the faculty as central to the educationalwork of the college. “South Florida Community College is an open-access, higher education institutiondedicated to providing a learning-centered environment through quality programs, training, andservices.” The entire institution works to provide educational experiences to help students achieve goals,such as: “[c]ompleting an associate degree . . . career or technical training . . . college preparatoryprograms . . . [or] basic skills in literacy, numeracy, and citizenship.”Full-time faculty provide continuity in programming, consistent availability to serve students andparticipate in college-wide initiatives and planning, and a high level of commitment to institutionaleffectiveness. SFCC evaluates staffing needs for full-time faculty annually and gives priority withinfunding limits to fill vacancies and create new positions.The Role of the FacultyBesides the mission statement, the job description for faculty ensures that the highest priority is givento teaching students. The great majority of the document is devoted to different aspects of instructingand relating to students. The emphasis helps to ensure that instructional hours are maximized andfocused on student learning.SFCC Administrative Procedure 5211 establishes priorities for full-time faculty as “teaching assignedclasses; assisting, evaluating, and advising students; supervising learning activities; planning forclasses; and keeping current with discipline content and methodology within the area of responsibilities."Instructional personnel are also expected to assist in the development and implementation of theinstructional goals of the college.The attention given to teaching fundamentally establishes that SFCC faculty spend a great portion of theirtime supporting the mission of the institution and ensuring the quality and integrity of its academicprograms.SFCC Administrative Procedure 5220 designates teaching, office hours, and professional activities asthe main responsibilities of faculty. Mainly, the procedure lists the number of hours spent teaching and inoffice hours, as a defining characteristic of the “full-time” designation. The list of professional activitiesincludes tutoring, committee work, mentoring, and other activities accomplished beyond the scheduledteaching and office hours. Once again, the accent on teaching ensures and requires that facultyaccomplish the main task—teaching students.Faculty serve on at least one standing committee and assess student learning outcomes on several levels.Administrative work does not come before teaching responsibilities and, in the case of assessment, isintegrated into the regular activities of teaching.Other administrative tasks are assigned to faculty department chairs and program managers, all of whommaintain a minimum 50% teaching load with proportional release time. Official release time fromteaching responsibilities ensures a structure for planning and scheduling, and provides faculty leadershipin college governance, assessment, institutional effectiveness, strategic planning, and curriculum designand development.SFCC Administrative Procedure 5226 ensures that adjunct faculty do not teach more than threecollege credit sections or 30 contact hours (certificate programs) per term, but should the need arise,exceptions can be made. Generally, adjunct faculty are employed when student demand for classesexceeds South Florida supply Community of College full-time faculty. In fact, as department chairs and program managers count Page up 28 the / 202number of adjuncts needed to fulfill demand, an argument can be made to create another full-timefaculty position. On occasion, an adjunct faculty fulfills the need for special expertise in an area of

SFCC Administrative Procedure 5226 ensures that adjunct faculty do not teach more than threecollege credit sections or 30 contact hours (certificate programs) per term, but should the need arise,exceptions can be made. Generally, adjunct faculty are employed when student demand for classesexceeds supply of full-time faculty. In fact, as department chairs and program managers count up thenumber of adjuncts needed to fulfill demand, an argument can be made to create another full-timefaculty position. On occasion, an adjunct faculty fulfills the need for special expertise in an area ofinstruction and enriches the students' learning opportunities.Adequate Faculty NumbersThe number of full-time faculty is favorable when compared to the percentage of full-time and parttimefaculty in the United States. Findings from the 2010 National Community College Benchmark Project(NCCBP) report document that the number of full-time faculty at SFCC is very favorable when comparedto other participating institutions. The following chart reflects data for SFCC faculty teaching collegetransfer, technical training, and college prep coursework as reported to the NCCBP.Fall2008FulltimeParttimeTotal CreditFacultyTotal %Student Credit Hours TaughtNCCBPRanking52 13,155 74.74% 91%55 4,446 25.26% 8%NCCBPMedian53.51%(N=256)53.51%(N= 256)Total %Credit Sections TaughtNCCBPRanking266 66% 84%137 34% 16%NCCBPMedian51.16%(N= 253)48.84%(N= 253)The ratio of students to faculty is low compared with the national median: 15 to one (15:1) versus 18to one (18:1). The ratio is calculated from data provided to the Integrated Postsecondary EducationData Service (IPEDS), a national report which compares educational institutions in areas defined asbenchmarks.Different programs at SFCC have different class sizes indicated by maximum enrollments, and within theArts and Sciences Division, different courses have different maximum enrollments. For instance, ENC1101 Freshman English I has a maximum enrollment of 24 students because of the writing-intensivenature of the course, and all of the science labs are restricted to 24 students to comply with fire safetycodes. Lecture classes can sometimes have as many as 48 students, as in the case of General Biology Ior General Chemistry I. Within the Division of Applied Science and Technology, many classes can have21 students, unless the class has an instructional aide; in that case, the maximum enrollment can go to30. These enrollments indicate that students get personalized time with the instructor, in support of thecollege's mission of "providing a learning-centered environment through quality programs, training, andservices."The percentage of full-time faculty at SFCC is high, typically 70% vs. 30% adjunct faculty. Summary datafor all SFCC campuses reflects this ratio consistently over the past five years. While many institutionsthrive employing a high percentage of adjunct instructors, SFCC is located in a rural area where the poolof qualified adjunct instructors is quite small. The preponderance of courses in the Associate in Artsdegree and occupational programs, including general education courses, are taught by full-time facultyas reflected in the following summary data for the 2009-10 academic year.LocationDeSoto CampusType of InstructionAssociate in ArtsDegreeDevelopmental2009-2010 Academic YearNumber & Percent ofNumber & Percent of Number & Percent ofStudent Credit HoursStudent Credit Hours Student Credit HoursTaught by AdjunctTaught by Full-time Taught by AdjunctFaculty in GeneralFacultyFacultyEducation CoursesNumber % Number % Number %South Florida Community College Page 29 / 2022,111 54 1,819 46 1,251 41- 0 395 100 - 0

DeSoto CampusHardee CampusHighlands CampusLake Placid CenterAll CampusesAssociate in ArtsDegreeDevelopmentalCoursesOccupationalProgramsAssociate in ArtsDegreeDevelopmentalCoursesOccupationalProgramsAssociate in ArtsDegreeDevelopmentalCoursesOccupationalProgramsAssociate in ArtsDegreeDevelopmentalCoursesOccupationalProgramsAssociate in ArtsDegreeDevelopmentalCoursesOccupationalProgramsFacultyFacultyFaculty in GeneralEducation CoursesNumber % Number % Number %2,111 54 1,819 46 1,251 41- 0 395 100 - 03,867 71 1,547 29 307 1002,592 54 2,180 46 1,632 43- 0 1,029 100 - 0988 32 2,064 68 147 4719,495 78 5,630 22 4,256 232,405 50 2,400 50 - 027,370 72 10,442 28 - 0659 28 1,654 72 1,555 77- 0 368 100 - 02,359 89 282 11 - 024,858 69 11,283 31 8,694 162,405 36 4,192 64 - 034,585 71 14,335 29 454 20Full-time faculty may be assigned to teach at any campus or center and are scheduled accordingly. Thehighest percentage of courses taught by full-time faculty exists for the Highlands campus where mostof the full-time faculty and administrative offices offices are headquartered. Higher numbers of adjunctfaculty are scheduled to teach at the DeSoto campus, Hardee campus, and Lake Placid center,particularly for developmental instruction. The minimum qualifications for developmental faculty(bachelor's degree and classroom experience) provide an accessible adjunct pool for courses at theselocations. The data for Highlands campus also reflects a high percentage of adjunct faculty teachingdevelopmental mathematics since 2007. As a result, a new full-time faculty position for developmentalmath was approved for 2010-11. Courses in discipline areas which are offered on a limited basis, such aslanguages, music, religion, and sociology, continue to reflect a higher percentage of adjunct faculty at alllocations.Faculty QualificationsSFCC's faculty credentialing process ensures that both full-time and adjunct faculty meet thecomprehensive standards outlined by the Southern Association of Colleges and Schools (SACS). Thefaculty roster offered in support of Standard 3.7.1. demonstrates that our faculty meet those standards.Governing the credentialing process is the SFCC document Professional Standards for Faculty andAcademic Administrators which meets or exceeds SACS guidelines for faculty credentials in bothtransfer and non-transfer courses.South Florida Community College Page 30 / 202Distance learning is embedded throughout the curriculum in both transfer and nontransfer creditprograms. Credentialing requirements are the same whether the faculty member teaches face-to-face or

faculty roster offered in support of Standard 3.7.1. demonstrates that our faculty meet those standards.Governing the credentialing process is the SFCC document Professional Standards for Faculty andAcademic Administrators which meets or exceeds SACS guidelines for faculty credentials in bothtransfer and non-transfer courses.Distance learning is embedded throughout the curriculum in both transfer and nontransfer creditprograms. Credentialing requirements are the same whether the faculty member teaches face-to-face orat a distance. In addition to the credentialing process, distance faculty receive at least 40 hours oftraining from the e-Learning Department before they are allowed to teach an online course at SFCC.SourcesAcademic | Faculty HandbookAdministrative | Employee HandbookAdministrative | Professional Standards for Faculty and Academic AdministratorsDAG IPEDS Report, Ratios, , p. 7Employee Handbook, p. 19Employee Handbook, p. 20Faculty Handbook, pp. 1-2Faculty Job DescriptionFaculty Ratios DeSotoFaculty Ratios HardeeFaculty Ratios HighlandsFaculty Ratios Lake PlacidFaculty Ratios SummaryFull-Time Vs. Part-Time Faculty RatiosInstitutional Effectiveness | Integrated Postsecondary Education Data System (IPEDS) ReportSFCC Administrative Procedure 5211, Responsibilities of Faculty, Career, and Administrative PersonnelSFCC Administrative Procedure 5220 (Faculty Workweek), Workload for Full-Time Instructional FacultySFCC Administrative Procedure 5220, Workload for Full-Time Instructional FacultySFCC Administrative Procedure 5226, Staffing: Use of Part-Time and Adjunct PersonnelCredentialsFaculty Credentials TableFaculty Roster Form2.9Learning Resources and ServicesThe institution, through ownership or formal arrangements or agreements, provides and supports studentSouth Florida Community College Page 31 / 202

Faculty Credentials TableFaculty Roster Form2.9Learning Resources and ServicesThe institution, through ownership or formal arrangements or agreements, provides and supports studentand faculty access and user privileges to adequate library collections and services and to otherlearning/information resources consistent with the degrees offered. Collections, resources, and servicesare sufficient to support all its educational, research, and public service programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) maintains libraries at three campuses and one center, providingits students, faculty and staff access and user privileges to both traditional and technological collections,and learning/information resources. Each library provides a collection of materials to support theCollege’s educational, research, and public service programs. The collections include circulating andreference books, eBooks, electronic databases, current periodicals, archived publications, and audiovisualprograms sufficient to support all its educational, research, and public service programs.Library AccessEach library provides space for study and leisure use of resources. As a public service, the Highlandscampus library serves the residents of Highlands, Hardee, and DeSoto counties, as well as adjacentareas. The libraries at the DeSoto and Hardee campuses serve their respective counties. Distance learnershave access to resources and services of the library both on-site and through the college’s Web site. TheHighlands campus library hours of operation for the fall and spring terms are 7:30 a.m. to 9 p.m.,Monday through Thursday, and 7:30 a.m. to 4 p.m. on Fridays. Summer hours are 8 a.m. to 8 p.m.,Monday through Thursday, and 8 a.m. to 2 p.m., on Fridays. The libraries at the other three sites areopen when the respective campus/center is open. The hours of operation are posted in the CollegeCatalog, on signage at entrances, and on the college's Web site. The hours of operation are modifiedfrom time to time to best serve the needs of the college community as ascertained through surveys.To meet the needs of today’s diverse student population, the library has an online presence, accessiblethrough the college’s Web site. The library's home page on the SFCC Web site provides informationabout and access to library services and resources including, but not limited to, searching the librarycatalog, accessing electronic databases, and providing additional reference assistance through Ask aLibrarian, a statewide virtual reference service. Remote access is vital to support online students and/orfaculty and students who want access after hours.The Highlands campus has 21 computers available for student use, six of which may be used by thecommunity. The DeSoto campus has six computers available; community members may use twocomputers in the lobby of the building. The Hardee campus has 10 computers for student use and two inthe lobby for community members. Students at the Lake Placid center have access to 10 computers;community members have access to two computers in the lobby.Library Owned Collections and ResourcesSFCC provides adequate and relevant collections at each of its campuses/center that are consistent withthe degrees offered. As of June 30, 2010, the college’s total collection consisted of 45,775 volumes andSouth Florida Community College Page 32 / 20240,580 titles. The college’s total collection also included 69 periodicals and 1,754 audio-visual items. Inaddition, the college owns 3,228 electronic books and provides access to an additional 25,218. Theelectronic books are available to the college’s faculty, students, and staff 24 hours a day, seven days a

Library Owned Collections and ResourcesSFCC provides adequate and relevant collections at each of its campuses/center that are consistent withthe degrees offered. As of June 30, 2010, the college’s total collection consisted of 45,775 volumes and40,580 titles. The college’s total collection also included 69 periodicals and 1,754 audio-visual items. Inaddition, the college owns 3,228 electronic books and provides access to an additional 25,218. Theelectronic books are available to the college’s faculty, students, and staff 24 hours a day, seven days aweek, from any computer with internet access.The primary source for magazines and journals has become electronic databases. Databases funded bythe college, as well as those funded by the state of Florida through the College Center for LibraryAutomation (CCLA), provide students, faculty, and staff with access to to over 100 databases and foureBook collections. Almost all of these databases are full text and contain access to thousands ofmagazines, journals, books, newspapers, and other digital material.Recognizing that the library is essential to the success of existing programs as well as to theimplementation of new programs, SFCC has committed necessary funds to library support.Staff is committed to providing the informational resources that support all aspects of the college’sinstructional, administrative, and cultural functions. To fulfill this commitment, the staff refers to theLibrary Services Policy and Procedure Manual for established criteria regarding the selection ofmaterials, library instruction, weeding of outdated materials, appropriate circulation of materials, returnof overdue materials, interlibrary loans, electronic resources, and audiovisual materials. Using theCollection Development Policy, the two librarians exercise their professional judgment in selectinggeneral learning resources that support and enhance the college’s curriculum. They also work closelywith faculty to obtain input on the collection development process.To ensure that the college’s library collection and materials are relevant and current, the librarianscontinually weed the collection in accordance with the collection development policy. Materials areweeded if duplicate titles are no longer in demand, superseded editions exist, materials are damagedbeyond repair, and/or titles are obsolete in content, style, or theme.Library Services and ResourcesLibrary services include circulation, faculty reserves, self-service photocopying, reference, interlibraryloans, instruction in library use and information literacy, library databases, library Web page, andtechnical services.CirculationThe circulation staff is responsible for registering new users for library cards and circulating materials.The college identification card serves as the library card for checking out all circulating library materials.Distance learning students may obtain a student identification card at any campus/center. Circulation andloan policies are posted on the library Web site. The circulation staff is also available to explain thepolicies regarding the use of the library services.Faculty ReservesFaculty may place materials on reserve for a predetermined length of time for students enrolled inspecific courses.Self-Service PhotocopierSouth Florida Community College Page 33 / 202A coin-operated, self-service photocopier is available on the Highlands campus for making copies oflibrary materials. Arrangements for photocopying at the other libraries are made through the front officeof that campus/center.

The Library's home page on the SFCC Web site is the gateway for students, faculty, and staff to accessthe college's library staff, library resources, external resources, online tutorials, and other importantSelf-Service PhotocopierA coin-operated, self-service photocopier is available on the Highlands campus for making copies oflibrary materials. Arrangements for photocopying at the other libraries are made through the front officeof that campus/center.ReferenceProfessional librarians and staff provide reference assistance to library patrons. The college alsoparticipates in the Ask a Librarian program. This online reference service is provided at no charge toFloridians and allows patrons to avail themselves of an online reference session with a professionalreference librarian. This service is funded as part of the Florida Electronic Library by a Library Servicesand Technology Act (LSTA) grant. It is supported by over 100 public and private libraries and serves toprovide library reference services from 10 a.m. until midnight, Sunday through Thursday, and 10 a.m.until 5 p.m., on Friday and Saturday. If patrons choose not to engage in a live chat session, they havethe option of e-mailing a college librarian for assistance.Intercampus and Interlibrary LoansThe college’s students, faculty, and staff have access to the entire collection of materials owned by thecollege. Through the Online Public Access Catalog (OPAC), these materials may be requested andreceived by the next business day. If materials are located at another site, arrangements can be made toretrieve those materials in a timely manner. If students at another sites want materials from theHighlands campus, the material is sent via the college courier and the students should receive it with 24hours.The college’s students, faculty, and staff can request material from other Florida colleges through OPAC.Material is sent through the statewide delivery system to arrive in five to seven days. The referenceassistant initiates the order of materials from libraries outside of the Florida College System. These aresent through the statewide delivery system or standard mail taking up to two weeks to arrive.Instruction in Library Use and Information LiteracyLibrary instruction sessions are available at all four libraries to provide personalized instruction toindividual students or for library orientations. Library instruction is taught by the professional librarianswho collaborate with faculty in advance of the sessions to determine what specific assignments studentsare engaged in and to tailor the instruction accordingly. To supplement instruction and provide analternative mode for distance learners, the library purchased a subscription to MURALS, an onlineservice that provides tutorials on how to locate and use many library resources. Every term, LIS 2004,Introduction to Internet Research, is offered and taught by the librarians. This online course focuses oninformation resources available through the Internet. Internet search tools and methods of access areexplored along with social, ethical, and legal issues.Library DatabasesThe college provides students, faculty, and staff access to several comprehensive databases. CCLAprovides access to shared information resources. The Library Information Network and CooperativeContent (LINCC) provides an intercampus loan process that allows resources to be shared among theFlorida College System through a statewide interlibrary loan program. The OPAC is a database of thebooks (print and electronic) and audio-visual material that is housed in the college's libraries.Library Web PageSouth Florida Community College Page 34 / 202

Florida College System through a statewide interlibrary loan program. The OPAC is a database of thebooks (print and electronic) and audio-visual material that is housed in the college's libraries.Library Web PageThe Library's home page on the SFCC Web site is the gateway for students, faculty, and staff to accessthe college's library staff, library resources, external resources, online tutorials, and other importantinformation.Technical ServicesThe Technical Services department is located on the first floor of the Learning Resources Center. TheChair, Library Services, manages the department with the help of a part-time technical services assistant.This department processes materials acquired for use in all four campus/center libraries and maintainsthe online catalog.Cooperative Library Agreements and Reciprocal Borrowing AgreementsIn an effort to address the need for patron access to additional resources, the library participates inseveral cooperative agreements. The college is a member of CCLA, which coordinates resources andservices among the collections of the 28 colleges through a common library collection managementsystem (LINCC), providing SFCC students access to a wide range of learning resources. The college isalso a member of the Tampa Bay Library Consortium (TBLC), which is a non-profit, multi-librarycooperative that assists libraries by leading and encouraging collaboration, resource sharing, staffdevelopment, and innovations. The college uses the Library Borrowing PrivilegesAgreement between the State University System of Florida and the Florida College System. This extendsaccess and borrowing privileges among currently enrolled SFCC students and to faculty and staff ofpublic higher education institutions in Florida. The college also has a reciprocal borrowing agreementwith the Heartland Library Consortium (HLC) that allows SFCC students from outside of the HLC area touse the public libraries in Highlands, DeSoto, Hardee, Okeechobee, and Glades counties, and HLC cardholders to use limited college library services.Evaluation/AssessmentAnnual surveys, including the Faculty Evaluation of Library Services and Collection Development, theGraduate Satisfaction Survey, and the Student Opinion Survey, provide feedback concerning level ofsatisfaction with services. The most recent survey results revealed the following:• 84% of the faculty responding to the Faculty Evaluation of Library Services and CollectionDevelopment Survey evaluated the library staff very favorably.• 71.1% of the students responding to the Graduate Satisfaction Survey were either satisfied orvery satisfied with the quality of the library services.• Library/Learning Resources facilities and its services has a satisfaction rate of 4.25 on 5-point scalein the Student Opinion Survey.As seen above, library staff is committed to successfully serving students, faculty, staff, and communitypatrons.SourcesAsk a LibrarianCCLA FCLA AgreementCollection Development PolicyFaculty Evaluation 2010Graduate Satisfaction Survey May 2010Heartland Library Cooperative AgreementSouth Florida Community College Page 35 / 202

Ask a LibrarianCCLA FCLA AgreementCollection Development PolicyFaculty Evaluation 2010Graduate Satisfaction Survey May 2010Heartland Library Cooperative AgreementLibrary Home PageLibrary Services ManualSFCC Other Campuses Library Services SurveyStudent Opinion Survey, p. 6Weeding Criteria2.10Student Support ServicesThe institution provides student support programs, services, and activities consistent with its missionthat promote student learning and enhance the development of its students.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides student support programs, services, and activitiesconsistent with its mission that promote student learning and enhance the development of its students.SFCC is committed to providing quality services that facilitate learning and success. These activities andservices are integrated into academic, social, and administrative functions of the institution and aredesigned to meet the holistic learning needs of students. Student services units offer a full range ofservices at the Highlands campus with somewhat reduced options provided by student services advisorsat the DeSoto and Hardee campuses, and Lake Placid center. Services to distance students are providedby the same units or designated personnel that provide on-campus learning activities at each location,with adaptations as necessary to provide comparable services.Student ServicesThe student services division plans, organizes, and implements student support programs includingrecruiting, enrollment processing services, educational support services, and activities for registered andpotential students. The Dean of Student Services provides oversight and management for the division.The services offered are provided by the following units: enrollment services (outreach and recruitment),admissions and records, assessment and testing, career planning and placement, advising andcounseling, financial aid, and student life (activities).Each unit submits unit action plans in accordance with college-wide time frames. Objectives aresubmitted and reviewed annually; these include budgeting for expected resources to carry out objectivesand describe the methodology to assess and monitor progress for continuous improvement. Assessmentactivities are an underlying part of programs and services provided by all units of student services asdescribed in Comprehensive Standard 3.3.1.3. Each unit reports monthly progress to the Dean ofStudent Services with numbers and type of activities that impact annual services outcomes. Additionally,each unit completes an annual administrative program assessment. The outcomes of these programsand/or services support the following: direct services, co-curricular or out-of-class experiences targetingskills and competencies in interpersonal and intrapersonal relations, problem solving and cognitiveabilities development, and practical knowledge to attain goals when immersed in the campusenvironment. All of these outcomes have a direct impact on student learning, persistence, retention,South Florida Community College Page 36 / 202completion, and, ultimately, success.Outreach / Recruiting

Student Opinion Survey, p. 6Weeding Criteria2.10Student Support ServicesThe institution provides student support programs, services, and activities consistent with its missionthat promote student learning and enhance the development of its students.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides student support programs, services, and activitiesconsistent with its mission that promote student learning and enhance the development of its students.SFCC is committed to providing quality services that facilitate learning and success. These activities andservices are integrated into academic, social, and administrative functions of the institution and aredesigned to meet the holistic learning needs of students. Student services units offer a full range ofservices at the Highlands campus with somewhat reduced options provided by student services advisorsat the DeSoto and Hardee campuses, and Lake Placid center. Services to distance students are providedby the same units or designated personnel that provide on-campus learning activities at each location,with adaptations as necessary to provide comparable services.Student ServicesThe student services division plans, organizes, and implements student support programs includingrecruiting, enrollment processing services, educational support services, and activities for registered andpotential students. The Dean of Student Services provides oversight and management for the division.The services offered are provided by the following units: enrollment services (outreach and recruitment),admissions and records, assessment and testing, career planning and placement, advising andcounseling, financial aid, and student life (activities).Each unit submits unit action plans in accordance with college-wide time frames. Objectives aresubmitted and reviewed annually; these include budgeting for expected resources to carry out objectivesand describe the methodology to assess and monitor progress for continuous improvement. Assessmentactivities are an underlying part of programs and services provided by all units of student services asdescribed in Comprehensive Standard 3.3.1.3. Each unit reports monthly progress to the Dean ofStudent Services with numbers and type of activities that impact annual services outcomes. Additionally,each unit completes an annual administrative program assessment. The outcomes of these programsand/or services support the following: direct services, co-curricular or out-of-class experiences targetingskills and competencies in interpersonal and intrapersonal relations, problem solving and cognitiveabilities development, and practical knowledge to attain goals when immersed in the campusenvironment. All of these outcomes have a direct impact on student learning, persistence, retention,completion, and, ultimately, success.Outreach / RecruitingIn the SFCC service district, the college conducts outreach and recruiting to offer pre-collegiateopportunities and college awareness sessions, promote a process of seamless transition from high schoolto college, encourage submission of applications by sharing profiles of potential enrollees, make knownthe breadth of program availability, offer glimpses of what college life includes, and share the successand satisfaction of previous students. SFCC does not have a designated recruiting staff but has arecruiting team comprised of academic advisors from all sites and outreach program managers/staffSouth Florida Community College Page 37 / 202(from the college Reach Out Program, Panther Youth Partners program, Migrant Farmworker program,and Take Stock in Children program). Members of these programs participate in events hosted by localhigh schools, towns, and community organizations in an effort to increase awareness of SFCC programs

to college, encourage submission of applications by sharing profiles of potential enrollees, make knownthe breadth of program availability, offer glimpses of what college life includes, and share the successand satisfaction of previous students. SFCC does not have a designated recruiting staff but has arecruiting team comprised of academic advisors from all sites and outreach program managers/staff(from the college Reach Out Program, Panther Youth Partners program, Migrant Farmworker program,and Take Stock in Children program). Members of these programs participate in events hosted by localhigh schools, towns, and community organizations in an effort to increase awareness of SFCC programsand services. This team also serves as host to the College for a Day program, eighth grade visits, campustours, and parent/civic organization presentations.Advising and counseling services are available to support students in the learning process throughAdmissions / OrientationSupport staff in the Office of the Registrar manage the SFCC admissions processes. The Welcome Center,located on the Highlands campus in the Student Services Complex, receives admissions applications forall programs. Because SFCC is an open admissions institution, acceptance is routine. Individualizedassessments are provided to each student to assist in determining the students' entry level placement.Orientation programs and success seminars are provided to address new student needs, heightenawareness of conduct and citizenship codes, and promote social responsibility. Orientation and seminarsare coordinated by enrollment services, advising and counseling, and career planning units. The DeSotoand Hardee campuses and the Lake Placid center student services advisors, campus/center directors, andoffice staff are responsible for coordinating orientation and seminars for their respective campus.New student orientation consists of an information session covering topics such as advising, theregistration process, drop/add rules, disability services, the Tutoring and Learning Center, student clubsand organizations, financial aid, and other resources available to students. Group orientation sessions areregularly scheduled during the summer leading up to the fall term start date. Both day and eveningsessions are available for convenience. Each student attending orientation is given a packet containinguseful information about the college and evaluates the orientation session. (Example 07-27 and 08-10-2010.) An evaluation of the new student orientation program is conducted by staff members during thefall to provide feedback for continuous improvement. Students who are unable to attend a scheduledgroup orientation session, such as online students, or students who would like to review the session,may participate in a computerized, online orientation session available through the college portal.Assessment and TestingSFCC is an open admissions institution. Assessment and testing services have the primaryresponsibility of administering placement tests and assessments which will help determine a student'slevel of preparedness for the coursework and program of study selected. Students making application toSFCC who do not have acceptable academic placement test scores for regular college-level courses arerequired to enroll in developmental courses. In addition to course placement determination, theassessment and testing unit coordinates and proctors course performance exams, certification exams,national/state competency exams, and personal assessments in both online and paper/pencil formats.Testing services are available to students at all college locations and include testing withaccommodations for students with disabilities. The schedule of tests by type, testing dates, locations,and times are presented in the Schedule of Classes bulletin which is available online through the collegeWeb site.Career Planning and PlacementThe staff of the Career Center assists students and graduates with career planning experiences.The Career Center services are available whenever the college is open. Students may explore careerprofiles, take interest inventories, use the center resources to research careers, discuss career planning,receive assistance in goal setting and establish opportunities for co-operative learning, job shadowing orinternships, and seek employment . Additionally, the Career Center staff coordinate annual career andjob fairs that facilitate interaction with employers and universities.South Florida Community College Page 38 / 202Advising and Counseling

eceive assistance in goal setting and establish opportunities for co-operative learning, job shadowing orinternships, and seek employment . Additionally, the Career Center staff coordinate annual career andjob fairs that facilitate interaction with employers and universities.Advising and CounselingAdvising and counseling services are available to support students in the learning process throughacademic advising, personal counseling support, and general guidance. An early alert initiative is inplace to assist academically at-risk students. Telephone, e-mail, and walk-in advising services areavailable at each college location to provide information about programs and resources, academicplanning, scheduling and registering for classes, time management, appreciating diversity, conflictmanagement, personal responsibility, and transfer services.Disability ServicesThe Advising and Counseling Center has a specialized counselor for assisting students withdisabilities. Support and accommodations for students with disabilities are provided on anindividualized needs basis. Such assistance may include ensuring the student receives classroom andtesting accommodations based on their documented disability by written notification to faculty and theTesting Center. Students with documented disabilities seeking accommodations work with the disabilitiesspecialist on the Highlands campus in conjunction with a student services advisor if they are primarilyattending a satellite campus or center.Campus InvolvementStudent life includes student organizations and activities, Student Government Association (SGA)participation and leadership, athletics, and student publications. Faculty and staff serve, advise, andstrongly stupport student activites and organizations. The effectiveness of student activities inaffording opportunities for students' engagement and personal growth is demonstrated through thesuccess of student leaders over the past three years in the transition from simply an activities board to astudent government association. During the past three years, new student areas such as the PantherCove Park, Panther Activities Center, and the GamePad have been created by and for students toenhance and facilitate student engagement.SFCC supports academic excellence and recognizes exemplary performance of students throughacknowledgement on the President's and Vice President's honor lists, invitation to participate in Phi ThetaKappa (PTK) international honor society, and recognition at the annual awards ceremony andcommencement exercises.The college has an intramural program with a fitness center that is open to all students and staff. Theprogram aims to promote a sense of community, school spirit, and physical fitness through encouragingan active, involved lifestyle.Financial AidThe Financial Aid Office assists prospective and current students in securing the most suitable financialsupport to achieve their educational goals. Financial assistance and services available to eligiblestudents includes Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, federal andcollege-supported workstudy, Florida Bright Futures grant programs, as well as scholarship funds offeredthrough the SFCC Foundation. These assistance programs positively impact students in a number ofways: general financial support, student employment, persistence, time to completion, self sufficiency,and overall satisfaction with the college experience.Registrar and RecordsThe Office of the Registrar is the access point for all student records which are managed under FERPAregulations. South Florida Community This office Collegeis the hub of student entry (admissions) and exit (graduation) from the Page college. 39 / 202Staff members in the office provide students with access to their individual records, offer weekly cohortcomparisons in program enrollments to the administration, manage the interactive student records

Registrar and RecordsThe member institution provides the following financial statements: (1) an institutional audit (orThe Office of the Registrar is the access point for all student records which are managed under FERPAregulations. This office is the hub of student entry (admissions) and exit (graduation) from the college.Staff members in the office provide students with access to their individual records, offer weekly cohortcomparisons in program enrollments to the administration, manage the interactive student recordsdatabase, publish the Schedule of Classes, coordinate and track room assignments, process grades,course completers and graduates, issue transcripts and enrollment confirmations, and related recordsservices.Student Support Services ProgramsIn fall 2010, SFCC received a five-year TRIO grant for a Student Support Services project to serve lowincome,first generation in college, disabled, and/or academically challenged students. The program willprovide participants with comprehensive support services, including specialized advising and counseling,financial aid assistance, academic monitoring, access to cultural programs, tutoring, mentoring,university visits, and transfer assistance. Through these activities, services, and support, SFCC expects tohave a profound impact on the retention and success of disadvantaged college students.Available Consumer ServicesSFCC offers consumer services at reasonable rates provided by program trainees for students,employees, and the community. These popular services include cosmetology, dental hygiene, autocollision repair and refinishing, air conditioning, automotive service technology, and electronicstechnology.SourcesAdvising and Counseling UAP objective 3Advising Student Contact SummaryCareer Center Report, 2009-2010Cosmetology ServicesDental Hygiene ServicesDisability Services GuidelinesFinancial Aid Annual Report, 2009-2010Fitness Center ArticleGame Pad PhotosMonthly Report SampleOffice of the RegistrarOrientation Agenda 8.10.10Orientation Session 7.27.10Orientation Session 8.10.10Panther Activity CenterPanther Cove ParkPlacement ReportStudent Government Activities-SGA Year End Report, 2009-2010Student Services | Schedule of Classes - Fall 2010Student Services Staff Meeting Minutes 8.11.10Testing CenterTesting Report 2009-20102.11.1Financial ResourcesThe institution has a sound financial base and demonstrated financial stability to support the mission ofthe institution and the scope of its programs and services.South Florida Community College Page 40 / 202

Testing CenterTesting Report 2009-20102.11.1Financial ResourcesThe institution has a sound financial base and demonstrated financial stability to support the mission ofthe institution and the scope of its programs and services.The member institution provides the following financial statements: (1) an institutional audit (orStandard Review Report issued in accordance with Statements on Standards for Accounting and ReviewServices issued by the AICPA for those institutions audited as part of a systemwide or statewide audit)and written institutional management letter for the most recent fiscal year prepared by an independentcertified public accountant and/or an appropriate governmental auditing agency employing theappropriate audit (or Standard Review Report) guide; (2) a statement of financial position of unrestrictednet assets, exclusive of plant assets and plant-related debt, which represents the change in unrestrictednet assets attributable to operations for the most recent year; and (3) an annual budget that is precededby sound planning, is subject to sound fiscal procedures, and is approved by the governing board.Audit requirements for applicant institutions may be found in the Commission policy “AccreditationProcedures for Applicant Institutions.”JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a sound financial base and has demonstrated financialstability to support the mission of the institution that is evidenced in its audits, statement of unrestrictednet assets exclusive of plant and plant-related debt, and annual budgets preceded by sound planning andgoverning board approval.Revenue SourcesThe college relies primarily on revenues from the state of Florida for its operational and physical plantneeds. A multi-year analysis demonstrates that operating revenue from the state has declined for thepast several years due to challenging economic conditions, but flow-through federal stimulus (ARRA)funding has provided substantial support for both the 2009-10 and 2010-11 fiscal years. Student feerates were increased to offset some of the state revenue reductions, and coupled with significantenrollment growth, total revenue has been relatively stable/positive overall. The funding per FTE hasdeclined during recent years due to enrollment growth, but the Florida College System will continue towork with the Florida Legislature to address the need for additional funding as economic conditionsimprove. The Florida Legislature is expected to replace the ARRA funds with increased state revenuebeginning with the 2011-12 fiscal year.Details on the college’s funding sources are as follows:State Funds – State funding is based on a funding formula that is developed and adjusted annuallybased upon multiple factors, including program mix and enrollment growth at each systemcollege. Both the 2009-10 and the current 2010-11 fiscal year operating budgets were based uponthe formula with adjustments for the operating cost of new facilities and enrollment growth.The 2010-11 operating budget appropriations from the state illustrate the changes in fundinglevels for the current fiscal year compared to the total state and federal funding for the previousfiscal year.South Florida Community College Page 41 / 202Student Fees – Student fee rate ranges are established by the Florida Legislature. The DistrictBoard of Trustees (DBOT) adopts student fee rates within these ranges to be charged as part of the

the formula with adjustments for the operating cost of new facilities and enrollment growth.The 2010-11 operating budget appropriations from the state illustrate the changes in fundinglevels for the current fiscal year compared to the total state and federal funding for the previousfiscal year.Student Fees – Student fee rate ranges are established by the Florida Legislature. The DistrictBoard of Trustees (DBOT) adopts student fee rates within these ranges to be charged as part of thebudget for the upcoming year and in accordance with Florida Statutes (FS) 1009.22 and 1009.23.The college has experienced increases in student fee revenue in recent years as a result of significantenrollment growth and increases in student fee rates. Student fee revenues include scholarshipallowances. For financial reporting purposes, scholarship allowances reduce tuition revenue by theamount of tuition paid by scholarships.Other Revenues – The college operates several ancillary programs in conjunction with itsvocational training programs as well as community education programs that have generated steadilyincreasing sales and services revenues. Federal support, gifts and transfers-in have steadilyincreased since 2006-07 as well.Financial StabilityPer FS 1011.84, any time the unencumbered balance in the general fund of the community collegeboard of trustees-approved operating budget falls below 5%, the President must provide writtennotification to the State Board of Education. This is a benchmark used to provide a guideline for thecollege's financial policies to provide for a sound financial base. The college has had an ending fundbalance well in excess of 5% for each of many years (See calculation at the end of Schedule 1 in theAnnual Financial Reports; Finance | Annual Financial Report 2006 FYE (Page 40), Finance |Annual Financial Report 2007 FYE (Page 42),Finance | Annual Financial Report 2008 FYE(Page 48), Finance | Annual Financial Report 2009 FYE (Page 42), and Finance AnnualFinancial Report 2010 FYE (Page 43)). At no time has the unencumbered balance in the generalfund fallen below the requisite 5% level, validating fiscal stability at all times.Further evidence of SFCC’s sound financial base and demonstrated financial stability can be found inresponse to criteria 3.10.1.Evidence of Financial Statements1. Annual Financial Statements – The college is audited by the State of Florida’s Auditor General inaccordance with FS 11.45. The Auditor General issues a separate audit report for the college andvalidates that the audited numbers are carried forth for accumulation in the State of FloridaComprehensive Annual Financial Report since the college is a component unit of the state of Florida.To get the audits for all the political subdivisions in the state of Florida completed in a timelymanner, the Auditor General splits the college’s Single Audit Act audit into three distinct audits.a. Financial Statement Audit - The financial statements (Annual Financial Report FYE 2006,Annual Financial Report FYE 2007, Annual Financial Report FYE 2008, AnnualFinancial Report FYE 2009, and Annual Financial Report FYE 2010) and all accompanyingschedules and notes are audited in accordance with auditing standards generally accepted in theUnited States and Government Auditing Standards as prescribed by the Comptroller General ofthe United States. As part of the financial statement audit, the independent auditor also issues areport on the college’s system of internal control as it relates to financial reporting and a writtenmanagement letter (Financial Audit 2006 FYE, Financial Audit 2007 FYE , Financial Audit2008 FYE, and Financial Audit 2009 FYE). As stated in the executive summaries, theindependent auditors found that financial statements were presented fairly and that there wereno material weaknesses in internal control (unqualified opinion for each year). The fiscal yearended June 30, 2010 financial audit will be submitted under separate cover upon receipt by thecollege. A draft of the FYE 2010 is included for reference (Preliminary Financial StatementAudit Report FYE 2010).b. Federal Office of Management and Budget Circular A-133 Audit – The independent auditorannually audits the college’s Schedule of Federal Assistance as part of a statewide federal audit.South Florida Community College Page 42 / 202

independent auditors found that financial statements were presented fairly and that there wereno material weaknesses in internal control (unqualified opinion for each year). The fiscal yearended June 30, 2010 financial audit will be submitted under separate cover upon receipt by thecollege. A draft of the FYE 2010 is included for reference (Preliminary Financial StatementAudit Report FYE 2010).b. Federal Office of Management and Budget Circular A-133 Audit – The independent auditorannually audits the college’s Schedule of Federal Assistance as part of a statewide federal audit.The college has not received federal findings for many years as evidenced by recent summaryreports (Finance | State of Florida – Compliance and Internal Controls over Financialand Federal Awards Report 2006 FYE (Page 381) , Finance | State of Florida –Compliance and Internal Controls over Financial and Federal Awards Report 2007 FYE(Page 322), Finance | State of Florida – Compliance and Internal Controls overFinancial and Federal Awards Report 2008 FYE (Page 314), and Finance | State ofFlorida – Compliance and Internal Controls over Financial and Federal Awards Report2009 FYE (Page 428). Please note that the absence of South Florida Community College inthe listing of colleges and universities with findings indicates that there were no findings for thecollege each year. The fiscal year ended June 30, 2010 federal audit report will be submittedunder separate cover upon receipt by the college.c. Operational Compliance Audits - Bi-annually, an operational compliance audit is conducted inwhich the independent auditors review college operations for operational compliance (FYE 2007Operational Audit, FYE 2009 Operational Audit). The most recent operational complianceaudit (for fiscal year 2008-09) produced only one non-financial finding, which was quicklyaddressed and resolved. Additionally, the independent auditor has annually audited the BrightFutures program for operational compliance. Bright Futures is a merit based state studentfinancial assistance program. The college has received unqualified audit reports on this audit forthe last several years (FYE 2006 Bright Futures Audit, FYE 2007 Bright Futures Audit,FYE 2008 Bright Futures Audit, and FYE 2009 Bright Futures Audit. The fiscal year endedJune 30, 2010 compliance audit report will be submitted under separate cover upon receipt bythe college.2. Statement of Unrestricted Net Assets – The college is providing a statement of Net Assets andan Operating reconciliation excluding plant assets and debt to further illustrate the college'soperational stability for the fiscal years ending 2009 and 2010 (Statement of Financial Positionof Unrestricted Net Assets Exclusive of Plant..., Operating Reconciliation, Restatement ofUnrestricted Net Assets Exclusive of Plant ...). The statements indicate that the college doesnot have debt related to its plant assets and that the college, while decreasing expenditures, hasspent more than its revenues for the 2008 and 2009 fiscal years due to high ending fund balances ineach prior year (planned expenditures). The college has maintained adequate fund balance tosupport its mission and programs in accordance with FS 1011.84 as indicated above.3. Annual Budgets – SFCC has established and maintained financial stability by adhering to itsintegrated, comprehensive planning and budgeting process. The college develops its annual budgetas part of the institution-wide planning process in accordance with State Board of Education(SBE) Rule 6A-14.0716, 2007-08 Budget,2008-2009 Budget, 2009-2010 Budget, and2010-2011 Budget. The DBOT reviews its strategic plan and establishes planning priorities duringits December planning meeting (2007-08 DBOT Planning Workshop, 2008-2009 DBOTPlanning Workshop, 2009-2010 DBOT Planning Workshop, 2010-2011 DBOT PlanningWorkshop, and 2011-12 DBOT Planning Workshop). College departments then identify theirplanning objectives to support the priorities as outlined by the Board in January as they identify thefinancial resources necessary to attain those objectives. The departmental requests are thenevaluated by the appropriate deans, Vice Presidents, and President who review the requests to bestmatch the needed priorities within the college’s resources according to the strategic objectives. As aresult, the college’s budgeting process is fully integrated into, and is reflective of, its planningprocess.Annually, South Florida a Community budget College and planning calendar is established to notify budget managers of the timeframes Page 43 / 202 forplanning their annual objectives that are documented through the unit action plans (UAP) and quantifiedthrough their budget requests (Budget Workshop 2007-2008 (Page 12), Budget 2008-2009

esult, the college’s budgeting process is fully integrated into, and is reflective of, its planningprocess.Annually, a budget and planning calendar is established to notify budget managers of the timeframes forplanning their annual objectives that are documented through the unit action plans (UAP) and quantifiedthrough their budget requests (Budget Workshop 2007-2008 (Page 12), Budget 2008-2009(Page 11), Budget 2009-2010 (Page 12), and Budget Workshop 2010-2011 (Page 11)). Budgetmanagers govern all aspects of academic and adminstrative processes so that funding for all academic,administrative support, student support, institutional support, and plant maintenance operations andinitiatives go through this process. In preparing this information, budget managers have access to datasince 2001 within the Banner system to use in analyzing previous spending and budget allocations.Budget requests that exceed 10% of the previous year’s allocation require a justification within the UAPfor the department. Budget requests include requests for additional staffing, operational expenses, andcapital outlay so that all requests are considered and included in the college budget. Revenues areforecast and budgeted, and the Business Office compiles a draft budget that integrates the personnel,current expense, and capital outlay budgets with institutional plans (e.g. technology and facilities plans)to ensure that proposed annual budget reflects both short and long range goals of the college.The draft budget is reviewed by the Vice Presidents and President to ensure that departmental objectivesare consistent with the strategic direction of the institution and otherwise supportive of the college’smission and that appropriate resources have been dedicated to the attainment of those initiatives. Uponacceptance by the Vice Presidents and the President, the proposed annual budget is presented to theDBOT for review and approval. Upon DBOT approval, the budget is forwarded to the Florida Departmentof Education, Division of Florida Colleges for final review and approval.To further ensure financial stability and budgetary control, the college performs a mid-year budgetreview after the majority of the spring term fees are posted. The actual revenues are compared tobudgeted revenues to date and to the same point in the prior year so that revenue collections can beevaluated and projected with more accuracy to year end. The revised revenue estimates are consideredwhen reviewing requests for expenditure budget changes from budget managers, and adjustments aresubsequently made to ensure an appropriate fund balance at year-end in accordance with SFCCAdministrative Procedure 4030, Budgets and Budget Amendments. Should the college revenuebudget increase or decrease substantially, the Vice Presidents and the President review the college’sstrategic priorities to determine programs and initiatives to initiate or modify accordingly.SourcesAnnual Budgets2007-08 Budget2007-08 DBOT Planning Workshop2008-09 Budget2008-2009 DBOT Planning Workshop2009-2010 Budget2009-2010 DBOT Planning Workshop2010-2011 Budget2010-2011 DBOT Planning WorkshopAnnual Financial ReportsAnnual Financial Report FYE 2006Annual Financial Report FYE 2007Annual Financial Report FYE 2008Annual Financial Report FYE 2009Annual Financial Report FYE 2010Audit ReportsFYE 2006FYE 2006 Bright Futures AuditFYE 2006 Federal SWFAFYE 2006 Federal SWFA SSPAFSouth Florida Community College Page 44 / 202

2.11.2Annual Financial Report FYE 2010Audit ReportsFYE 2006FYE 2006 Bright Futures AuditFYE 2006 Federal SWFAFYE 2006 Federal SWFA SSPAFFYE 2006 Financial AuditFYE 2007FYE 2007 Bright Futures AuditFYE 2007 Federal Final Letter of DeterminationFYE 2007 Federal SWFAFYE 2007 Federal SWFA SSPAFFYE 2007 Financial AuditFYE 2007 Operational AuditFYE 2008FYE 2008 Bright Futures AuditFYE 2008 Federal Letter of Final DeterminationFYE 2008 Federal SWFAFYE 2008 Federal SWFA SSPAFFYE 2008 Financial AuditFYE 2009FYE 2009 Bright Futures AuditFYE 2009 Federal Summary Schedule of Prior Audit Findings (SSPAF)FYE 2009 Federal SWFAFYE 2009 Financial AuditFYE 2009 Operational AuditFYE 20102010 SFCC Annual Planning Workshop 2011-12 - Workbook2010-11 Operating Budget AppropriationsFinance | Annual Financial Report 2006 FYE (Page 40)Finance | Annual Financial Report 2007 FYE (Page 42)Finance | Annual Financial Report 2008 FYE (Page 48)Finance | Annual Financial Report 2009 FYE (Page 42)Finance | Annual Financial Report 2010 FYE (Page 43)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2006 FYE (Page 381)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2007 FYE (Page 322)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2008 FYE (Page 314)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2009 FYE (Page 428)Finance | Financial Audit 2006 FYE (Page 5)Finance | Financial Audit 2007 FYE (Page 7)Finance | Financial Audit 2008 FYE (Page 5)Finance | Financial Audit 2009 FYE (Page 5)FS 1009.22, Workforce Education Postsecondary Student FeesFS 1009.23, Community College Student FeesFS 1011.84, Procedure for Determining State Financial Support and Annual Apportionment...FS 11.45, Definitions: Duties; Authorities; Reports; RulesOperating Reconciliation, Restatement of Unrestricted Net Assets Exclusive of Plant ...Preliminary Financial Statement Audit Report FYE 2010SBE Rule 6A-14.0716, Community College BudgetsSFCC Administrative Procedure 4030, Budgets and Budget AmendmentsSFCC Administrative Procedure 4220, Grant ProceduresSFCC Revenue Sources AnalysisStatement of Financial Position of Unrestricted Net Assets Exclusive of Plant...Trustees | Budget Workshop 2007-2008 (Page 12)Trustees | Budget Workshop 2008-2009 (Page 11)Trustees | Budget Workshop 2009-2010 (Page 12)Trustees | Budget Workshop 2010-2011 (Page 11)South Florida Community College Page 45 / 202

Trustees | Budget Workshop 2007-2008 (Page 12)Trustees | Budget Workshop 2008-2009 (Page 11)Trustees | Budget Workshop 2009-2010 (Page 12)Trustees | Budget Workshop 2010-2011 (Page 11)2.11.2Physical ResourcesThe institution has adequate physical resources to support the mission of the institution and the scope ofits programs and services.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) uses a systematic, standards-based facilities planning processto ensure that its facility needs are addressed in a timely manner. The process provides the data and therationale to support funding requests to the state of Florida for facilities, site improvements, and relatedequipment and technology. SFCC complies fully with the planning and construction requirements asdefined in State Board of Education (SBE) Rule 6A-2.0010.The college currently has facilities adequate to support its mission and program needs. The SFCCHighlands campus sits on a 228-acre isthmus between two lakes south of Avon Park and bordering U.S.Highway 27. The Highlands campus contains 53 buildings totaling 343,725 net square feet (nsf),including a 1,440-seat gymnasium and a newly renovated 1,460 seat auditorium, the Theatre for thePerforming Arts. During the past decade, several major new buildings were constructed to meet programexpansion needs, including the most recent addition, the 51,232 gross square feet Health and ScienceEducation Center (2007). Many other buildings have been remodeled or have seen extensive renovationin recent years, resulting in high quality facilities for all program offerings.In addition to the Highlands campus, SFCC has three special purpose centers (so designated due to theneed for access over the three-county district). The Hardee campus is located south of Bowling Green,Florida, on 47 acres along State Highway 17. Construction of the 20,781 nsf facility was completed in2003. The DeSoto campus is located in Arcadia, Florida, near the area high school on 40 acres.Construction was completed in 2003, adding 20,928 nsf to the inventory. The Lake Placid center, locatednear downtown Lake Placid, Florida, is a former middle/high school campus containing 48,254 nsflocated on 4 acres. Extensive renovations to this site were completed in 2009/10, bringing these olderfacilities to newer standards. The college also owns or leases several instructional sites in Highlandscounty, including the Crews Center and the Hotel Jacaranda in Avon Park, the Teacherage in Sebring, andthe Lorida Schoolhouse in Lorida, Florida,for targeted program instruction.The College owns 433,688 nsf of educational facilities contrasted by the formula driven facilitiesneed of 282,386 nsf, resulting in 153.58% of the relative need for facilities being met. Theadequacy of SFCC's instructional space is demonstrated by classroom and laboratory utilizationreports generated by the Florida College System (FCS). Room utilization is defined as weekly hours ofroom usage; the standards are 40 hours per week for classrooms and 30 hours per week for laboratories.SFCC's room utilization rate for fall 2009 was 41.16%, which is considerably lower than the FCS averageof 75.18%. Space utilization is defined as weekly hours per student station; the standards are classroomoccupancy rate equal to 60 and laboratory occupancy rate equal to 80. SFCC's space utilization for fall2009 was 40.43%, and the FCS average was 106.54%. The August 2010 FCS Instructional SpaceNeeds Analysis report lists SFCC as the college with the lowest immediate need for instructional space.Clearly, SFCC has adequate facilities to meet current and projected enrollment growth and to support itsmissionSouth FloridaandCommunitythe scopeCollegeof its programs and services.Page 46 / 202In addition to facilities, the college ensures that technology and other physical resource needs are

Trustees | Budget Workshop 2009-2010 (Page 12)Trustees | Budget Workshop 2010-2011 (Page 11)2.11.2Physical ResourcesThe institution has adequate physical resources to support the mission of the institution and the scope ofits programs and services.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) uses a systematic, standards-based facilities planning processto ensure that its facility needs are addressed in a timely manner. The process provides the data and therationale to support funding requests to the state of Florida for facilities, site improvements, and relatedequipment and technology. SFCC complies fully with the planning and construction requirements asdefined in State Board of Education (SBE) Rule 6A-2.0010.The college currently has facilities adequate to support its mission and program needs. The SFCCHighlands campus sits on a 228-acre isthmus between two lakes south of Avon Park and bordering U.S.Highway 27. The Highlands campus contains 53 buildings totaling 343,725 net square feet (nsf),including a 1,440-seat gymnasium and a newly renovated 1,460 seat auditorium, the Theatre for thePerforming Arts. During the past decade, several major new buildings were constructed to meet programexpansion needs, including the most recent addition, the 51,232 gross square feet Health and ScienceEducation Center (2007). Many other buildings have been remodeled or have seen extensive renovationin recent years, resulting in high quality facilities for all program offerings.In addition to the Highlands campus, SFCC has three special purpose centers (so designated due to theneed for access over the three-county district). The Hardee campus is located south of Bowling Green,Florida, on 47 acres along State Highway 17. Construction of the 20,781 nsf facility was completed in2003. The DeSoto campus is located in Arcadia, Florida, near the area high school on 40 acres.Construction was completed in 2003, adding 20,928 nsf to the inventory. The Lake Placid center, locatednear downtown Lake Placid, Florida, is a former middle/high school campus containing 48,254 nsflocated on 4 acres. Extensive renovations to this site were completed in 2009/10, bringing these olderfacilities to newer standards. The college also owns or leases several instructional sites in Highlandscounty, including the Crews Center and the Hotel Jacaranda in Avon Park, the Teacherage in Sebring, andthe Lorida Schoolhouse in Lorida, Florida,for targeted program instruction.The College owns 433,688 nsf of educational facilities contrasted by the formula driven facilitiesneed of 282,386 nsf, resulting in 153.58% of the relative need for facilities being met. Theadequacy of SFCC's instructional space is demonstrated by classroom and laboratory utilizationreports generated by the Florida College System (FCS). Room utilization is defined as weekly hours ofroom usage; the standards are 40 hours per week for classrooms and 30 hours per week for laboratories.SFCC's room utilization rate for fall 2009 was 41.16%, which is considerably lower than the FCS averageof 75.18%. Space utilization is defined as weekly hours per student station; the standards are classroomoccupancy rate equal to 60 and laboratory occupancy rate equal to 80. SFCC's space utilization for fall2009 was 40.43%, and the FCS average was 106.54%. The August 2010 FCS Instructional SpaceNeeds Analysis report lists SFCC as the college with the lowest immediate need for instructional space.Clearly, SFCC has adequate facilities to meet current and projected enrollment growth and to support itsmission and the scope of its programs and services.In addition to facilities, the college ensures that technology and other physical resource needs areadequate and appropriate to support the mission and scope of all programs and services offered. TheTechnology Master Plan is a three-year plan that maps out the technology direction for all collegeSouth Florida Community College Page 47 / 202

Clearly, SFCC has adequate facilities to meet current and projected enrollment growth and to support itsmission and the scope of its programs and services.In addition to facilities, the college ensures that technology and other physical resource needs areadequate and appropriate to support the mission and scope of all programs and services offered. TheTechnology Master Plan is a three-year plan that maps out the technology direction for all collegeprograms and facilities. The planning document is reviewed and updated annually by the TechnologyCommittee to ensure currency. The annual budget process incorporates any technology needs and otherresource requests into the process and identifies funds to meet these needs.At the end of each year, a status report on technology goals established for the year is added to theTechnology Master Plan's Recap of Progress by Plan Year appendix section. Below are some examples:• Over the last several years the college has added 68 Smart classrooms and nine mobile media carts.The media carts consist of workstation, VCR/DVD player, projector, control panel, speakers, andmany have a document camera. This brings the Internet and other technology to the classroom.• The 2-way interactive television system was upgraded to high definition. This allows our students toparticipate in classes from our remote centers.• The college now has 45 Mbps Internet access. This has been increased from 33 Mbps within the last18 months. The goal is to steadily increase this bandwidth annually.• To give students the ability to connect personal equipment to the Internet, the college hasstrategically installed 80 wireless access points (AP). These APs can connect to the admin, student,and guest networks depending on the user name.• The college strives to ensure current technology in our educational environment by refreshing(replacing) all workstations after four years (earlier in high technology based programs). Thisprocess began in the 2007 fiscal year. SFCC replaces approximately 250-300 workstations per year.SFCC maintains the infrastructure needed to support all distance learning needs, including a robustnetwork, learning management system portal, and qualified support staff.SourcesAdministrative | Facilities Master PlanInstitutional Effectiveness | Employee Satisfaction Survey 2010Institutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010 (Page 19)Institutional Effectiveness | Student Opinion Survey (SOS) Comparative Report (Page 13)Institutional Effectiveness | Technology Master Plan 2008-2011Instructional Space Needs AnalysisNet Assignable SF by Formula August 2010Relative Need by College Space CategoryRoom and Space Utilization Rates for ClassroomsSBE Rule 6A-2.0010, Educational FacilitiesSpace Inventory August 2010Technology Master Plan 2008-2011. pp. 35-492.12Quality Enhancement PlanThe institution has developed an acceptable Quality Enhancement Plan (QEP) that includes aninstitutional process for identifying key issues emerging from institutional assessment and focuses onlearning outcomes and/or the environment supporting student learning and accomplishing the mission ofthe institution.JudgmentSouth Florida Community College Page 48 / 202Compliant Non-Compliant Not Applicable

Space Inventory August 2010Technology Master Plan 2008-2011. pp. 35-492.12Quality Enhancement PlanThe institution has developed an acceptable Quality Enhancement Plan (QEP) that includes aninstitutional process for identifying key issues emerging from institutional assessment and focuses onlearning outcomes and/or the environment supporting student learning and accomplishing the mission ofthe institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeNote: This requirement is not addressed by the institution in its Compliance Certification Report.3.1.1Institutional MissionThe mission statement is current and comprehensive, accurately guides the institution’s operations, isperiodically reviewed and updated, is approved by the governing board, and is communicated to theinstitution’s constituencies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe mission statement of South Florida Community College (SFCC) is current, comprehensive, andprovides the foundation upon which the college operates. The mission statement describes theinstitution and its commitment to teaching and learning and is consistent with the Florida Statute (FS)1004.65 that describes the governance, mission and, responsibilities of Florida colleges.The mission guides and directs the annual planning process. Every year, during the regularly scheduledDecember Planning Workshop, the District Board of Trustees (DBOT) reviews the mission statement andprogress of the strategic plan. This review is completed to maintain a current mission and refocus uponthe significance of the mission prior to planning for the upcoming year.In 2008, as a part of the development of the 2009-2014 Strategic Plan, the Strategic Planning Taskforcesolicited input regarding community needs. Faculty, staff, students, and community stakeholders activelyparticipated through meetings, workshops and surveys. Based upon the taskforce analysis, it wasrecommended that minor changes be made to the college vision, mission, and institutionalcore values. These suggestions were received and endorsed by the President’s Council, reviewedand adopted by the DBOT.SFCC’s mission is communicated to its constituencies through a variety of means including the collegeWeb site, Faculty Handbook, Employee Handbook, SFCC College Catalog 2010-2011, andStudent Handbook 2010-2011. It is also strategically posted in all major buildings and at eachcollege site.SourcesSouth Florida Community College Page 49 / 202Academic | Faculty HandbookAdministrative | Employee HandbookAdministrative | Organizational Chart 2010-2011

NarrativeNote: This requirement is not addressed by the institution in its Compliance Certification Report.3.1.1Institutional MissionThe mission statement is current and comprehensive, accurately guides the institution’s operations, isperiodically reviewed and updated, is approved by the governing board, and is communicated to theinstitution’s constituencies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe mission statement of South Florida Community College (SFCC) is current, comprehensive, andprovides the foundation upon which the college operates. The mission statement describes theinstitution and its commitment to teaching and learning and is consistent with the Florida Statute (FS)1004.65 that describes the governance, mission and, responsibilities of Florida colleges.The mission guides and directs the annual planning process. Every year, during the regularly scheduledDecember Planning Workshop, the District Board of Trustees (DBOT) reviews the mission statement andprogress of the strategic plan. This review is completed to maintain a current mission and refocus uponthe significance of the mission prior to planning for the upcoming year.In 2008, as a part of the development of the 2009-2014 Strategic Plan, the Strategic Planning Taskforcesolicited input regarding community needs. Faculty, staff, students, and community stakeholders activelyparticipated through meetings, workshops and surveys. Based upon the taskforce analysis, it wasrecommended that minor changes be made to the college vision, mission, and institutionalcore values. These suggestions were received and endorsed by the President’s Council, reviewedand adopted by the DBOT.SFCC’s mission is communicated to its constituencies through a variety of means including the collegeWeb site, Faculty Handbook, Employee Handbook, SFCC College Catalog 2010-2011, andStudent Handbook 2010-2011. It is also strategically posted in all major buildings and at eachcollege site.SourcesAcademic | Faculty HandbookAdministrative | Employee HandbookAdministrative | Organizational Chart 2010-2011DBOT Minutes 1.28.09DBOT Minutes 2.25.09DBOT Policy 1.02, Mission, Vision, and Institutional Core ValuesEmployee Handbook, p. 6Faculty Handbook, pp. 1-2FS 1004.65, Florida Colleges; Governance, Mission, ResponsibilitiesMission on College Web SitePresident's Council Minutes 1.20.09Proposed 2009 Changes to Mission, Vision, Institutional Core ValuesSFCC College Catalog 2010-2011, p. 10Student Handbook 2010-2011, p. 6Student Services | SFCC College Catalog 2010-2011South Florida Community College Page 50 / 202Student Services | Student Handbook 2010-2011

Proposed 2009 Changes to Mission, Vision, Institutional Core ValuesSFCC College Catalog 2010-2011, p. 10Student Handbook 2010-2011, p. 6Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20113.2.1Governance and Administration: CEO evaluation/selectionThe governing board of the institution is responsible for the selection and the periodic evaluation of thechief executive officer.JudgmentCompliant Non-Compliant Not ApplicableNarrativePursuant to Florida Statutes (FS) 1001.64, the District Board of Trustees (DBOT) of South FloridaCommunity College is empowered to appoint, suspend, or remove the president of the communitycollege. The DBOT is further authorized by this statute to appoint a search committee to assist them inevaluating applicants for a new Chief Executive Officer. The current President, Dr. Norman L. Stephens,Jr., was selected and appointed after a national search in 2002.FS 1001.64 and State Board of Education (SBE) Rule 6A-14.026 further establish that the DBOT isresponsible for conducting an annual evaluation of the President. Prior to the January meeting each year,each trustee completes a presidential performance review survey which addresses the President'sperformance during the previous year. The responses are collected by the Board attorney and presentedto the President who then meets individually with each Board member to review his performance and todiscuss goals for the coming year. The results of the performance review are summarized by the Chair ofthe Board of Trustees at the January meeting prior to any consideration of the President's contract (DBOTmeeting minutes). The Board’s review of the President's performance addresses the achievement ofthe performance goals pursuant to FS 1008.45 which provides for the systematic, ongoing improvementand assessment of the quality and efficiency of the Florida College System. The Board also evaluates theperformance of the President in achieving the annual and long-range goals and objectives established inthe college’s employment accountability program per FS 1012.86.SourcesDBOT Minutes 1.27.10FS 1001.64 (18,19), Community College Boards of Trustees; Powers and DutiesFS 1001.64 (19), Community College Boards of Trustees; Powers and DutiesFS 1008.45, Community College Accountability ProcessFS 1012.86, Community College Employment Equity Accountability ProgramPresidential Search PamphletSBE Rule 6A-14.026, Employment of a President3.2.2.1Governance and Administration: Governing board control: Institution's missionThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:South Florida Community College Page 51 / 2023.2.2.1 institution’s mission;

Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20113.2.1Governance and Administration: CEO evaluation/selectionThe governing board of the institution is responsible for the selection and the periodic evaluation of thechief executive officer.JudgmentCompliant Non-Compliant Not ApplicableNarrativePursuant to Florida Statutes (FS) 1001.64, the District Board of Trustees (DBOT) of South FloridaCommunity College is empowered to appoint, suspend, or remove the president of the communitycollege. The DBOT is further authorized by this statute to appoint a search committee to assist them inevaluating applicants for a new Chief Executive Officer. The current President, Dr. Norman L. Stephens,Jr., was selected and appointed after a national search in 2002.FS 1001.64 and State Board of Education (SBE) Rule 6A-14.026 further establish that the DBOT isresponsible for conducting an annual evaluation of the President. Prior to the January meeting each year,each trustee completes a presidential performance review survey which addresses the President'sperformance during the previous year. The responses are collected by the Board attorney and presentedto the President who then meets individually with each Board member to review his performance and todiscuss goals for the coming year. The results of the performance review are summarized by the Chair ofthe Board of Trustees at the January meeting prior to any consideration of the President's contract (DBOTmeeting minutes). The Board’s review of the President's performance addresses the achievement ofthe performance goals pursuant to FS 1008.45 which provides for the systematic, ongoing improvementand assessment of the quality and efficiency of the Florida College System. The Board also evaluates theperformance of the President in achieving the annual and long-range goals and objectives established inthe college’s employment accountability program per FS 1012.86.SourcesDBOT Minutes 1.27.10FS 1001.64 (18,19), Community College Boards of Trustees; Powers and DutiesFS 1001.64 (19), Community College Boards of Trustees; Powers and DutiesFS 1008.45, Community College Accountability ProcessFS 1012.86, Community College Employment Equity Accountability ProgramPresidential Search PamphletSBE Rule 6A-14.026, Employment of a President3.2.2.1Governance and Administration: Governing board control: Institution's missionThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.1 institution’s mission;South Florida Community College Page 52 / 202JudgmentCompliant Non-Compliant Not Applicable

Presidential Search PamphletSBE Rule 6A-14.026, Employment of a President3.2.2.1Governance and Administration: Governing board control: Institution's missionThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.1 institution’s mission;JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe legal structures as outlined in Florida Statutes (FS), State Board of Education (SBE) Rule, DistrictBoard of Trustees (DBOT) policies, and South Florida Community College (SFCC) administrativeprocedures are sufficient to provide an appropriate governance system. The Florida Legislatureestablishes statutes that direct educational efforts in Florida. The SBE coordinates policy decision makingand establishes rules that direct and emplower college governance. The Department of Education (DOE)acts as the administrative agency for the SBE and contains the Division of Florida Colleges. Collectivelythese bodies regulate, direct, and empower the DBOT and college President to govern and control theinstitution.Legal authority and operating control of SFCC is governed by the DBOT in accordance with the followingheirarchy:1. The Department of Education (DOE), Division of Florida Colleges, oversees the state's college systemand empowers colleges to establish and maintain an educational mission.◦ FS 1001.60◦ DBOT Policy 2.012. The DBOT has the power and authority to carry out all duties established by state statute and SBERule.◦ FS 1001.64◦ DBOT Policy 2.023. The college President is the Chief Executive Officer of the college is responsible to the DBOT for theorganization and administration of the college.◦ FS 1001.65◦ SBE Rule 6A-14.0261◦ DBOT Policy 2.06The DBOT has established policies that outline governance responsibilities in accordance with FS andSBE Rules. The President has established procedures, based upon responsibilities delineated in boardpolicy to provide for the efficient and effective administration of the college. The operational control ofthe institution is maintained by the DBOT through DBOT Policy 2.02 and is deligated to the president toadminister in DBOT Policy 2.06.FS 1004.65 identifies that each Florida college shall be governed by a DBOT under statutory authorityand rules of the SBE. The statutes further describe the roles and responsibility of the DBOT in makingdecisions appropriate to the college mission and operation FS 1001.64.South Florida Community College Page 53 / 202SourcesDBOT Policy

Sourcesdecisions appropriate to the college mission and operation FS 1001.64.SourcesDBOT PolicyDBOT Policy 2.01, Organization- State LevelDBOT Policy 2.02, South Florida Community College District Board of TrusteesDBOT Policy 2.02, South Florida Community College District Board of TrusteesDBOT Policy 2.06, General Powers, Duties, and Responsibilities of the PresidentFlorida StatutesFS 1001.60, Florida College SystemFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and DutiesFS 1004.65, Florida Colleges; Governance, Mission, and ResponsibilitiesSBE RuleSBE Rule 6A-14.0261, General Powers of the President3.2.2.2Governance and Administration: Governing board control: Fiscal stabilityThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.2 Fiscal Stability of the Institution;JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe legal authority and operating control of South Florida Community College (SFCC) are clearly definedto provide for the fiscal stability of the institution.The legal structures as outlined in Florida Statutes (FS), State Board of Education (SBE) Rules, DistrictBoard of Trustees (DBOT) policies and the SFCC administrative procedures are sufficient to provide anappropriate governance system as described previously in Comprehensive Standard 3.2.2.1. The DBOThas established policies that outline responsibility and governance for fiscal control in accordance withFS and SBE Rules. The President has also established procedures, based upon responsibilities delineatedin Board policy, to provide for the efficient and effective fiscal administration of the college.The President has operating control of the college in the area of fiscal stability. Furthermore, FS1001.64, FS 1011.30, DBOT Policy 4.02 and DBOT Policy 4.03 place responsibility with thePresident and administration to prepare and administer an annual budget in accordance with FloridaCollege System's regulations. As stated in DBOT Policy 2.02, the primary role of the DBOT is toestablish policies that will allow the President to administer the college efficiently and effectively. ThePresident and administration are responsible for operating the college under those policies and advisingthe DBOT on fiscal and budgetary matters.The college‘s financial stability is evidenced by the college’s compliance with local, state, and federalreporting requirements. (See Core Requirement 2.11.1). The college’s financial statements are auditedyearly by the Auditor General State of Florida and are submitted directly to the DBOT. In addition, theAuditor General's office conducts compliance and financial aid audits periodically and issues opinionsregarding their findings. (See Comprehensive Standard 3.10.3).South Florida Community College Page 54 / 202

SBE RuleSBE Rule 6A-14.0261, General Powers of the President3.2.2.2Governance and Administration: Governing board control: Fiscal stabilityThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.2 Fiscal Stability of the Institution;JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe legal authority and operating control of South Florida Community College (SFCC) are clearly definedto provide for the fiscal stability of the institution.The legal structures as outlined in Florida Statutes (FS), State Board of Education (SBE) Rules, DistrictBoard of Trustees (DBOT) policies and the SFCC administrative procedures are sufficient to provide anappropriate governance system as described previously in Comprehensive Standard 3.2.2.1. The DBOThas established policies that outline responsibility and governance for fiscal control in accordance withFS and SBE Rules. The President has also established procedures, based upon responsibilities delineatedin Board policy, to provide for the efficient and effective fiscal administration of the college.The President has operating control of the college in the area of fiscal stability. Furthermore, FS1001.64, FS 1011.30, DBOT Policy 4.02 and DBOT Policy 4.03 place responsibility with thePresident and administration to prepare and administer an annual budget in accordance with FloridaCollege System's regulations. As stated in DBOT Policy 2.02, the primary role of the DBOT is toestablish policies that will allow the President to administer the college efficiently and effectively. ThePresident and administration are responsible for operating the college under those policies and advisingthe DBOT on fiscal and budgetary matters.The college‘s financial stability is evidenced by the college’s compliance with local, state, and federalreporting requirements. (See Core Requirement 2.11.1). The college’s financial statements are auditedyearly by the Auditor General State of Florida and are submitted directly to the DBOT. In addition, theAuditor General's office conducts compliance and financial aid audits periodically and issues opinionsregarding their findings. (See Comprehensive Standard 3.10.3).SourcesDBOT PoliciesDBOT Policy 2.02, SFCC District Board of TrusteesDBOT Policy 4.02, BudgetDBOT Policy 4.03, Budget AmmendmentsFlorida StatutesFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1011.30, Budgets for Community Colleges3.2.2.3Governance and Administration: Governing board control: Institutional policySouth Florida Community College Page 55 / 202The legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:

FS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1011.30, Budgets for Community Colleges3.2.2.3Governance and Administration: Governing board control: Institutional policyThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.3 institutional policy, including policies concerning related and affiliated corporate entities and allauxiliary services;JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe legal authority and operating control of the institution from the state level to the institutional level isdescribed in more detail in Comprehensive Standard 3.2.2.1.The legal authority of South Florida Community College (SFCC) to establish institutional policy is guidedby Florida Statute (FS)1001.64 that establishes the responsibility for setting institutional policy to theDistrict Board of Trustees (DBOT). The statute states that the DBOT may adopt policies to supplementthose prescribed by the State Board of Education (SBE), if they contribute to a more orderly and efficientoperation of the college. The DBOT has adopted policies consistent with FS and SBE Rules.Examples of policy-making authority by the DBOT include, but are not limited to:• Mission, vision, and values• Governance• Personnel• Budget and finance• Administration• Educational programs• Travel and purchasing• Students• Contracts and grants• College propertyCorporate and Auxiliary ServicesSouth Florida Community College Foundation, Inc. is the sole related or affiliated corporate entity of thecollege. Please refer to C.S. 3.2.2.4 for a full description of the operations of the Foundation and itsrelationship with the college.SBE Rule 6A-14.077, grants legal authority for the DBOT to operate or contract for auxiliary servicesand enterprises. The DBOT authorizes the College to operate or to contract for food services,bookstores and other self-supporting activities as a service to, but not incidental to, the instructionalprograms of the college. SFCC has contracts for bookstore and vending machine services.Operating control for executing auxiliary service contracts approved by the DBOT is given to thePresident. The President has assigned responsibility for ensuring that the terms of each contract are metto the Vice President for Administrative Services.SourcesSouth Florida Community College Page 56 / 202Administrative | District Board of Trustees Policy ManualBookstore Contract

to the Vice President for Administrative Services.The bylaws of the Foundation state that it “… functions only with the approval of the District Board ofSourcesAdministrative | District Board of Trustees Policy ManualBookstore ContractDBOT Minutes 6.23.10DBOT Policy 4.04, Purchasing ContractsFS 1001.64, Community College Boards of Trustees; Powers and DutiesSBE Rule 6A-14.077, Auxilary Services and Enterprises and Undesignated GiftsVending Contracts3.2.2.4Governance and Administration: Governing board control: FoundationsThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whoseprimary purpose is to support the institution and/or its programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe legal authority and operating control of the institution are clearly defined within the College'sgovernance structure as separate from the South Florida Community College Foundation (Foundation)MissionThe Foundation is the only direct support organization authorized by the South Florida CommunityCollege (SFCC) District Board of Trustees (DBOT) to operate on behalf of the college. The mission andpurpose of the Foundation, “to foster interest in and promote the welfare of the college…” relate directlyto, and flow from, the mission of the college.The legal authority for the approval and authorization of the Foundation is clearly defined in the FloridaStatute (FS) 1004.70 that relates to direct-support organizations operating on behalf of communitycolleges. Power to authorize the existence and operation of direct-support organizations is, in turn,conferred upon a community college's board. The SFCC DBOT has approved an institutional policy relatedto the operation of the Foundation, DBOT Policy 8.01, and provides annual reauthorization.The Foundation is a separately incorporated, 501(c)(3) organization. It is financially distinct from thecollege. Its financial position would in no way affect the financial soundness of the college.Legal Authority for Establishment of the FoundationLegal authority for the DBOT to establish the Foundation is clearly delineated in FS 1004.70 thatspecifically authorizes any community college's boards of trustees “to prescribe by rule any conditionwith which a community college direct-support organization must comply in order to use property,facilities, or personal services…”. Such direct support organizations must be “organized and operatedexclusively to receive, hold, invest, and administer property and to make expenditures to, or for thebenefit of, a community college.” Further, the community college's board of trustees, after review, mustannually South Florida certify Community a direct College support organization to be operating in a manner consistent with the goals Page 57 of / 202 thecommunity college and in the best interest of the state.

SBE Rule 6A-14.077, Auxilary Services and Enterprises and Undesignated GiftsVending Contracts3.2.2.4Governance and Administration: Governing board control: FoundationsThe legal authority and operating control of the institution are clearly defined for the following areaswithin the institution’s governance structure:3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whoseprimary purpose is to support the institution and/or its programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe legal authority and operating control of the institution are clearly defined within the College'sgovernance structure as separate from the South Florida Community College Foundation (Foundation)MissionThe Foundation is the only direct support organization authorized by the South Florida CommunityCollege (SFCC) District Board of Trustees (DBOT) to operate on behalf of the college. The mission andpurpose of the Foundation, “to foster interest in and promote the welfare of the college…” relate directlyto, and flow from, the mission of the college.The legal authority for the approval and authorization of the Foundation is clearly defined in the FloridaStatute (FS) 1004.70 that relates to direct-support organizations operating on behalf of communitycolleges. Power to authorize the existence and operation of direct-support organizations is, in turn,conferred upon a community college's board. The SFCC DBOT has approved an institutional policy relatedto the operation of the Foundation, DBOT Policy 8.01, and provides annual reauthorization.The Foundation is a separately incorporated, 501(c)(3) organization. It is financially distinct from thecollege. Its financial position would in no way affect the financial soundness of the college.Legal Authority for Establishment of the FoundationLegal authority for the DBOT to establish the Foundation is clearly delineated in FS 1004.70 thatspecifically authorizes any community college's boards of trustees “to prescribe by rule any conditionwith which a community college direct-support organization must comply in order to use property,facilities, or personal services…”. Such direct support organizations must be “organized and operatedexclusively to receive, hold, invest, and administer property and to make expenditures to, or for thebenefit of, a community college.” Further, the community college's board of trustees, after review, mustannually certify a direct support organization to be operating in a manner consistent with the goals of thecommunity college and in the best interest of the state.The bylaws of the Foundation state that it “… functions only with the approval of the District Board ofTrustees of South Florida Community College” (SFCC Foundation Bylaws) and that it exists “to fosterinterest in and promote the welfare of the college” (SFCC Foundation Bylaws).Delegation of Operational ControlWith regard to operational control, the Foundation is governed by a locally elected board ofdirectors (SFCC Annual Report and College Plan 2008-2009). The Foundation's bylaws allow for aSouth Florida Community College Page 58 / 202maximum of 40 directors; however, the actual number serving has varied over the past five years from alow of 30 to a high of 36. The 2010 Florida Statutes specify that “the chair of the board of trustees shallappoint a representative to the board of directors and the executive committee of each direct-support

Delegation of Operational ControlWith regard to operational control, the Foundation is governed by a locally elected board ofdirectors (SFCC Annual Report and College Plan 2008-2009). The Foundation's bylaws allow for amaximum of 40 directors; however, the actual number serving has varied over the past five years from alow of 30 to a high of 36. The 2010 Florida Statutes specify that “the chair of the board of trustees shallappoint a representative to the board of directors and the executive committee of each direct-supportorganization established under this section, including those established before July 1, 1998. Thepresident of the community college for which the direct-support organization is established, or thepresident's designee, shall also serve on the board of directors and the executive committee of the directsupportorganization…” (FS 1004.70)Directors of the Foundation are elected for three-year terms and succeeding terms are possible. Suchelections typically occur at the Foundation’s annual meeting in April of each year.Management of the Foundation’s operations is the responsibility of its Executive Director, who alsoserves as SFCC Dean of Resource Development (Position Description, Dean, Resourcedevelopment/Executive Director, SFCC Foundation, Inc.). The Executive Director of the Foundationreports directly to the President of the college (SFCC Organizational Chart) and is evaluated annually.Specific policies with respect to ethical standards, conflict of interest, and gift acceptance are clearlydelineated in the SFCC Foundation Major Gift Policy Manual.Communication Within the Institutional Governance StructureThe Executive Director of the Foundation serves as a member of the SFCC President’s Council andprovides monthly updates on Foundation activities to the DBOT (DBOT Minutes May 27, 2009). SFCC’sfaculty and staff contribute generously to the Foundation each year through a well-organized annualgiving campaign. In connection with this campaign, the Executive Director provides annual updates tothe faculty and staff in August at a joint meeting of all college employees.Independent Financial AuditsThe Board of Directors of the Foundation receives an annual financial audit (SFCC Foundation Audit);the results of which are presented to the DBOT in a public meeting (Board Minutes, May 26, 2010).Copies of the audited financial statements, after being reviewed and accepted by the Foundation's Boardof Directors and the DBOT, are submitted to the Florida Department of Education and the Florida AttorneyGeneral’s Office.Relationship between the College and the Direct Support OrganizationThe Foundation has its own bylaws, elects its own directors and operates at arm’s length from thecollege itself; however, the two entities are clearly related. The sole purpose of the Foundation is tosupport the mission of the college. Funds raised by the Foundation provide scholarships and directsupportto college programs as well as students' housing opportunities and capital projects. In turn, thecollege provides staffing and facilities to the Foundation in accordance with Florida Statutes and collegepolicies. As a result, the Foundation has no employees and no overhead costs to support.While operational needs of the college do not rely upon assets from the Foundation other projects aresupported. These include student scholarships, endowed teaching chairs, staff mini-grants, funding forspecial departmental projects for which institutional funds may not be used, and occasional capitalprojects.SourcesAdministrative | Annual Report 2007-2008South Florida Administrative Community College | Organizational Chart 2010-2011Page 59 / 202Annual Report 2007-2008DBOT Minutes 5.26.10

SourcesAdministrative | Annual Report 2007-2008Administrative | Organizational Chart 2010-2011Annual Report 2007-2008DBOT Minutes 5.26.10DBOT Minutes 5.26.10, Fiscal ReportDBOT Minutes 5.27.09DBOT Policy 8.01, Direct-Support OrganizationsFS 1004.70 (1)(a)(3), Community College Direct-Support OrganizationsFS 1004.70 (2), Community College Direct-Support OrganizationsFS 1004.70 (3)(b), Community College Direct-Support OrganizationsPosition Description, Dean of Resource Development-Executive Director, SFCC FoundationSFCC Foundation Audit FYE 12.31.06SFCC Foundation Audit FYE 12.31.07SFCC Foundation Audit FYE 12.31.08SFCC Foundation Audit FYE 12.31.09SFCC Foundation Bylaws, FunctionSFCC Foundation Bylaws, PurposeSFCC Foundation Major Gift Policy Manual3.2.3Governance and Administration: Board conflict of interestThe board has a policy addressing conflict of interest for its members.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe District Board of Trustees (DBOT) of South Florida Community College (SFCC) has policies, DBOTPolicy 1.06 and DBOT Policy 2.02, that address conflict of interest. These policies are derived fromstate law.Florida Statutes (FS) establish the Code of Ethics for public officers, such as community college boardmembers, in FS 112.311 and FS 112.313. These statutes define conflict of interest and establishstandards for the conduct of public officers. New members to the DBOT are initially provided witha pamphlet from the Florida Commission on Ethics that describes ethics laws that apply to publicofficers and employees. If an issue comes before the DBOT that requires a vote where a conflict ofinterest applies to the trustee, the trustee declines to vote on the issue and completes a memorandumof voting conflict which records the conflict of interest.SourcesDBOT Policy 1.06, Conflict of InterestDBOT Policy 2.02, South Florida Community College District Board of TrusteesFlorida Commission on Ethics PamphletFS 112.311, Legislative Intent and Declaration of PolicyFS 112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government AttorneysMemorandum of Voting Conflict3.2.4South Florida Community College Page 60 / 202Governance and Administration: External influenceThe governing board is free from undue influence from political, religious, or other external bodies and

SFCC Foundation Bylaws, PurposeSFCC Foundation Major Gift Policy Manual3.2.3Governance and Administration: Board conflict of interestThe board has a policy addressing conflict of interest for its members.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe District Board of Trustees (DBOT) of South Florida Community College (SFCC) has policies, DBOTPolicy 1.06 and DBOT Policy 2.02, that address conflict of interest. These policies are derived fromstate law.Florida Statutes (FS) establish the Code of Ethics for public officers, such as community college boardmembers, in FS 112.311 and FS 112.313. These statutes define conflict of interest and establishstandards for the conduct of public officers. New members to the DBOT are initially provided witha pamphlet from the Florida Commission on Ethics that describes ethics laws that apply to publicofficers and employees. If an issue comes before the DBOT that requires a vote where a conflict ofinterest applies to the trustee, the trustee declines to vote on the issue and completes a memorandumof voting conflict which records the conflict of interest.SourcesDBOT Policy 1.06, Conflict of InterestDBOT Policy 2.02, South Florida Community College District Board of TrusteesFlorida Commission on Ethics PamphletFS 112.311, Legislative Intent and Declaration of PolicyFS 112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government AttorneysMemorandum of Voting Conflict3.2.4Governance and Administration: External influenceThe governing board is free from undue influence from political, religious, or other external bodies andprotects the institution from such influence.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe District Board of Trustees (DBOT) of South Florida Community College (SFCC) serves as thegoverning board for the institution and is free from undue influence from political, religious, or otherexternal bodies and protects the college from such influence.As stated in Florida Statutes (FS) 1001.61, community college trustees are appointed by theGovernor of Florida and confirmed by the Florida Senate in regular session and receive no compensationfor their service. Board members are appointed to a specific term but serve until replaced.South Florida Community College Page 61 / 202FS 112.311 through 112.326, (Code of Ethics), applies to the DBOT and prohibits members fromengaging in activities that could present a conflict between public duty and private lives. FS

FS 112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government AttorneysMemorandum of Voting Conflict3.2.4Governance and Administration: External influenceThe governing board is free from undue influence from political, religious, or other external bodies andprotects the institution from such influence.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe District Board of Trustees (DBOT) of South Florida Community College (SFCC) serves as thegoverning board for the institution and is free from undue influence from political, religious, or otherexternal bodies and protects the college from such influence.As stated in Florida Statutes (FS) 1001.61, community college trustees are appointed by theGovernor of Florida and confirmed by the Florida Senate in regular session and receive no compensationfor their service. Board members are appointed to a specific term but serve until replaced.FS 112.311 through 112.326, (Code of Ethics), applies to the DBOT and prohibits members fromengaging in activities that could present a conflict between public duty and private lives. FS112.311 states, in part, “It is essential to the proper conduct and operation of government that publicofficials be independent and impartial...” The Code of Ethics requires members of the DBOT to clearlyidentify potential conflicts of interest, including contractual, employment, personal, familial, and/orfinancial activities. DBOT Policy 1.06 affirms adherence to all provisions of the Code of Ethics,including sanctions for violations. Each member is required to complete a Statement of FinancialInterests, Form 1 and file it with the Florida Commission on Ethics or a local county Supervisor ofElections on an annual basis per FS 112.3145. FS 112.3143 requires the disclosure of any conflictof interest and prohibits voting or participating in any matter which would go toward the private benefitof the DBOT member, relative, or business associate. DBOT Policy 2.02 further states that DBOTmembers must avoid any conflict of interest or appearance of impropriety and that any member ofthe DBOT who has a direct or indirect interest in any matter presented shall notify the Chair of thedecision, vote, or proceedings of the DBOT in connection with that matter.The DBOT’s compliance with FS Chapter 286 (also known as “Florida’s Government in the SunshineLaw”) is an additional safeguard to ensure that the college is not controlled by a minority of its membersor by organizations or interests separate from it. The law applies to any gathering of two or moremembers of the DBOT and prohibits discussions of its business by its members, except at officiallynoticed public meetings. The law ensures public access to governmental meetings and records andprotects the public from private discussion about matters of public concern. All DBOT meetings are opento the public, notice of the time, date, place, and agenda is posted in advance, minutes are recorded andopen to public inspection, and all voting is conducted in public per "Sunshine Law" provisions. FSChapter 119 requires public access to records made or received in connection with official business of apublic body, such as the DBOT.Additional safeguards to ensure that the institution is protected from undue influence from political,religious, or other external bodies are provided in DBOT Policy 1.10, 1.12, 1.13, and 3.37. Thesepolicies ensure that equal opportunity is provided to all, religious observances are accommodated,political influence is limited, and that political activities on campus are monitored for compliance with alllaws and policies.South Florida Community College Page 62 / 202DBOT members receive training on roles and responsibilities through active participation in the

policies ensure that equal opportunity is provided to all, religious observances are accommodated,political influence is limited, and that political activities on campus are monitored for compliance with alllaws and policies.DBOT members receive training on roles and responsibilities through active participation in theAssociation of Community College Trustees and the Florida Association of Community Colleges TrusteeCommission. New DBOT members receive an orientation from the president, which includes orientationmaterials for future reference. Training materials focus on the duties and responsibilities as DBOTmembers and expectations regarding external influence and ethics to ensure a thoroughunderstanding of these critical issues.SourcesDBOT PoliciesDBOT Policy 1.06, Conflict of InterestDBOT Policy 1.10, Equal OpportunityDBOT Policy 1.12, Political Activities of EmployeesDBOT Policy 1.13, Political Activity on CampusDBOT POlicy 2.02, South Florida Community College District Board of TrusteesDBOT Policy 3.37, Religious Observances- StudentsFlorida StatutesFS 1001.61, Community College Boards of Trustees; MembershipFS 112.311, Legislative Intent and Declaration of PolicyFS 112.311-112.326, Code of Ethics for Public Officers and EmployeesFS 112.3143, Voting ConflictsFS 112.3145, Disclosure of Financial Interests and Clients Represented Before AgenciesFS 286, Public Business: Miscellaneous ProvisionsFS Chapter 119, Public RecordsFlorida Commission on Ethics PamphletMemorandum of Voting Conflict FormStatement of Financial Interests, Form 1Trustee Duties and Responsibilities Training ResourceTrustee Orientation Checklist3.2.5Governance and Administration: Board dismissalThe governing board has a policy whereby members can be dismissed only for appropriate reasons andby a fair process.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe South Florida Community College (SFCC) District Board of Trustees (DBOT) has a policy identifyingthat board members can be dismissed only for appropriate reasons as defined by the state constitutionand Florida Statutes.Members of the DBOT are appointed by the Governor of Florida and confirmed by the Florida Senate inregular session FS 1001.61. As public officers, board members are held to the standards of conductdefined in FS 112.313. College policy states that Board members can be suspended or removed fromoffice only for appropriate reason as defined by the Florida Constitution Article IV, Section 7. Thesereasons include malfeasance, misfeasance, neglect of duty, drunkenness, incompetence, permanentSouth Florida Community College Page 63 / 202inability to perform official duties, or commission of a felony (Article IV, Section 7), or misdemeanorarising out of their official conduct or duties as a Board member (FS 112.52). Additionally, a membermay be removed by the governor whenever a board member fails to attend three consecutive regular

Trustee Duties and Responsibilities Training ResourceTrustee Orientation Checklist3.2.5Governance and Administration: Board dismissalThe governing board has a policy whereby members can be dismissed only for appropriate reasons andby a fair process.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe South Florida Community College (SFCC) District Board of Trustees (DBOT) has a policy identifyingthat board members can be dismissed only for appropriate reasons as defined by the state constitutionand Florida Statutes.Members of the DBOT are appointed by the Governor of Florida and confirmed by the Florida Senate inregular session FS 1001.61. As public officers, board members are held to the standards of conductdefined in FS 112.313. College policy states that Board members can be suspended or removed fromoffice only for appropriate reason as defined by the Florida Constitution Article IV, Section 7. Thesereasons include malfeasance, misfeasance, neglect of duty, drunkenness, incompetence, permanentinability to perform official duties, or commission of a felony (Article IV, Section 7), or misdemeanorarising out of their official conduct or duties as a Board member (FS 112.52). Additionally, a membermay be removed by the governor whenever a board member fails to attend three consecutive regularboard meetings in any one fiscal year FS 1001.61.Due process is afforded to any affected trustee as defined in the Florida Constitution Article I,Section 9.In the history of the college, there have been no instances of a governing board member beingdismissed.SourcesDBOT Policy 2.02, South Florida Community College District Board of TrusteesFlorida Constitution Article I, Section 9; Due ProcessFlorida Constitution Article IV, Section 7; Suspension; Filling Office During SuspensionsFS 1001.61(2), Community College Boards of Trustees; MembershipFS 1001.64(4), Community College Boards of Trustees; MembershipFS 112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government AttorneysFS 112.52, Removal of a Public Official When a Method is Not Otherwise Provided3.2.6Governance and Administration: Board/administration distinctionThere is a clear and appropriate distinction, in writing and practice, between the policy-making functionsof the governing board and the responsibility of the administration and faculty to administer andimplement policy.JudgmentCompliant Non-Compliant Not ApplicableSouth Florida Community College Page 64 / 202Narrative

FS 112.313, Standards of Conduct for Public Officers, Employees of Agencies, and Local Government AttorneysFS 112.52, Removal of a Public Official When a Method is Not Otherwise ProvidedSouth Florida Community College (SFCC) has established a clearly defined organizational structure that3.2.6Governance and Administration: Board/administration distinctionThere is a clear and appropriate distinction, in writing and practice, between the policy-making functionsof the governing board and the responsibility of the administration and faculty to administer andimplement policy.JudgmentCompliant Non-Compliant Not ApplicableNarrativeA clear and appropriate distinction, in writing and in practice, exists between the policy-making functionsof the South Florida Community College (SFCC) District Board of Trustees (DBOT) and the responsibilityof the administration and faculty to administer and implement policy.Florida Statutes (FS) 1001.61, 1001.64 and 1001.65, outline the powers, duties andresponsibilities of the DBOT and the college President. The relationship of the DBOT to the President andof the President to the faculty and staff is further illustrated in the SFCC organizational chart. StateBoard of Education (SBE) Rule 6A-14.0261, DBOT Policy 2.06 and the faculty jobdescription identify the responsibility of the administration and faculty to administer and implement thepolicies established by the DBOT.The DBOT is the legal governing body of the college that establishes policy and concerns itself with thebroad picture rather than operational activities. By statute and rule, the college President is responsibleto the DBOT for implementing policies of the DBOT and day to day operation of the college. To furtherdemonstrate compliance with this standard, DBOT minutes for the past 12 months (located in thedocument directory) document the activity of the DBOT in making policy, rather than directingoperational control of the college.SourcesAdministrative | Organizational Chart 2010-2011DBOT Policy 2.06, General Powers, Duties, and Responsibilities of the PresidentFaculty Position DescriptionFS 1001.61, Community College Boards of Trustees; MembershipsFS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and DutiesSBE Rule 6A-14.0261, General Powers of the President3.2.7Governance and Administration: Organizational structureThe institution has a clearly defined and published organizational structure that delineates responsibilityfor the administration of policies.JudgmentCompliant Non-Compliant Not ApplicableSouth Florida Community College Page 65 / 202Narrative

FS 1001.65, Community College Presidents; Powers and DutiesSBE Rule 6A-14.0261, General Powers of the President3.2.7Governance and Administration: Organizational structureThe institution has a clearly defined and published organizational structure that delineates responsibilityfor the administration of policies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has established a clearly defined organizational structure thatreflects the needs of the institution. It delineates responsibility for the administration of policies.District Board of Trustees (DBOT) Policy 2.06 states that “the President is the Chief Executive Officerof the college and is responsible to the District Board for the organization and administration of thecollege.” DBOT Policy 2.03 requires the college to be “organized to pursue its mission and purpose in acost-effective manner.” The SFCC Organizational Chart is published electronically to ensure that it iscurrent and is made available to employees, students, and the general public.The names, position titles, and contact information of faculty and staff are posted on the college Website in a directory format, and key offices include additional contact information to ensure accessibility.Additionally, the annual SFCC College Catalog provides photographs and names of DBOT members, alisting of administrators/officers with position titles, a department listing and contact information,the organizational chart, and a listing of all full-time faculty and administrative staff.DBOT Policy 2.04 states that official policies of the college will be approved by the DBOT and thatcollege procedures will be approved by the President. Additionally, DBOT Policy 1.05 provides thatadministrative procedures approved by the President “shall have the full force and effect of District Boardauthority.” The President is responsible for developing policies for DBOT consideration and for ensuringthat all policies are implemented accordingly.SFCC Administrative Procedure 1050 provides the process for administrative procedure developmentand maintenance. New procedures and revisions to existing procedures are developed by the officeresponsible for oversight and are then posted for review and input by affected committees, departments,and employees prior to being considered by the President’s Council (PC). Once reviewed/approved by thePC, the procedure is submitted to the President, and when approved, submitted to the college electronicrepository that contains the SFCC Administrative Procedures Manual.SourcesSFCC College Catalog 2010-2011SFCC College Catalog 2010-2011, p. 14SFCC College Catalog 2010-2011, p. 15SFCC College Catalog 2010-2011, p. 7SFCC College Catalog 2010-2011, p. 8SFCC College Catalog 2010-2011, pp. 204-209Administrative | Administrative Procedures ManualAdministrative | Organizational Chart 2010-2011DBOT Policy 1.05, Compliance with PoliciesDBOT Policy 2.03, South Florida Community College Governance Structure and OrganizationDBOT Policy 2.04, Adoption of South Florida Communty College Policies and ProceduresDBOT Policy 2.06, General Powers, Duties, and Responsibilities of the PresidentSFCC Administrative Procedure 1050, Processing of College ProceduresSouth Florida Community College Page 66 / 202

Administrative | Administrative Procedures ManualAdministrative | Organizational Chart 2010-2011DBOT Policy 1.05, Compliance with PoliciesDBOT Policy 2.03, South Florida Community College Governance Structure and OrganizationDBOT Policy 2.04, Adoption of South Florida Communty College Policies and ProceduresDBOT Policy 2.06, General Powers, Duties, and Responsibilities of the PresidentSFCC Administrative Procedure 1050, Processing of College ProceduresSFCC Web Site: Faculty and Staff DirectoryStudent Services | SFCC College Catalog 2010-20113.2.8Governance and Administration: Qualified administrative/academic officersThe institution has qualified administrative and academic officers with the experience, competence, andcapacity to lead the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has qualified administrative and academic officers. They eachpossess the background and expertise to carry out their respective responsibilities and provide competentleadership to the institution.A compilation of abbreviated experience, credentials, and background for each officer is provided in theattached Administrative and Academic Officers template to demonstrate experience and educationalpreparation. The SFCC Organizational Chart indicates the lines of authority and span of control foradministrative and academic officers.Annually, college administrators and academic officers have a formal appraisal focusing on theassessment of the college officer’s job performance. The review includes discussion of annual goals,accomplishments, and plans for the upcoming year. Performance evaluations, job descriptions, expandedvitae, transcripts, and annual evaluations for all administrative and academic officers are available forinspection in the Human Resources department on the Highlands campus.SourcesAcademic and Administrative OfficersAdministrative | Organizational Chart 2010-20113.2.9Governance and Administration: Faculty/staff appointmentThe institution defines and publishes policies regarding appointment and employment of faculty andstaff.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College Page 67 / 202South Florida Community College (SFCC) defines and publishes policies regarding appointment andemployment of faculty and staff. Legal authority for SFCC's employment policies and procedures isestablished in Florida Statutes (FS) 1001.64 and FS 1001.65.

SFCC Web Site: Faculty and Staff DirectoryStudent Services | SFCC College Catalog 2010-20113.2.8Governance and Administration: Qualified administrative/academic officersThe institution has qualified administrative and academic officers with the experience, competence, andcapacity to lead the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has qualified administrative and academic officers. They eachpossess the background and expertise to carry out their respective responsibilities and provide competentleadership to the institution.A compilation of abbreviated experience, credentials, and background for each officer is provided in theattached Administrative and Academic Officers template to demonstrate experience and educationalpreparation. The SFCC Organizational Chart indicates the lines of authority and span of control foradministrative and academic officers.Annually, college administrators and academic officers have a formal appraisal focusing on theassessment of the college officer’s job performance. The review includes discussion of annual goals,accomplishments, and plans for the upcoming year. Performance evaluations, job descriptions, expandedvitae, transcripts, and annual evaluations for all administrative and academic officers are available forinspection in the Human Resources department on the Highlands campus.SourcesAcademic and Administrative OfficersAdministrative | Organizational Chart 2010-20113.2.9Governance and Administration: Faculty/staff appointmentThe institution defines and publishes policies regarding appointment and employment of faculty andstaff.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) defines and publishes policies regarding appointment andemployment of faculty and staff. Legal authority for SFCC's employment policies and procedures isestablished in Florida Statutes (FS) 1001.64 and FS 1001.65.SFCC District Board of Trustees (DBOT) Policy 5.24 requires that the DBOT approve administrativeand instructional personnel for full-time employment. DBOT Policy 5.24 also empowers the President toestablish procedures for recommending individuals for employment; hiring full- and part-time supportSouth Florida Community College Page 68 / 202staff and temporary substitutes; and promoting, transferring, demoting, and suspending employees. TheDBOT must approve recommendations for termination of employment, including dismissals, resignations,and retirements. Personnel recommendations are included in the monthly DBOT meeting as a regular

Academic and Administrative OfficersAdministrative | Organizational Chart 2010-2011Credentials 5.06 5060 and 5061 Professional3.2.9Governance and Administration: Faculty/staff appointmentThe institution defines and publishes policies regarding appointment and employment of faculty andstaff.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) defines and publishes policies regarding appointment andemployment of faculty and staff. Legal authority for SFCC's employment policies and procedures isestablished in Florida Statutes (FS) 1001.64 and FS 1001.65.SFCC District Board of Trustees (DBOT) Policy 5.24 requires that the DBOT approve administrativeand instructional personnel for full-time employment. DBOT Policy 5.24 also empowers the President toestablish procedures for recommending individuals for employment; hiring full- and part-time supportstaff and temporary substitutes; and promoting, transferring, demoting, and suspending employees. TheDBOT must approve recommendations for termination of employment, including dismissals, resignations,and retirements. Personnel recommendations are included in the monthly DBOT meeting as a regularagenda item (March, 2010 Personnel Recommendations) and evidence of DBOT action may befound in the Board minutes.To support DBOT Policy 5.24, the college has developed procedures to define the employee recruitmentand selection process. SFCC Administrative Procedure 5240 outlines the employee recruitmentprocess for SFCC's various classifications, describes the screening and selection processes, andestablishes authority for offering employment. The procedure also speaks to SFCC’s non-discriminationpractices, stating: “No person shall, on the basis of race, color, religion, sex, national origin, age,disability, marital status, political affiliation, and sexual orientation, be subject to discrimination in anyemployment conditions and practices including any and all recruiting and hiring practices” (SFCCAdminstrative Procedure 5240). Position vacancy announcements and employment applications areavailable on the college’s Web site, in the Human Resources Department, and at each SFCCcampus/center.SFCC’s employment classifications are administrative, faculty, professional staff, and career service. Theyare the basis upon which SFCC administers many of its policies and procedures, including appointmentand re-appointment. Employment classifications are described in the college’s salary schedule which isupdated annually and presented to the DBOT for approval in conjunction with budget recommendations.They are also described in the Employee Handbook under the Employment Contract section. Full-timeand part-time positions may be developed in each of these categories. Part-time instructors are generallyreferred to as adjuncts or adjunct faculty.Policies and procedures related to employment are available to employees online and are summarized inthe Employee Handbook. The following policies and procedures are representative of key elements inthe employment relationship of the college with its faculty and staff:Topic Policy Procedure(s) Other Document(s)PerformanceReview5.04 5040, 5041,5042, and5043South Florida Community College Page 69 / 202N/A

PerformanceReview5.04 5040, 5041,5042, and5043N/ACredentials 5.06 5060 and 5061 ProfessionalStandards for Facultyand AcademicAdministratorsEmploymentAgreementsSalary ScheduleandCompensation5.07 5070 Annual Contract(Administrative)Annual Contract(Faculty)Continuing Contract5.14 5140 and 5141 2010-11 SalarySchedule2009-10 SalarySchedule2008-09 SalaryScheduleWork Schedules 5.22 5220, 5223,5224, and5226N/ASourcesDBOT PoliciesDBOT Policy 5.04, Performance ReviewDBOT Policy 5.06, CredentialsDBOT Policy 5.07, Employment AgreementsDBOT Policy 5.14, Salary Schedule and CompensationDBOT Policy 5.22, Work SchedulesDBOT Policy 5.24, College Employees: Employment, Promotion, Transfer...SFCC Administrative ProceduresSFCC Administrative Procedure 5040, Evaluation of Full-Time and Adjunct FacultySFCC Administrative Procedure 5041, Evaluation of Professional Staff and Career Service EmployeesSFCC Administrative Procedure 5042, Evalutation of AdministratorsSFCC Administrative Procedure 5043, Employee Reappointment and EvaluationsSFCC Administrative Procedure 5060, Professional Standards for Faculty: ExceptionsSFCC Administrative Procedure 5061, Advancement in Rank of FacultySFCC Administrative Procedure 5070, Reappointment and Termination Procedures for Annual Contract...SFCC Administrative Procedure 5140, Salary Schedule and CompensationSFCC Administrative Procedure 5141, Salary Equity AdjustmentsSFCC Administrative Procedure 5220, Workload for Full-Time Instructional FacultySFCC Administrative Procedure 5223, Workweek- Professional Staff and Career Service EmployeesSFCC Administrative Procedure 5224, Flex-Time Scheduling for All AdministratorsSFCC Administrative Procedure 5226, Staffing: Use of Part-Time and Adjunct PersonnelSFCC Administrative Procedure 5240(J), Employee Recruitment and SelectionSFCC Administrative Procedure 5240, Employee Recruitment and SelectionAdministrative | Employee HandbookAdministrative | Professional Standards for Faculty and Academic AdministratorsAdministrative | Salary Schedule 2010-2011Annual Contract, AdministrativeAnnual Contract, FacultyContinuing ContractDBOT Agenda 3.24.10South Florida Community College Page 70 / 202

Administrative | Employee HandbookAdministrative | Professional Standards for Faculty and Academic AdministratorsAdministrative | Salary Schedule 2010-2011Annual Contract, AdministrativeAnnual Contract, FacultyContinuing ContractDBOT Agenda 3.24.10Employee Handbook, pp. 19-20FS 1001.64, Community College Boards of Trustees; Powers and DutiesFS 1001.65, Community College Presidents; Powers and DutiesSalary Schedule 2008-2009Salary Schedule 2009-2010SFCC Web Site, Position Vacancies and Employment Applications3.2.10Governance and Administration: Administrative staff evaluationsThe institution evaluates the effectiveness of its administrators on a periodic basis.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe performance of all South Florida Community College (SFCC) employees filling regularly establishedpositions is reviewed on a regular basis (District Board of Trustees (DBOT) Policy 5.04). SFCCAdminsitrative Procedure 5042 provides that all administrators will be evaluated by their supervisorsannually, as well as within the initial 90 days of appointment.Annual administrative evaluations are conducted in January and February and pertain to performanceduring the previous calendar year. The evaluation instrument, Annual Performance Review, foradministrators is centered upon reviewing the previous year's goals and establishing goals to beaccomplished in the coming year. Any recommendations for performance improvement and/or changes inthe position description are developed during the annual evaluation process. Administrators are alsoevaluated annually on their progress toward meeting the college’s accountability and equity goals inaccordance with Florida Statute (FS) 1012.86.SFCC’s organizational structure provides for 19 administrators (including the President) as defined inComprehensive Standard 3.2.8. The college organizational chart describes the heirarchy, reporting,and performance evaluation schema. The President reports to, and is evaluated by, the DBOT asreflected in Section 3.2.1 of the Compliance Report. An annual individual conference isscheduled between the administrator and the supervisor to conduct a performance review. Theadministrator and supervisor discuss achievements during the past year and mutually agree upon goalsfor the upcoming academic year. Evaluation instruments are signed by both parties, reviewed by theappropriate executive administrator (President or Vice President), and forwarded to the Human Resourcesdepartment for placement in the individual's permanent personnel file. The Human Resources departmentis responsible for coordination of the evaluation process. Actual copies of the administrativeperformance reviews are available for inspection in the Human Resources department.Satisfactory performance is one of the factors in recommending continued employment, along withfunding and position continuance. The annual evaluation process provides a mechanism forrecommending continued employment for administrators who serve on an annual contract basis.South Florida Community College Page 71 / 202SourcesAdministrative | Organizational Chart 2010-2011

Salary Schedule 2009-2010SFCC Web Site, Position Vacancies and Employment Applications3.2.10Governance and Administration: Administrative staff evaluationsThe institution evaluates the effectiveness of its administrators on a periodic basis.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe performance of all South Florida Community College (SFCC) employees filling regularly establishedpositions is reviewed on a regular basis (District Board of Trustees (DBOT) Policy 5.04). SFCCAdminsitrative Procedure 5042 provides that all administrators will be evaluated by their supervisorsannually, as well as within the initial 90 days of appointment.Annual administrative evaluations are conducted in January and February and pertain to performanceduring the previous calendar year. The evaluation instrument, Annual Performance Review, foradministrators is centered upon reviewing the previous year's goals and establishing goals to beaccomplished in the coming year. Any recommendations for performance improvement and/or changes inthe position description are developed during the annual evaluation process. Administrators are alsoevaluated annually on their progress toward meeting the college’s accountability and equity goals inaccordance with Florida Statute (FS) 1012.86.SFCC’s organizational structure provides for 19 administrators (including the President) as defined inComprehensive Standard 3.2.8. The college organizational chart describes the heirarchy, reporting,and performance evaluation schema. The President reports to, and is evaluated by, the DBOT asreflected in Section 3.2.1 of the Compliance Report. An annual individual conference isscheduled between the administrator and the supervisor to conduct a performance review. Theadministrator and supervisor discuss achievements during the past year and mutually agree upon goalsfor the upcoming academic year. Evaluation instruments are signed by both parties, reviewed by theappropriate executive administrator (President or Vice President), and forwarded to the Human Resourcesdepartment for placement in the individual's permanent personnel file. The Human Resources departmentis responsible for coordination of the evaluation process. Actual copies of the administrativeperformance reviews are available for inspection in the Human Resources department.Satisfactory performance is one of the factors in recommending continued employment, along withfunding and position continuance. The annual evaluation process provides a mechanism forrecommending continued employment for administrators who serve on an annual contract basis.SourcesAdministrative | Organizational Chart 2010-2011Administrative Annual EvaluationDBOT Policy 5.04, Performance ReviewFS 1012.86, Community College Employment Equity Accountability ProgramSFCC Administrative Procedure 5042, Evaluation of Administrators3.2.11Governance and Administration: Control of intercollegiate athleticsSouth Florida Community College Page 72 / 202The institution’s chief executive officer has ultimate responsibility for, and exercises appropriateadministrative and fiscal control over, the institution’s intercollegiate athletics program.

FS 1012.86, Community College Employment Equity Accountability ProgramSFCC Administrative Procedure 5042, Evaluation of Administrators3.2.11Governance and Administration: Control of intercollegiate athleticsThe institution’s chief executive officer has ultimate responsibility for, and exercises appropriateadministrative and fiscal control over, the institution’s intercollegiate athletics program.JudgmentCompliant Non-Compliant Not ApplicableNarrativeAs required by Florida Statute (FS) 1001.65, the College President has ultimate responsibility for theadministration of the intercollegiate athletic programs and exercises full administrative and fiscal controlover these programs.As delegated by the President, the Vice President for Educational and Student Services (VPESS) reviewsthe annual planning and assessment activities of the Athletics Department and presents annual budgetrequests to the President for review and approval. The Athletic Director, VPESS and President correspondand meet as needed to discuss and make decisions related to intercollegiate athletics. An exampleof recent correspondence demonstrating presidential control of the athletic program is attached.The President has full control over all intercollegiate athletics including the control of operations,finances, staffing, management of facilities, and approval of athletic fund raising and recruitmentpractices. Funds raised from events sponsored by the Athletic Department are managed through thecollege accounting department and the South Florida Community College Foundation.SourcesCorrespondence with Athletic DirectorFS 1001.65, Community College Presidents; Powers and Duties3.2.12Governance and Administration: Fund-raising activitiesThe institution’s chief executive officer controls the institution’s fund-raising activities exclusive ofinstitution-related foundations that are independent and separately incorporated.JudgmentCompliant Non-Compliant Not ApplicableNarrativeIn his role as the Chief Executive Officer of South Florida Community College (SFCC), the President of thecollege controls the fund-raising activities exclusive of the only separately incorporated institutionrelatedfoundation, the SFCC Foundation, Inc. (Foundation). The purpose of the Foundation is to solicit,receive, and manage charitable donations in support of the college, its programs, staff, and students. Tothat end, the Foundation is the primary fund-raising source for the college.The day-to-day operations of the college are under the authority of the President as establishedin South Florida Community Statute College (FS)1001.65 and SFCC District Board of Trustees Policy 2.06. As such, Page 73 the / 202operation control of the college rests with the President who has control over all financial responsibilitiesincluding fund-raising activities. Although most fund-raising activities are coordinated by the

Correspondence with Athletic DirectorFS 1001.65, Community College Presidents; Powers and Duties3.2.12Governance and Administration: Fund-raising activitiesThe institution’s chief executive officer controls the institution’s fund-raising activities exclusive ofinstitution-related foundations that are independent and separately incorporated.JudgmentCompliant Non-Compliant Not ApplicableNarrativeIn his role as the Chief Executive Officer of South Florida Community College (SFCC), the President of thecollege controls the fund-raising activities exclusive of the only separately incorporated institutionrelatedfoundation, the SFCC Foundation, Inc. (Foundation). The purpose of the Foundation is to solicit,receive, and manage charitable donations in support of the college, its programs, staff, and students. Tothat end, the Foundation is the primary fund-raising source for the college.The day-to-day operations of the college are under the authority of the President as establishedin Florida Statute (FS)1001.65 and SFCC District Board of Trustees Policy 2.06. As such, theoperation control of the college rests with the President who has control over all financial responsibilitiesincluding fund-raising activities. Although most fund-raising activities are coordinated by theFoundation, the executive director of the Foundation reports to the Presidnet adminsitratively as the Deanof Resource Development. Cash donations are generally forwarded to the Foundation as cash gifts havebeen historically matched by various state matching programs. This allows the college and Foundation toleverage donations to maximize the benefits that are achievable. Donations to the college are generallynon-cash items such as artwork, equipment, or supplies for program use.SourcesDBOT Policy 2.06, General Powers, Duties, and Responsibilities of the PresidentFS 1001.65, Community College Presidents; Powers and Duties3.2.13Governance and Administration: Institution-related foundationsAny institution-related foundation not controlled by the institution has a contractual or other formalagreement 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 therelationship is consistent with its mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has one institutionally-related foundation that is separatelyincorporated, the SFCC Foundation, Inc. (Foundation). In 1984, the Foundation was established as a 501(c)(3) not-for-profit corporation under the United States Internal Revenue Code and as a direct-supportorganization of the college in accordance with Florida Statute (FS)1004.70. The Foundation isrecognized by the SFCC District Board of Trustees (DBOT) under DBOT Policy 8.01 and is locallygoverned South Florida under Community the College authority of the Foundation Articles of Incorporation and Bylaws. Page 74 / 202The Relationship Agreement is a formal agreement which accurately describes the relationshipbetween the college and the Foundation, including issues of responsibility and liability. The Foundation

DBOT Policy 2.06, General Powers, Duties, and Responsibilities of the PresidentFS 1001.65, Community College Presidents; Powers and DutiesSecondly, SFCC has several policies and procedures that address the use of copyrighted materials for3.2.13Governance and Administration: Institution-related foundationsAny institution-related foundation not controlled by the institution has a contractual or other formalagreement 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 therelationship is consistent with its mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has one institutionally-related foundation that is separatelyincorporated, the SFCC Foundation, Inc. (Foundation). In 1984, the Foundation was established as a 501(c)(3) not-for-profit corporation under the United States Internal Revenue Code and as a direct-supportorganization of the college in accordance with Florida Statute (FS)1004.70. The Foundation isrecognized by the SFCC District Board of Trustees (DBOT) under DBOT Policy 8.01 and is locallygoverned under the authority of the Foundation Articles of Incorporation and Bylaws.The Relationship Agreement is a formal agreement which accurately describes the relationshipbetween the college and the Foundation, including issues of responsibility and liability. The Foundationis prohibited from financially obligating the college in any manner without prior approval of the DBOT.The purpose of the Foundation is to solicit, receive, and manage charitable donations in support of thecollege, its programs, staff, and students. To that end, the Foundation is the primary fund-raising sourcefor the college.SourcesArticles of IncorporationDBOT POlicy 8.01, Direct-Support OrganizationsFoundation BylawsFS 1004.70, Community College Direct-Support OrganizationsRelationship Agreement3.2.14Governance and Administration: Intellectual property rightsThe 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. Thesepolicies apply to students, faculty, and staff.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has several policies and procedures that address creative workproduced by faculty and employees. The policies and procedures address revenues generated from theworks and ownership of the works, based upon when and how the work was created. Procedures derivedSouth Florida Community College Page 75 / 202from these policies explain how ownership is determined.

FS 1004.70, Community College Direct-Support OrganizationsRelationship Agreement3.2.14Governance and Administration: Intellectual property rightsThe 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. Thesepolicies apply to students, faculty, and staff.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has several policies and procedures that address creative workproduced by faculty and employees. The policies and procedures address revenues generated from theworks and ownership of the works, based upon when and how the work was created. Procedures derivedfrom these policies explain how ownership is determined.Secondly, SFCC has several policies and procedures that address the use of copyrighted materials forinstructional purposes and for use in classroom assignments and activities.The college's presumptive attitude toward intellectual property stems from the value statementsassociated with the college mission. The first value listed after the mission statement is Integrity. Eachperson associated with the college is expected to carry out their duties with honesty and without misuseof property belonging to others.Intellectual Property and Faculty/EmployeesDistrict Board Of Trustees (DBOT) Policy 1.16 protects the rights of ownership of intellectualproperty. Intellectual property developed while the employee is discharging regularly assigned dutiesbelongs to the college. Intellectual property developed while the employee is under special contract isshared by the college and the faculty member as agreed in the contract. Intellectural propertydeveloped by the employee off campus without using any college facilities or support belongs entirely tothe employee.SFCC Administrative Procedure 1160 further defines ownership of intellectual property. Theprocedure identifies sole ownership by the employee and shared ownership with the college. Theprocedure describes the general content of an agreement to share ownership of the intellectual property.For example, when the employee or faculty person creates work on their personal time using theirpersonal resources, the ownership is totally that of the employee or faculty. However, any work createdusing college resources or time may be partially or wholly the property of the college.The relevant procedure and policy are described in the Faculty Handbook, Adjunct FacultyHandbook, and the Employee Handbook. The handbooks are widely available to the faculty and otheremployees of the college.Intellectual Property and CopyrightDBOT Policy 1.14 mandates that all employees shall follow the law when using copyrightedmaterial. The policy holds that all college employees use copyrighted materials in accordance with thelaw. The policy stipulates that "employees shall duplicate, perform, and use materials in accordance withSouth Florida Community College Page 76 / 202the law as described in college procedures."SFCC Administrative Procedure 1140 gives clear and specific instructions about complying with laws

DBOT Policy 1.14 mandates that all employees shall follow the law when using copyrightedmaterial. The policy holds that all college employees use copyrighted materials in accordance with thelaw. The policy stipulates that "employees shall duplicate, perform, and use materials in accordance withthe law as described in college procedures."SFCC Administrative Procedure 1140 gives clear and specific instructions about complying with lawsrestricting the use of copyrighted materials. The procedure covers the use of different media, such asworks of art, television programs, music, film, hard-copy text, online materials, and speeches. Inaddition, the procedure covers the use of different technologies when copying, distributing, oraccessing various copyrighted materials, defines the concept of “fair use,” and describes the sharing ofmaterials for use in the classroom. The SFCC Faculty Handbook summarizes the policies andprocedures relevant to the use of copyrighted material.Intellectual Property and StudentsThe SFCC Student Handbook covers copyright in the section Academic Dishonesty and Plagiarism.Students are cautioned to respect copyright laws and intellectual property rights by properlydocumenting sources. Additionally, the syllabus for each course includes a statement of the college'sposition on the use of copyrighted material. Specific intellectual property protections are included in theSFCC Student Handbook under the Copyright and Intellectual Property. Students who develop anyproduct that may generate revenue and who use any sort of college resource in its development willnegotiate ownership of the product with the college and any other interested parties, and the result of thenegotiation will be in a written contract.SourcesDBOT PoliciesDBOT Policy 1.14, CopyrightDBOT Policy 1.16, Intellectual PropertySFCC Administrative ProceduresSFCC Administrative Procedure 1140, Copyright ComplianceSFCC Administrative Procedure 1160, Materials Produced by EmployeesAcademic | Faculty HandbookAcademic | Faculty Handbook (Adjunct)Adjunct Faculty Handbook, p. 22Administrative | Employee HandbookEmployee Handbook, p. 28Faculty Handbook, p. 51Faculty Handbook, p. 62Mission StatementStudent Handbook 2010-2011, p. 73Student Services | Student Handbook 2010-2011Syllabus, Academic Ethics Policy3.3.1Institutional EffectivenessThe institution identifies expected outcomes, assesses the extent to which it achieves these outcomes,and provides evidence of improvement based on analysis of the results in each of the following areas:3.3.1.1 educational programs, to include student learning outcomesSouth Florida Community College Page 77 / 2023.3.1.2 administrative support services

Student Services | Student Handbook 2010-2011Syllabus, Academic Ethics Policy3.3.1Institutional EffectivenessThe institution identifies expected outcomes, assesses the extent to which it achieves these outcomes,and provides evidence of improvement based on analysis of the results in each of the following areas:3.3.1.1 educational programs, to include student learning outcomes3.3.1.2 administrative support services3.3.1.3 educational support services3.3.1.4 research within its educational mission, if appropriate3.3.1.5 community/public service within its educational mission, if appropriateJudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) identifies expected outcomes, assesses the extent to which itachieves these outcomes, and provides evidence of improvement based on analysis of the results in eachof the following areas: educational programs, including student learning outcomes, administrativesupport services, educational support services and community/public service within its educationalmission.In support of the college mission and strategic plan, all administrative units and educational programsengage regularly in a systematic institutional effectiveness effort that evaluates the unit or programmission, outcomes, performance measures, and performance standards; defines the methods used fordata collection; and provides an analysis of findings and implications for improvement.Assessment of outcome achievement is conducted through a well-defined Educational ProgramAssessment (EPA) or Administrative Program Assessment (APA) review process. Assessment, asthe cornerstone of institutional effectiveness, analyzes the progress and extent to which outcomes havebeen achieved. All units review annually established outcomes, apply assessment processes, reportfindings and make improvements to the program or service as appropriate. Results and findings are usedto enhance student learning and services, and direct continuous quality improvement efforts.In October of each year, the college holds an annual Assessment Day. This time provides an opportunityfor critical reflection of how educational and administrative units can improve student learning andcollege services. During Assessment Day, the faculty and staff review data collected, analyze thefindings, and discuss implications for practice and continuous quality improvement activities orinitiatives. The event functions as a forum to discuss available student outcome data, updates to SFCC'sintranet-based statistics/report portal, and recent analyses stemming from the institution's DataAnalysis Group (DAG). The October review also encourages dialogue regarding the evaluation of existingprogram assessment and facilitates discussion of initiatives that may have implications for the Unit ActionPlan (UAP) and/or budget requests for the upcoming fiscal year.3.3.1.1 Educational ProgramsSouth Florida Community College Page 78 / 202SFCC provides a comprehensive range of educational programs compatible with the mission and purposeof the institution. This narrative further identifies expected outcomes in educational programs, including

Plan (UAP) and/or budget requests for the upcoming fiscal year.3.3.1.1 Educational ProgramsSFCC provides a comprehensive range of educational programs compatible with the mission and purposeof the institution. This narrative further identifies expected outcomes in educational programs, includingstudent learning outcomes, as part of an ongoing institutional effectiveness process described in CoreRequirement 2.5.In 2007, the Institutional Effectiveness Department and Academic Quality Committee formalized a newframework for assessing educational programs. The new process created an electronic educationalprogram assessment format using the college intranet to report consistently and document efforts toachieve program missions, student learning outcomes, performance measures, performance standards,data collection methods, analysis of findings, and improvement efforts. The initiation of the learningoutcomes focus began with an assessment workshop presented by Dr. Peggy Maki that introduced thenew outcomes measurement process.Student learning outcomes are identified at the institutional, program, and course level. Institutionally,there are courses that introduce or reinforce college-wide general education outcomes. For morediscussion on general education student learning outcomes see CR 2.7.3. Additionally, each educationalprogram has designated program mission, program outcomes, performance measures, and programprofile data used for assessment purposes. At the course level, student learning outcomes or objectivesand competencies are identified in each course syllabus.Assessment of Student Learning OutcomesThe measurement of student learning achievement occurs at the three distinct levels previouslymentioned. At the institutional level, measures such as the Community College Student Survey ofEngagement (CCSSE), Student Opinion Survey (SOS), Core Indicators of Effectiveness,Integrated Postsecondary Education Data System (IPEDS), and graduate surveys providevaluable benchmarking and information regarding the overall effectiveness of the college in meeting itsmission of providing student learning.At the programmatic level, the primary instrument for documenting student accomplishment of learningis the Educational Program Assessment (EPA). The EPA is developed, monitored, and assessed bydiscipline faculty. Outcome performance measurements found in the EPA may include accreditationfindings, licensure or certification pass rates, retention, graduation rates, employer satisfaction surveys,student satisfaction surveys, job placement rates, and outcomes specific to exit knowledge, skills andcompetencies. The educational program is assessed and documented annually; activities forimprovement in program performance and student learning are identified during the annual assessment.Additional mechanisms used to assess and improve program performance and student learning at theprogram level include input from advisory committees and information gathered during the accreditationof selected technical programs. All technical programs have active advisory committees who providequalitative summaries regarding currency of curriculum, performance of graduates once employed, andguidance to program faculty regarding emerging trends and issues. Accreditation teams also provide indepthassessment and recommendations for improvement to the Dental Hygiene, Dental Assisting,Automotive Service Technology, and Radiology programs.The course-level assessment of student learning is determined by faculty and discipline or departmentcriteria established in the course syllabi. Data sources used to assess student learning may includeresults from embedded assessments, projects, rubrics, course projects, exit exam pass rates, retentionrates, productive grade rates, success in subsequent courses (developmental courses), focus groups, andSouth Florida Community College Page 79 / 202student evaluation of instruction. For those courses offered via distance learning there will also be anadditional course-level comparison with student performance in the same subject, but a traditionalclassroom setting. Dual-enrolled courses receive a yearly analysis to assure the quality of educational

The course-level assessment of student learning is determined by faculty and discipline or departmentcriteria established in the course syllabi. Data sources used to assess student learning may includeresults from embedded assessments, projects, rubrics, course projects, exit exam pass rates, retentionrates, productive grade rates, success in subsequent courses (developmental courses), focus groups, andstudent evaluation of instruction. For those courses offered via distance learning there will also be anadditional course-level comparison with student performance in the same subject, but a traditionalclassroom setting. Dual-enrolled courses receive a yearly analysis to assure the quality of educationaldelivery.Educational Program Outcome AchievementThe EPA Handbook provides direction for each component of the EPA assessment. Educational programsannually report their outcomes achievement using the EPA electronic documentation format. Facultymembers review program outcomes using established performance standards to compare with collecteddata results, analyze the findings, and then identify improvement activities. Improvement activities maybe minor and readily carried out, or may be more complex requiring new funding or sustainedimplementation efforts. These initiatives may result in modification to the annual Unit Action Plan (UAP)and/or budget or capital outlay requests. In all cases, assessment results are used to improve theeducational program and enhance student learning.The Academic Quality Committee (AQC) annually audits all EPAs for completion and constructivecritique. Members of the AQC subcommittee have been instrumental in the writing and assessment ofprogram outcomes. The subcommittee uses an audit tracking sheet to document successfulcompletion of the EPA and makes recommendations to the AQC for overall improvements to the existingEPA process.Program Review of educational programs occurs regularly according to procedure. SFCC reviewseducational programs every three years and provides requested accountability data to the state.Beginning in 2010, the college provided additional program information to each department in the formof a program profile. The program profile provides information about program viability and qualityindicators that may or may not be included in the EPA but will assist administration and program facultyto monitor program performance against set standards. Quality indicators, such as full-time to part-timefaculty ratios, course retention rates, and graduate/employer satisfaction data, are measures of aprogram that can be influenced by the academic department and college. Viability indicators suchas persistence/retention data, enrollment trends, or future employment projections are in large measureout of the control of the college and department.Evidence of ImprovementIn review of the 2007-2008 and 2008-2009 EPA assessments, the AQC EPA Review Subcommitteeidentified extensive redundancy in technical program assessment, which was repetitive and difficult tomanage. The EPA Review Subcommittee recommended to AQC that technical programs beconsolidated under larger program classifications, yielding 22 technical program EPAs rather than 64.Since many certificate programs are a part of the Associate in Applied Sciences degree in the same fieldand the course work required in many certificates are also in the Associate in Applied Science degree,the change in the EPA process was felt to be justified; the change became effective for the 2009-2010reporting cycle.A sample set of EPAs for the past three years are in the table below to demonstrate evidence of theassessment cycle resulting in improvement efforts of educational programs.Arts and Sciences:South Florida Community College Page 80 / 202EducationalProgramEPA 2007-08 EPA 2008-09 EPA 2009-10

Arts and Sciences:EducationalProgramHumanitiesMathematicsNatural SciencesEPA 2007-08 EPA 2008-09 EPA 2009-10Social and Behavioral SciencesApplied Sciences and Technology:EducationalProgramChild CareComputer Information SystemsCosmetologyDentalEmergency Medical ServicesEducator Preparation InstituteFood Management/HospitalityNursingRadiographyEPA 2007-08 EPA 2008-09 EPA 2009-103.3.1.2 Administrative Support ServicesSeventeen units at SFCC have been classified as administrative support. These include Applied Sciencesand Technologies, Arts and Sciences, Business Office, Community Relations and Marketing, CurriculumSupport, DeSoto campus, Equity, Enrollment Management, Hardee campus, Honors Program, HumanResources, Information Technology, Institutional Effectiveness, Lake Placid Center, Physical PlantMaintenance, Risk Management and Security, and Student Services.Identifying Expected OutcomesThe institutional process for development and assessment of unit outcomes for administrative supportunits is the same as for educational programs discussed above. Administrative support units use anAdministrative Program Assessment (APA) process that has slight variations from the EPA format. Aseparate handbook for the APA provides guidance in the development of each component of the APA.Outcomes AchievementEach administrative unit participates annually in the review of the unit mission statement, measurementof outcomes, performance measures, data collection sources, analysis of data, and identification ofimprovement measures. The electronic APA format is used for reporting and documentation of outcomeachievement and improvement activities.Upon completion of the APA, an assessment review and constructive critique is completed by theAdministrative Assessment Review (AAR) Committee. This subcommittee uses a results template todocument successful completion of the APA and makes recommendations to the President’s Council foroverall improvements to the APA process.Evidence of ImprovementA sample set of APAs are attached to demonstrate evidence of the assessment cycle resulting inimprovement efforts by administrative support units.South Florida Community College Page 81 / 202

Educational Support APA 2008-09 APA 2009-10Evidence of ImprovementA sample set of APAs are attached to demonstrate evidence of the assessment cycle resulting inimprovement efforts by administrative support units.Administrative SupportUnitArts and SciencesBusiness OfficeCurriculum SupportDeSoto CampusHonors ProgramHuman ResourcesInstitutionalEffectivenessInformationTechnologyPhysical PlantMaintenanceRisk ManagementAPA 2008-09 APA 2009-10N/A3.3.1.3 Educational Support ServicesEleven college units have been designated as educational support units. These are Adult Education,Advising and Counseling, Athletics, Career Center, eLearning, Financial Aid, Library Services, Registrationand Records, Student Activities, Testing Center, and the Tutoring and Learning Center.Identifying OutcomesSFCC identifies and assesses outcomes for the educational support services using the broad, systematic,and continuous institutional effectiveness processes described in Core Requirement 2.5. Each designatededucational support unit plans, delivers, and assesses unit outcomes using the electronic AdministrativeProgram Assessment (APA) format.Outcomes AchievementAll educational support units annually review the unit mission and outcomes, engage in analysis of theirperformance, and report their findings. During the annual review, staff members carefully considerwhether outcomes have been successfully met and, if needed, will identify modifications to existingperformance, outcomes, or practices. Action plans for improvement are implemented based upon theassessment findings. When appropriate, improvement activities will be included in the Unit Action Plan(UAP). In all cases, assessment results are used to support and enhance student learning and supportservices.After the APA documentation for the educational support unit is completed, it is reviewed by theAdministrative Assessment Review Committee. The subcommittee uses an audit tracking sheet tomonitor the successful completion of each component of the APA process. Members of the programreview subcommittee have also been instrumental in assisting units in writing and assessment ofprogram outcomes. If needed, the committee makes recommendations for improvements to the APAprocess to the President’s Council.Evidence of ImprovementA two-year sample set of APAs from educational support service units provides evidence of theassessment cycle resulting in improvement efforts by educational support units.South Florida Community College Page 82 / 202

Community/Public APA 2008-09 APA 2009-10Evidence of ImprovementA two-year sample set of APAs from educational support service units provides evidence of theassessment cycle resulting in improvement efforts by educational support units.Educational SupportUnitAdult EducationAdvising andCounselingCareer CenterFinancial AidLibrary ServicesRegistration andRecordsStudent ActivitiesAPA 2008-09 APA 2009-103.3.1.4 ResearchSFCC is not a research-based institution, but the Institutional Effectiveness department does conductresearch that is regularly used for assessment and institutional effectiveness purposes. These researchactivities are predominantly used to improve student learning and the quality of college services.3.3.1.5 Community and Public ServiceFive college units have been designated as community and public service support units: Adult MigrantWorker Program, Community Education, Corporate and Continuing Education, Cultural Programs, andUniversity Relations.Identifying OutcomesLike administrative support and educational support units, the community and public service units usethe Administrative Program Assessment (APA) for reporting purposes. Each community and publicservice unit identifies the mission, outcomes, performance measures and standards, and data that will beused in analysis of outcomes achievement.Outcomes AchievementEach community and public service unit participates annually in review of the unit mission statement,outcomes, performance measures, data collection sources, analysis of data, and identification ofimprovement measures. The electronic APA format is used for reporting and documenting thesecomponents.Upon completion of the unit APA, the AAR committee conducts a comprehensive review of all reports.Members of the AAR serve as guides in developing and documenting achievement of program outcomes.The subcommittee uses a results template to document successful completion of the APA and makesrecommendations to the President’s Council for overall improvements to the process.Evidence of ImprovementA sample set of APAs from community and public service units are attached to demonstrate the evidenceSouth Florida Community College Page 83 / 202of the assessment cycle resulting in improvement efforts by community and public service units.

Evidence of ImprovementA sample set of APAs from community and public service units are attached to demonstrate the evidenceof the assessment cycle resulting in improvement efforts by community and public service units.Community/PublicService UnitCommunity EducationCorporate andContinuing EducationCultural ProgramsAPA 2008-09 APA 2009-10ConclusionA comprehensive institutional effectiveness planning and evaluation process is in place at the college andis an ongoing, integrated, institution-wide, research-based process. The measurement of studentlearning outcomes and unit outcomes incorporate a systematic review of institutional mission, goals, andoutcomes, resulting in student learning and continuing improvement in institutional quality.SFCC demonstrates its commitment to quality as is evidenced by the cycle of improvement. The broad,continuous, and dynamic process of planning, assessment and improvement ensures theeffectiveness of educational programs, administrative support services, educational support services,and community and public services.Sources2007-08 EPA2007-08 EPA Child Care2007-08 EPA Computer Information Systems2007-08 EPA Cosmetology2007-08 EPA Dental Hygiene2007-08 EPA Educator Preparation Institute2007-08 EPA Emergency Medical Services2007-08 EPA Food Management2007-08 EPA Humanities (English)2007-08 EPA Mathematics2007-08 EPA Natural Sciences2007-08 EPA Nursing Generic A.A.S.2007-08 EPA Radiography2007-08 EPA Social and Behavioral Sciences2008-09 APA2008-09 APA Adult Education2008-09 APA Advising and Counseling2008-09 APA Arts and Sciences2008-09 APA Business Office2008-09 APA Career Center2008-09 APA Community Education2008-09 APA Corporate and Continuing Education2008-09 APA Cultural Programs2008-09 APA Curriculum Support2008-09 APA DeSoto Campus2008-09 APA Financial Aid2008-09 APA Human Resources2008-09 APA Information Technology2008-09 APA Institutional Effectiveness2008-09 APA Library2008-09 APA Physical Plant Maintenance2008-09 APA Registration and RecordsSouth Florida Community College Page 84 / 202

2008-09 APA Financial Aid2008-09 APA Human Resources2008-09 APA Information Technology2008-09 APA Institutional Effectiveness2008-09 APA Library2008-09 APA Physical Plant Maintenance2008-09 APA Registration and Records2008-09 APA Risk Management2008-09 APA Student Activities2008-09 EPA2008-09 EPA Child Care2008-09 EPA Computer Information Systems2008-09 EPA Cosmetology2008-09 EPA Dental Hygiene2008-09 EPA Educator Preparation Institute2008-09 EPA Emergency Medical Services2008-09 EPA Food Management2008-09 EPA Humanities (English)2008-09 EPA Mathematics2008-09 EPA Natural Sciences2008-09 EPA Nursing Generic A.A.S.2008-09 EPA Radiography2008-09 EPA Social and Behavioral Sciences2009-10 APA2009-10 APA Information Technology2009-10 APA Adult Education2009-10 APA Advising and Counseling2009-10 APA Arts and Sciences2009-10 APA Business Office2009-10 APA Career Center2009-10 APA Community Education2009-10 APA Corporate and Continuing Education2009-10 APA Cultural Programs2009-10 APA Curriculum Support2009-10 APA DeSoto Campus2009-10 APA Financial Aid2009-10 APA Honors Program2009-10 APA Human Resources2009-10 APA Institutional Effectiveness2009-10 APA Library2009-10 APA Physical Plant Maintenance2009-10 APA Registration and Records2009-10 APA Risk Management2009-10 APA Student Activities2009-10 EPA2009-10 EPA Child Care2009-10 EPA Computer Information Systems2009-10 EPA Cosmetology2009-10 EPA Dental Hygiene2009-10 EPA Educator Preparation Institute2009-10 EPA Emergency Medical Services2009-10 EPA Food/Hospitality2009-10 EPA Humanities2009-10 EPA Mathematics2009-10 EPA Natural Sciences2009-10 EPA Nursing2009-10 EPA Radiography2009-10 EPA Social and Behavioral SciencesAPA Results Template and SampleAssessment SampleSouth Florida Community College Page 85 / 202

2009-10 EPA Mathematics2009-10 EPA Natural Sciences2009-10 EPA Nursing2009-10 EPA Radiography2009-10 EPA Social and Behavioral SciencesAPA Results Template and SampleAssessment SampleAssessment Workshop, Dr. MakieLearning Committee MinuteseLearning Delivery ComparisonsEPA Audit Criteria and TrackingEPA Electronic FormatEPA Subcommittee RecommendationInstitutional Effectiveness | Administrative Program Assessment (APA) HandbookInstitutional Effectiveness | Community College Survey of Student Engagement (CCSSE) ResultsInstitutional Effectiveness | Core Indicators of Effectiveness 2008-2010Institutional Effectiveness | Dual Enrollment SWOTT AnalysisInstitutional Effectiveness | Educational Program Assessment (EPA) HandbookInstitutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010Institutional Effectiveness | Institutional Effectiveness PlanInstitutional Effectiveness | Integrated Postsecondary Education Data System (IPEDS) AnalysisInstitutional Effectiveness | Student Opinion Survey (SOS) 2008 Report SummaryProgram ProfileSFCC Administrative Procedure 3030, Academic Program Review Procedures3.3.2Quality Enhancement PlanThe institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capabilityfor the initiation, implementation, and completion of the QEP; (2) includes broad‐based involvement ofinstitutional constituencies in the development and proposed implementation of the QEP; and (3)identifies goals and a plan to assess their achievement.JudgmentCompliant Non-Compliant Not ApplicableNarrativeNote: This requirement is not addressed by the institution in its Compliance Certification Report.3.4.1Educational Programs: All academic program approvalThe institution demonstrates that each educational program for which academic credit is awarded isapproved by the faculty and the administration.JudgmentCompliant Non-Compliant Not ApplicableNarrativeEach educational program and course for which academic credit is awarded by South Florida CommunityCollege (SFCC) is approved by the faculty and administration as noted in District Board of Trustees(DBOT) Policy 2.20 and SFCC Administrative Procedure 2201. SFCC's curriculum approval processSouth Florida Community College Page 86 / 202starts with the faculty member who originates a curriculum proposal abstract. Using establishedcurriculum development procedures, faculty members submit proposals to initiate, modify, or deleteprograms and/or courses. Each proposal abstract is reviewed by the division dean and Vice President

Program ProfileSFCC Administrative Procedure 3030, Academic Program Review Procedures3.3.2Quality Enhancement PlanThe institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capabilityfor the initiation, implementation, and completion of the QEP; (2) includes broad‐based involvement ofinstitutional constituencies in the development and proposed implementation of the QEP; and (3)identifies goals and a plan to assess their achievement.JudgmentCompliant Non-Compliant Not ApplicableNarrativeNote: This requirement is not addressed by the institution in its Compliance Certification Report.3.4.1Educational Programs: All academic program approvalThe institution demonstrates that each educational program for which academic credit is awarded isapproved by the faculty and the administration.JudgmentCompliant Non-Compliant Not ApplicableNarrativeEach educational program and course for which academic credit is awarded by South Florida CommunityCollege (SFCC) is approved by the faculty and administration as noted in District Board of Trustees(DBOT) Policy 2.20 and SFCC Administrative Procedure 2201. SFCC's curriculum approval processstarts with the faculty member who originates a curriculum proposal abstract. Using establishedcurriculum development procedures, faculty members submit proposals to initiate, modify, or deleteprograms and/or courses. Each proposal abstract is reviewed by the division dean and Vice Presidentfor Educational and Student Services (VPESS)prior to initiating further course and/or programdevelopment.Throughout the curriculum development process, faculty work closely with the Curriculum Supportdepartment to ensure that state and college protocols are incorporated. As content experts, facultymembers ensure that course or program content is appropriate and needed. After development of thestudent learning outcomes and course content, the completed proposal is sent to the CurriculumCommittee for review and recommendation. The Curriculum Committee oversees the approval ofall educational programs and courses for which academic credit is awarded. Recommendationsof the Curriculum Committee are forwarded to the Learning and Student Success (LASS)Committee for approval. The VPESS presents recommendations from the LASS Committee to thePresident’s Council for approval prior to presenting them to the DBOT for final action. A sample ofthe most recently approved program demonstrates each of the above components.For distance learning courses, in addition to the above program/course approval process, the facultydeveloper works with the eLearning Director to establish course design that is appropriate for distancedelivery. Distance learning faculty must demonstrate competence in technology-mediated teaching andprovide the necessary curriculum modifications required by the online environment. An eLearning courseSouth Florida Community College Page 87 / 202review team applies a review rubric to assess the quality of the planned course before it is released forimplementation.

Narrative3.4.2Note: This requirement is not addressed by the institution in its Compliance Certification Report.3.4.1Educational Programs: All academic program approvalThe institution demonstrates that each educational program for which academic credit is awarded isapproved by the faculty and the administration.JudgmentCompliant Non-Compliant Not ApplicableNarrativeEach educational program and course for which academic credit is awarded by South Florida CommunityCollege (SFCC) is approved by the faculty and administration as noted in District Board of Trustees(DBOT) Policy 2.20 and SFCC Administrative Procedure 2201. SFCC's curriculum approval processstarts with the faculty member who originates a curriculum proposal abstract. Using establishedcurriculum development procedures, faculty members submit proposals to initiate, modify, or deleteprograms and/or courses. Each proposal abstract is reviewed by the division dean and Vice Presidentfor Educational and Student Services (VPESS)prior to initiating further course and/or programdevelopment.Throughout the curriculum development process, faculty work closely with the Curriculum Supportdepartment to ensure that state and college protocols are incorporated. As content experts, facultymembers ensure that course or program content is appropriate and needed. After development of thestudent learning outcomes and course content, the completed proposal is sent to the CurriculumCommittee for review and recommendation. The Curriculum Committee oversees the approval ofall educational programs and courses for which academic credit is awarded. Recommendationsof the Curriculum Committee are forwarded to the Learning and Student Success (LASS)Committee for approval. The VPESS presents recommendations from the LASS Committee to thePresident’s Council for approval prior to presenting them to the DBOT for final action. A sample ofthe most recently approved program demonstrates each of the above components.For distance learning courses, in addition to the above program/course approval process, the facultydeveloper works with the eLearning Director to establish course design that is appropriate for distancedelivery. Distance learning faculty must demonstrate competence in technology-mediated teaching andprovide the necessary curriculum modifications required by the online environment. An eLearning coursereview team applies a review rubric to assess the quality of the planned course before it is released forimplementation.SourcesAcademic | eLearning HandbookCurriculum Committee Minutes 3.1.10Curriculum Proposal AbstractDBOT Minutes 3.24.10DBOT Policy 2.20, The Role of Faculty in the Governance of the CollegeeLearning Handbook, pp. 47-48LASS Minutes 3.22.10Phlebotomy ProgramPresident's Council Minutes 3.23.10SFCC Administrative Procedure 2201, Role of Faculty in Governance of the CollegeSFCC Administrative Procedure 3021, Curriculum Development with Substantive Change FlowchartSouth Florida Community College Page 88 / 202

Phlebotomy ProgramPresident's Council Minutes 3.23.10SFCC Administrative Procedure 2201, Role of Faculty in Governance of the CollegeSFCC Administrative Procedure 3021, Curriculum Development with Substantive Change Flowchart3.4.2Educational Programs: All continuing education/service programsThe institution’s continuing education, outreach, and service programs are consistent with theinstitution’s mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College's (SFCC) continuing education programs are consistent with itsmission.Corporate and Continuing Education (CCE) and Community Education (CE) at SFCC are twodistinct programs that vary with regard to the educational opportunities provided and specific populationserved; the latter provides services via the Division of Adult and Community Education, and the formeroperates within the Division of Applied Sciences and Technologies.CE principally provides personal enrichment opportunities for members of the community by offeringvarious courses, workshops, seminars, and special programs. Examples of recently offered classesinclude art, weight training, Tai Chi, aquabics, and basic home-computer. Moreover, the departmentserves the community by providing driver education, and parent, child and divorce classes. Older adultsmay also pursue enrichment opportunties via the CE Department's Lifetime Learners Institute, HeartlandSenior Games, and Road Scholar (Elderhostel) programs.In contrast, the CCE provides customized training for businesses, community partners, and collegeemployees. The department's continuing education activities include ongoing classes, workshops, andseminars that focus on such areas as computer technology, service-related business skills, andagriculture; license renewal classes assist workers who are required to maintain their professionallicense.As noted in the mission statement, SFCC is committed to forging "partnerships with organizations andcommunities, . . . [and] provid[ing] leadership and a comprehensive range of opportunities for theeducational, cultural, and economic development of the service district." SFCC’s CCE department supportsthe economic development component of the mission by offering a comprehensive assortment ofcontinuing education, customized training, and contract training services (2010-2011 trainingschedule) to a target population consisting of entrepreneurs, large corporations, governmentorganizations, non-profits, and community service-based agencies. The department strives to maintain asubstantive curriculum with breadth and depth to meet the needs of the college's service area workforce.Recent offerings include instruction in the following areas: allied health (nursing and dental, publichealth, and EMS continuing education), business and computer technology (customer service,management, business writing, leadership, sales, bookkeeping, and computers), child care anddevelopment, public services, trade and industrial education, and cosmetology.CCE's commitment to developing local business is demonstrated by its partnerships with local agencies:Hardee County Economic Development Office, Heartland Workforce, Highlands County EconomicDevelopment South Florida Community Commission College Industrial Development Authority, and all local chambers of commerce. Page 89 A / 202range of customized "contract" training services are provided for businesses providing training on-site oron-campus. Businesses may coordinate with CCE to use College facilities and resources to help facilitate

SFCC Administrative Procedure 2201, Role of Faculty in Governance of the CollegeSFCC Administrative Procedure 3021, Curriculum Development with Substantive Change Flowchart3.4.2Educational Programs: All continuing education/service programsThe institution’s continuing education, outreach, and service programs are consistent with theinstitution’s mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College's (SFCC) continuing education programs are consistent with itsmission.Corporate and Continuing Education (CCE) and Community Education (CE) at SFCC are twodistinct programs that vary with regard to the educational opportunities provided and specific populationserved; the latter provides services via the Division of Adult and Community Education, and the formeroperates within the Division of Applied Sciences and Technologies.CE principally provides personal enrichment opportunities for members of the community by offeringvarious courses, workshops, seminars, and special programs. Examples of recently offered classesinclude art, weight training, Tai Chi, aquabics, and basic home-computer. Moreover, the departmentserves the community by providing driver education, and parent, child and divorce classes. Older adultsmay also pursue enrichment opportunties via the CE Department's Lifetime Learners Institute, HeartlandSenior Games, and Road Scholar (Elderhostel) programs.In contrast, the CCE provides customized training for businesses, community partners, and collegeemployees. The department's continuing education activities include ongoing classes, workshops, andseminars that focus on such areas as computer technology, service-related business skills, andagriculture; license renewal classes assist workers who are required to maintain their professionallicense.As noted in the mission statement, SFCC is committed to forging "partnerships with organizations andcommunities, . . . [and] provid[ing] leadership and a comprehensive range of opportunities for theeducational, cultural, and economic development of the service district." SFCC’s CCE department supportsthe economic development component of the mission by offering a comprehensive assortment ofcontinuing education, customized training, and contract training services (2010-2011 trainingschedule) to a target population consisting of entrepreneurs, large corporations, governmentorganizations, non-profits, and community service-based agencies. The department strives to maintain asubstantive curriculum with breadth and depth to meet the needs of the college's service area workforce.Recent offerings include instruction in the following areas: allied health (nursing and dental, publichealth, and EMS continuing education), business and computer technology (customer service,management, business writing, leadership, sales, bookkeeping, and computers), child care anddevelopment, public services, trade and industrial education, and cosmetology.CCE's commitment to developing local business is demonstrated by its partnerships with local agencies:Hardee County Economic Development Office, Heartland Workforce, Highlands County EconomicDevelopment Commission Industrial Development Authority, and all local chambers of commerce. Arange of customized "contract" training services are provided for businesses providing training on-site oron-campus.South Florida CommunityBusinessesCollegemay coordinate with CCE to use College facilities and resources to helpPagefacilitate90 / 202their internal training programs.

Hardee County Economic Development Office, Heartland Workforce, Highlands County EconomicDevelopment Commission Industrial Development Authority, and all local chambers of commerce. Arange of customized "contract" training services are provided for businesses providing training on-site oron-campus. Businesses may coordinate with CCE to use College facilities and resources to help facilitatetheir internal training programs.The college recognizes that the skills of future business leaders and entrepreneurs must be cultivatedto improve the economic future of the college's service area. The department works extensively withthe University of South Florida's Small Business Development Center of the Heartland tofacilitate a range of business counseling services and training for current and potential entrepreneurs.Consistent with SFCC's mission CE and CCE provide and facilitate the local area's Leadership HighlandsProgram. Leadership Highlands is a 10-month program (operating policy) that helps train future leadersby assisting participants to develop an understanding of the infrastructure and economics of Highlandscounty. An advisory board, consisting of members from the Avon Park, Lake Placid, and Greater SebringChambers of Commerce provides oversight, guidance with planning, and leadership. Moreover, CCE hasworked in partnership with several agencies to host an "Entrepreneur Summit." As noted in the attachedflyer, the summit provided instruction to help businesses succeed in a post-recession economy:enterprise sustainability, financial management, sales and marketing, leadership, and organization andworkforce administration.CCE uses various evaluation instruments (e.g., event, facilities, and workshop evaluation) to gaugeparticipant satisfaction with provided services. Findings are used to continually improve the quality ofinstruction, develop new educational and/or training opportunities, and make facility changes. Regularprogram evaluation is conducted via the college's annual administrative program assessment (APA)process. The CCE coordinator is required to document outcomes, performance measures, andcorresponding benchmarks; the coordinator also identifies the particular college-wide strategic goal thatbest relates to the stated outcome. Data is collected, compared to benchmarks, and analyzed for programimprovement. A complete description of the institution's APA process is detailed in core requirement3.3.1.5.SourcesCCE Department ProfileCCE Event Evaluation FormCCE Facilities Evaluation FormCCE Training Schedule 2010-2011CCE Workshop Evaluation FormCommunity Education Department ProfileEntrepreneur SummitLeadership Highlands Operating PolicyUSF Small Business Development3.4.3Educational Programs: All admission policiesThe institution publishes admissions policies that are consistent with its mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community Community College College (SFCC) publishes admissions policies that are consistent with Page its 91 / 202mission.

Leadership Highlands Operating PolicyUSF Small Business Development3.4.3Educational Programs: All admission policiesThe institution publishes admissions policies that are consistent with its mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) publishes admissions policies that are consistent with itsmission.SFCC admissions policy is published in the SFCC College Catalog 2010-2011 and on the college Website on the admissions page. The policy supports the institution's vision of "enriching our communitiesthrough education...one life at a time" and its mission to provide open access to a learning-centeredenvironment which offers quality programs, training, and services.The SFCC District Board of Trustees (DBOT) has established admission policies (DBOT Policies3.13, 3.15, and 3.16) that ensure open admissions and access in compliance with Florida Statute(FS) 1004.65 and that are also consistent with the college's mission.SFCC has the following procedures which address how students seeking degrees, certificates, advancedtechnical diplomas, and adult education programs may meet admissions criteria (SFCC AdministrativeProcedures 3150, 3151, 3160, and 3161).By publishing admission requirements, the college informs persons seeking admission to the college ofthe admission procedures and the broad array of offerings that are available. SFCC's admissionsprocedures meet all applicable equal access and equal opportunity requirements as required by the stateof Florida and the Federal Department of Education.SourcesDBOT Policy 3.13, Dual EnrollmentDBOT Policy 3.15, Admission to A.A., A.S., A.A.S., Certificate, or Special Courses/ProgramsDBOT Policy 3.16, Admissions PrioritiesFS 1004.65, Florida Colleges; Governance, Mission, and ResponsibilitiesSFCC Administrative Procedure 3150, Admission to A.A., A.S., A.A.S., Adult Education, and Other ProgramsSFCC Administrative Procedure 3151, Admission to Dual Enrollment ProgramsSFCC Administrative Procedure 3160, Student Admission ProcessSFCC Administrative Procedure 3161, Admission of International StudentsSFCC College Catalog 2010-2011, pp. 19-28Student Services | SFCC College Catalog 2010-20113.4.4Educational Programs: All acceptance of academic creditThe institution has a defined and published policy for evaluating, awarding, and accepting credit fortransfer, South Florida experiential Community College learning, advanced placement, and professional certificates that is consistent Page 92 with / 202its mission and ensures that course work and learning outcomes are at the collegiate level andcomparable to the institution’s own degree programs. The institution assumes responsibility for the

SFCC College Catalog 2010-2011, pp. 19-28Student Services | SFCC College Catalog 2010-20113.4.4Educational Programs: All acceptance of academic creditThe institution has a defined and published policy for evaluating, awarding, and accepting credit fortransfer, experiential learning, advanced placement, and professional certificates that is consistent withits mission and ensures that course work and learning outcomes are at the collegiate level andcomparable to the institution’s own degree programs. The institution assumes responsibility for theacademic quality of any course work or credit recorded on the institution’s transcript. (See Commissionpolicy “The Transfer or Transcripting of Academic Credit.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a defined and published District Board of Trustees(DBOT) Policy 3.11 for evaluating, awarding, and accepting credit for transfer, experiential learning,advanced placement, and professional certificates that is consistent with its mission and ensures thatcourse work and learning outcomes are at the collegiate level and comparable to the institution’s owndegree programs. SFCC assumes responsibility for the academic quality of any course work or creditrecorded on the SFCC transcript.The following related procedures outline and identify the parameters in which academic credit is awardedfor transfer, experiential learning, advanced placement, and articulated non-credit courses: SFCCAdministrative Procedures 3111, 3112, 3113, and 3114.The Florida Department of Education Statewide Course Numbering System (SCNS) facilitatesthe transfer of students among Florida’s postsecondary institutions. Courses that have similar academiccontent and are taught by faculty with comparable faculty credentials are given the same prefix andnumber, and are considered to be equivalent courses. By Florida law, an institution accepting a transferstudent from another participating institution must award credit for equivalent courses. Credits awardedmust satisfy the requirements of the receiving institution as though the student had taken the courses atthe receiving institution.Excluded from this guaranteed transfer are:• college preparatory and career/technical preparatory courses• applied courses in the performing arts (dance, interior design, music, studio art, theater)• clinical courses in health related areas• skill courses in criminal justice programs• courses with the last three digits ranging from 900 – 999• courses not offered at the receiving institution• graduate coursesAll students enrolling at SFCC with transfer course work must have the transfer credit evaluated by theRegistrar or Assistant Registrar according to regulations for it to be posted on students' SFCC transcripts.All lower-division transfer credits awarded by a regionally accredited institution are accepted for transferto SFCC. If credits were awarded by a non-regionally accredited institution or by an institution that is notpart of the state-wide articulation agreements, then the Registrar and appropriate faculty/departmentchair will evaluate each course individually and will make a decision regarding equivalency based onavailable documents. To ensure that the transfer course is fully equivalent to that taught by SFCC andSouth Florida Community College Page 93 / 202results in student competencies at least equal to those of students enrolled in the comparable course atSFCC, the following documentation on the transfer course must be submitted by the student: The course

to SFCC. If credits were awarded by a non-regionally accredited institution or by an institution that is notpart of the state-wide articulation agreements, then the Registrar and appropriate faculty/departmentchair will evaluate each course individually and will make a decision regarding equivalency based onavailable documents. To ensure that the transfer course is fully equivalent to that taught by SFCC andresults in student competencies at least equal to those of students enrolled in the comparable course atSFCC, the following documentation on the transfer course must be submitted by the student: The coursedescription from the catalog of the awarding institution, a copy of the course syllabus that indicatestextbooks and course requirements, and educational credentials of the instructor. All documentationbecomes a part of the student's academic history file.Military veterans may request credit for training received under the Armed Forces College Trainingprograms. The Registrar is the designated person to assist services members and veterans with themilitary evaluations program. Award of credit is based on equivalencies recommended by theAmerican Council of Education (see Guide to the Evaluation of Educational Experiences in the ArmedServices), better known as the ACE Guide. A copy of a veteran's DD form 214 is required.The Florida statewide Common Prerequisites Counseling Manual (memorandum on CommonPrerequisite Counseling Manual) is a centralized compilation of program prerequisites that can bereferenced at FACTS.org by counselors and students in their academic planning and aids in the review ofacceptance of credits. The Common Prerequisites Counseling Manual is compiled in a format asestablished by the oversight subcommittee of the Articulation Coordinating Committee and is consideredto be the official publication of the program prerequisites. Only course substitutions approved by thiscommittee can be used. Universities and community colleges cannot grant unapproved coursesubstitutions for either native students or transfers from Florida public institutions. Further, allinstitutions must accept the common prerequisites and/or substitutions in transfer.SourcesACE GuideDBOT Policy 3.11, Evaluation of Transfer and Accelerated Learning CreditFlorida Statewide Course Numbering SystemFlorida's Advising, Counseling, and Tracking SystemMemorandum on Common Prerequisites ManualMilitary Evaluations ProgramSFCC Administrative Procedure 3111, Evaluating Regionally Accredited Institutional CreditSFCC Administrative Procedure 3112, Evaluating Non-Regionally Accredited Institutional CreditSFCC Administrative Procedure 3113, Awarding Accelerated/Experiential Learning CreditSFCC Administrative Procedure 3114, Awarding Credit for Non-Credit Courses3.4.5Educational Programs: All academic policiesThe institution publishes academic policies that adhere to principles of good educational practice. Theseare disseminated to students, faculty, and other interested parties through publications that accuratelyrepresent the programs and services of the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) publishes academic policies that adhere to principles ofgood educational practice. Policies are disseminated to students, faculty, and other interested partiesSouth Florida Community College Page 94 / 202through print and online publications that accurately represent the programs and services of the college.SFCC provides public online Internet access to the primary source of academic policies contained withinthe SFCC College Catalog 2010-2011 and Student Handbook 2010-2011. Additionally, students

SFCC Administrative Procedure 3113, Awarding Accelerated/Experiential Learning CreditSFCC Administrative Procedure 3114, Awarding Credit for Non-Credit Courses3.4.5Educational Programs: All academic policiesThe institution publishes academic policies that adhere to principles of good educational practice. Theseare disseminated to students, faculty, and other interested parties through publications that accuratelyrepresent the programs and services of the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) publishes academic policies that adhere to principles ofgood educational practice. Policies are disseminated to students, faculty, and other interested partiesthrough print and online publications that accurately represent the programs and services of the college.SFCC provides public online Internet access to the primary source of academic policies contained withinthe SFCC College Catalog 2010-2011 and Student Handbook 2010-2011. Additionally, studentsreceive a hard copy of the Student Handbook that is contained within the annually produced studentplanner. Faculty and staff have intranet access to Faculty Handbook, Adjunct Faculty Handbook,eLearning Handbook, College policies and procedures manuals available through the collegeelectronic document repository.Academic policies and procedures are reviewed regularly and revised as needed. Major publicationswhich contain academic policies, such as the College Catalog and Student Handbook, are reviewed andupdated annually. Deans, faculty and staff have direct input to development and modification of academicpolicy through their involvement in college committees. Additionally, Faculty Council reviewsacademic and student related policies and provides input to the Faculty Council President and/orVice President for Educational and Student Services. The Learning and Student Success (LASS)Committee provides review and approval of all academic policies and procedures prior to submission tothe President’s Council (PC). The PC reviews and recommends academic procedures to the President forapproval. Recommendations for new or revised academic college policy are reviewed by the PC andrecommended to the District Board of Trustees (DBOT) for approval.The SFCC Community Relations and Marketing Department and Curriculum Support department ensurethat college information is accurate prior to publication and distribution. Publications are updatedregularly to ensure the principles of good educational practice are current and represent the programsand services of the institution.SourcesAcademic | eLearning HandbookAcademic | Faculty HandbookAcademic | Faculty Handbook (Adjunct)Academic Policies InventoryIndexes: DBOT Policies and SFCC Administrative ProceduresSFCC Administrative Procedure 2201, Role of Faculty in Governance of the CollegeStudent Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20113.4.6South Florida Community College Page 95 / 202Educational Programs: All practices for awarding credit

Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20113.4.6Educational Programs: All practices for awarding creditThe institution employs sound and acceptable practices for determining the amount and level of creditawarded for courses, regardless of format or mode of delivery.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) employs sound and acceptable practices for determining theamount and level of credit awarded for courses, regardless of format or mode of delivery.The college abides by the Florida Statutes and the Department of Education Curriculum Frameworks andis a member of the American Association of Collegiate Registrars and Admissions Officers. The state ofFlorida maintains the Statewide Course Numbering System (SCNS) that SFCC follows. State Boardof Education (SBE) Rule 6A-10.033 provides the framework for the assignment of college credit.Section 1a reads: "College credit is the type of credit assigned to courses or course equivalent learningthat is part of an organized and specific program leading to a graduate, baccalaureate, or associatedegree. One (1) college credit is based on the learning expected from the equivalent of fifteen (15) fiftyminuteperiods of classroom instruction; with credits for such things as laboratory instruction,internships, and clinical experience determined by the institution based on the proportion of directinstruction to the laboratory exercise, internship hours, or clinical practice hours."This SBE rule also provides definitions for college developmental credit, career vocational credit, andnon-credit. One career vocational credit is based on the learning expected from the equivalent of 30hours of instruction. Preparatory credit is similar to college credit based on the equivalent of 15 fiftyminutesessions but calls for laboratory instruction as well.The SFCC Curriculum Support department monitors all courses and programs for compliance with staterule and college policy. All changes must be submitted to the college’s Curriculum Committee for reviewand approval per SFCC Administrative Procedure 3021. All delivery methods maintain the samelearning outcomes and award credit compatible with sound academic practice. Regardless of deliverymodality, the level and amount of credit remains constant, and minimum contact/clock hours areprescribed and maintained. All courses, with their corresponding assigned level and credit awarded, aredetailed in the College Catalog.Electronic courses serve as an alternative to face-to-face, traditional instruction. Currently, electronicalternatives include asynchronous, video conference (2-Way Interactive TV), and hybrid courses whichblend traditional instruction with delivery via the Desire to Learn (D2L) platform. The eLearningHandbook governs the development, delivery, and evaluation of these courses ensuring thateLearning courses are the equivalent of the face-to-face format.An additional alternative method of instruction to the traditional classroom is credit for Directed orSpecial Independent Study. SFCC faculty supervise and evaluate these special methods of study. Amaximum of 15 credit hours of such courses is permitted within a degree program.Credit is also awarded through Cooperative Education (Co-op) experiences. Co-op is designed tointegrate classroom curriculum with practical experience related to a major field of study. Grades andcredits are awarded based on the evaluation of SFCC faculty. A maximum of 7 credit hours may beearned towards an associate degree.South Florida Community College Page 96 / 202Accelerated/Alternative Education credit may be awarded through a number of options. SBE Rule 6A-

Credit is also awarded through Cooperative Education (Co-op) experiences. Co-op is designed tointegrate classroom curriculum with practical experience related to a major field of study. Grades andcredits are awarded based on the evaluation of SFCC faculty. A maximum of 7 credit hours may beearned towards an associate degree.Accelerated/Alternative Education credit may be awarded through a number of options. SBE Rule 6A-14.031 and Florida Statute (FS) 1007.235 govern acceleration mechanisms for program completionat a community college. The Advanced Placement (AP) test gains college credit with placement scores of3, 4, or 5. College Level Examination Program (CLEP) credit is awarded for grades of S indicatingsatisfactory completion.No more than six credits can be transferred from each of the following areas: English, humanities,mathematics, natural sciences, social science/history. Credit for experience for prior learning and skillsmay be awarded for up to a maximum of 30 hours of college credit, less in some areas of study. Eachcase is evaluated on an individual basis by appropriate SFCC faculty and the College Registrar.In recognition of the educational value of many United States military courses, credit may be awarded formilitary education that has been evaluated and recommended as appropriate for postsecondary credit.The American Council on Education (ACE) Guide to the Evaluation of Educational Experiences in theArmed Services is responsible for such recommendations but it is not binding upon the college.Transfer credit is accepted, upon evaluation by the college's Registrar and appropriate faculty, fromstudents transferring from regionally accredited colleges. Official transcripts are required. Additionally,articulation agreements exist for each district high school as required by state statute.SourcesDBOT PoliciesDBOT Policy 3.04, Length of CoursesDBOT Policy 3.11, Evaluation of Transfer and Accelerated Learning CrediteLearning HandbookeLearnign Handbook, p. 28eLearning Handbook, pp. 11-20eLearning Handbook, pp. 4-5SBE RulesSBE Rule 6A-10.033, Postsecondary Credit DefinitionsSBE Rule 6A-14.031, Acceleration Mechanisms for Program CompletionAcademic | eLearning HandbookAccelerated Experiential Learning FormFS 1007.235, Evaluation of Transfer and Accelerated Learning CreditIndependent Study FormInter-Institutional AgreementSFCC Administrative Procedure 3021, Curriculum DevelopmentStatewide Course Numbering System3.4.7Educational Programs: All consortial relationships/contractual agreementsThe institution ensures the quality of educational programs and courses offered through consortialrelationships or contractual agreements, ensures ongoing compliance with the comprehensiverequirements, and evaluates the consortial relationship and/or agreement against the purpose of theinstitution.South Florida Community College Page 97 / 202JudgmentCompliant Non-Compliant Not Applicable

SFCC Administrative Procedure 3021, Curriculum DevelopmentStatewide Course Numbering System3.4.7Educational Programs: All consortial relationships/contractual agreementsThe institution ensures the quality of educational programs and courses offered through consortialrelationships or contractual agreements, ensures ongoing compliance with the comprehensiverequirements, and evaluates the consortial relationship and/or agreement against the purpose of theinstitution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) does not participate in consortia relationships inwhich SFCC partners with another organization to develop credit courses and/or programs that meetagreed upon quality standards and goals.SFCC maintains membership in the Florida Distance Learning Consortium to benefit from reduced costson software products and training opportunities, and to share research and best practices with otherFlorida educational institutions; however, the college does not offer courses or programs through theconsortium, nor does the Florida Distance Learning Consortium provide instruction on behalf of thecollege.SFCC does not currently have any contractual agreements to offer courses or programs. In the future,should SFCC decide to enter into such agreements, the agreements would be thoroughly reviewed forcompliance with comprehensive requirements and for alignment with SFCC’s mission and purpose. Anysuch arrangements would be reviewed by the Learning and Student Success Committee(LASS), the President’s Council., and approved by the SFCC District Board of Trustees.3.4.8Educational Programs: All noncredit to creditThe institution awards academic credit for course work taken on a noncredit basis only whenthere is documentation that the noncredit course work is equivalent to a designated credit experience.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has developed and instituted a formal and timely process toguide the evaluation of student requests to receive accelerated learning credit for non-credit courses; thisprocess is systematically detailed in SFCC Administrative Procedure 3114. Requests and supportingmaterials are carefully reviewed at several levels (Registrar, division dean, and department chair/programmanager) to ensure appropriate oversight. In addition to the comprehensive approval process,accelerated learning credit is awarded only if the student has earned a minimum of 15 college credits, iscurrently enrolled at SFCC, and is pursuing a degree or certificate program.Students seeking accelerated learning credit are required to submit a written request with supportingdocumentation (e.g., syllabus and/or other pertinent course information) to the Office of the Registrar.All South documents Florida Community are College reviewed and forwarded to the appropriate department chair/program manager. Page 98 / 202Requests are subsequently assessed based on the student’s submitted documentation and specificevaluative criteria defined by the division dean. The awarding or denial of credit is contingent upon the

compliance with comprehensive requirements and for alignment with SFCC’s mission and purpose. Anysuch arrangements would be reviewed by the Learning and Student Success Committee(LASS), the President’s Council., and approved by the SFCC District Board of Trustees.3.4.8Educational Programs: All noncredit to creditThe institution awards academic credit for course work taken on a noncredit basis only whenthere is documentation that the noncredit course work is equivalent to a designated credit experience.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has developed and instituted a formal and timely process toguide the evaluation of student requests to receive accelerated learning credit for non-credit courses; thisprocess is systematically detailed in SFCC Administrative Procedure 3114. Requests and supportingmaterials are carefully reviewed at several levels (Registrar, division dean, and department chair/programmanager) to ensure appropriate oversight. In addition to the comprehensive approval process,accelerated learning credit is awarded only if the student has earned a minimum of 15 college credits, iscurrently enrolled at SFCC, and is pursuing a degree or certificate program.Students seeking accelerated learning credit are required to submit a written request with supportingdocumentation (e.g., syllabus and/or other pertinent course information) to the Office of the Registrar.All documents are reviewed and forwarded to the appropriate department chair/program manager.Requests are subsequently assessed based on the student’s submitted documentation and specificevaluative criteria defined by the division dean. The awarding or denial of credit is contingent upon thedivision dean’s and registrar’s approval and review, respectively; awarded credits are considered externaland applied to the student’s transcript with a grade of S (Satisfactory).SourcesSFCC Administrative Procedure 3114, Awarding Credit for Non-Credit Courses3.4.9Educational Programs: All academic support servicesThe institution provides appropriate academic support services.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides academic support services that will positivelyinfluence students in their educational development. Academic support services are provided bothdirectly and indirectly to students through various learning resources, developmental education, tutoring,academic advising, assessment, elearning, and disability support.SFCC operates four campus/center locations that provide academic support services. The Highlandscampus is the main full-service location in Avon Park. Eight professionals in the student servicesdepartment provide advising, counseling, assessment, and disability support on the Highlands campus.South Florida Community College Page 99 / 202The DeSoto, Hardee, and Lake Placid centers are satellite locations offering services to meet the needs ofthe smaller student populations. Each of the three campus/centers have a director and a student servicesadvisor to deliver services.

SFCC Administrative Procedure 3114, Awarding Credit for Non-Credit Courses3.4.9Educational Programs: All academic support servicesThe institution provides appropriate academic support services.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides academic support services that will positivelyinfluence students in their educational development. Academic support services are provided bothdirectly and indirectly to students through various learning resources, developmental education, tutoring,academic advising, assessment, elearning, and disability support.SFCC operates four campus/center locations that provide academic support services. The Highlandscampus is the main full-service location in Avon Park. Eight professionals in the student servicesdepartment provide advising, counseling, assessment, and disability support on the Highlands campus.The DeSoto, Hardee, and Lake Placid centers are satellite locations offering services to meet the needs ofthe smaller student populations. Each of the three campus/centers have a director and a student servicesadvisor to deliver services.Academic AdvisingSFCC offers advising services and academic support to all students. Students are assisted with anorientation to college, helped to establish an academic plan, clarify and evaluate educational goals, anddevelop a reasonable strategy for success in reaching those goals. Counselors offer brief personalcounseling to all students and respond to referrals from instructors of students in academic trouble orcrisis. Counseling staff have been trained to identify mental health issues which cannot be handled in abrief therapy environment and appropriate referrals are made for more intensive intervention.Developmental EducationSFCC offers college preparatory courses in reading, writing, and mathematics for those students who donot have the skills sets necessary to be successful in college-level studies. Students are placed indevelopmental coursework when standardized placement tests indicate a deficit in one or more areas.Levels of instruction are offered in each basic skills area to meet the student's current level of functioningand improve his/her skills from that point. The developmental courses provide a firm foundation onwhich college-level skills can be built.Assessment and Testing ServicesThe Assessment and Testing Center provides several types of testing services. Students applying to thecollege are provided assessment testing prior to registration to assure appropriate placement of studentsin course work. In addition to placement testing, a number of tests are proctored through the TestingCenter ranging from ACT, GMAT, GED, interest inventories, learning style assessments, to industryrecognized certification testing. Additionally, testing services are provided tor students enrolled in onlineas well as face-to-face courses. End of course exit exams for developmental course work are offeredthrough testing services to assure a quality test administration and environment. Testing services withreasonable accommodations are available for qualified students with disabilities (see sample syllabus)in accordance with the section 504 of the Rehabilitation Act of 1973 and the Americans with DisabilitiesAct.South Florida Community College Page 100 / 202Learning Resource Center

through testing services to assure a quality test administration and environment. Testing services withreasonable accommodations are available for qualified students with disabilities (see sample syllabus)in accordance with the section 504 of the Rehabilitation Act of 1973 and the Americans with DisabilitiesAct.Learning Resource CenterSFCC has excellent library services that are open to students and to the community. In addition to books,periodicals, reference materials, and databases, the libraries have public computers available for Internetresearch. The library Web site includes general information regarding policies, hours of operation,interlibrary loan, and links to a variety of online databases. More details are referenced in corerequirement 2.9, Learning Resources and Services.The Tutoring and Learning Center (TLC) on the Highlands campus offers a technology-enhancedfacility that has Internet-accessible computers, diagnostic learning tools, and educational software thatstudents can use at the TLC or at home. Students can come to the Open Learning Lab in the TLC to study,check their e-mail, use computer-assisted study modules, or do Internet research. Tutors and disciplinefaculty are available during selected times to provide assistance with mathematics, writing, and reading.The Student Support Services program organizes study groups and assist students to find a helping handwith learning.eLearning SupportPanther Central, the college Web site portal, provides access to a variety of online-enabled studentsupport services including academic records, financial aid awards, student accounts, and tutoring. TheeLearning department provides electronic-enabled academic support to faculty and students who use thecourse management system, Desire to Learn (D2L), through the Help Desk. Panther Den, the Web sitefor D2L, gives students opportunities to interact with instructors and classmates, complete studyactivities and submit course assignments. At the beginning of each term, eLearning provides training forstudents to help them use the services available through the robust electronic technologies. Throughoutthe year, eLearning also provides faculty training for new users or introduction of new mediatedlearning modailities and strategies. Students may also receive online tutoring support usingSmarthinking. Smarthinking provides 24/7/365 academic support in a variety of subjects. Each studenthas one or more hours of free Smarthinking tutoring available per term.Academic support services are reviewed annually through the service Unit Action Plan (UAP) andAdministrative Program Assessment (APA) process to guarantee effectiveness and efficiency. Adjustmentsto services and service delivery are made according to responses from student needs, academic requests,student opinion surveys, and any grant opportunities as a part of unit action plans and administrativeprogram assessments described in Comprehensive Standard 3.3.1.3.SourcesCourse SyllabusHelp DeskPanther CentralSFCC College Catalog 2010-2011, pp. 75-76Student Handbook 2010-2011, pp. 37-38Student Handbook 2010-2011, pp. 52-53Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-2011Testing Center ProfileTraining Schedules3.4.10South Florida Community College Page 101 / 202Educational Programs: All responsibility for curriculum

Testing Center ProfileTraining Schedules3.4.10Educational Programs: All responsibility for curriculumThe institution places primary responsibility for the content, quality, and effectiveness of the curriculumwith its faculty.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) places primary responsibility for the content, quality, andeffectiveness of the curriculum with its faculty as described in District Board of Trustees (DBOT)Policy 2.20 and SFCC Administrative Procedure 2201.Faculty initiate changes, revisions, or new curriculum plans using the curriculum proposal process, asdescribed in SFCC Administrative Procedure 3021 and illustrated in the Course ProposalFlowchart and Program Proposal Flowchart. Changes are submitted for approval using theappropriate form: New Course Proposal form, New Program Proposal form, Revise/DeleteProgram Proposal form, and the Revise/Delete/Reinstate/Replace Course Proposal form.Faculty also review laboratory fees and associated course annually. Changes are made using the FeeApproval form.SFCC maintains a standing Curriculum Committee whose membership is principally teaching faculty,counselors, and librarians. A student member is also appointed to serve in addition to the Tutoring andLearning Center Coordinator, the Curriculum Support Coordinator, and the Registrar. Several ex officioadministrators complete the committee. The primary function of the committee is approval of allproposed, revised and deleted courses and programs. The committee also serves as an advisory group tothe Learning Resources Center, evaluates resources available for curriculum support, and recommendsquality improvement activities related to curriculum and learning resources. The Committee Handbook2010-2011 states that the Curriculum Committee, “…provides a mechanism for development andreview of College curriculum and educational resources. It is responsible for review and recommendationrelated to curriculum, proposals for new programs and curriculum resources available in the LearningResources Center.” All curriculum recommendations from this committee are approved by the DistrictBoard of Trustees (February 2010;March 2010).Programs of study are managed by a department chair or program manager/director. Department chairsand some program directors are members of the faculty. Each department chair or program manager isresponsible for communicating with discipline faculty about curriculum and assessment planning,development, and revision. Department chairs and program managers are also responsible for deletingcourses which have not been taught for five years as outlined in SFCC Administrative Procedure2092. Position descriptions for department chairs and program managers include the followingresponsibilities:• Assists with departmental curriculum development and revision.• Develops and monitors unit action planning and outcomes assessment, and assists in collegeinstitutional effectiveness efforts.• Analyzes data within department; examines program review results.Development of eLearning courses must first complete a detailed 22 step review process, as outlined inthe eLearning Handbook, prior to submitting proposals through the Curriculum Committee's approvalSouth Florida Community College Page 102 / 202process. The process for electronically delivered courses was developed by the eLearning Committeewhose membership reflects a broad representation of faculty. The eLearning Committee has adopted aQuality Matters Rubric for use in the peer review process designed to guarantee the quality of online

• Analyzes data within department; examines program review results.Development of eLearning courses must first complete a detailed 22 step review process, as outlined inthe eLearning Handbook, prior to submitting proposals through the Curriculum Committee's approvalprocess. The process for electronically delivered courses was developed by the eLearning Committeewhose membership reflects a broad representation of faculty. The eLearning Committee has adopted aQuality Matters Rubric for use in the peer review process designed to guarantee the quality of onlinecourses.Technical programs employ advisory groups who work with faculty to ensure a program's currency andrelevancy to the workforce. The automotive, cosmetology, dental, and nursing programs all haveadvisory panels. Sample minutes from the Nursing Program Advisory Committee reflect how onesuch group discusses program requirements, required state testing, a student mentoring program, aclinical rotation agreement, and the integration of the patient simulators into the nursingcurriculum. Recent minutes from the Dental Program Advisory Committee illustrate a localpractitioner's inquiry concerning student experiences and exposure to realistic practice.Faculty develop the common course syllabi in cooperation with all department members. DBOT Policy3.09 stipulates syllabi requirements that are included within the syllabus template of each course. Thistemplate provides a shared framework from which faculty develop and deliver their course content andrequirements. Discipline faculty members collaborate to develop shared course-level student learningoutcomes and to select appropriate textbooks. Each term, faculty use the common course syllabi and addindividualized grading requirements or information specific to the instructor's preferrences.Faculty commitment to effectiveness is illustrated by their responsibility in assessing student learningoutcomes on the course and program levels. Discipline faculty identify student learning outcomes andassessment methods. Assessment results are reported at least annually in each department’s EducationalProgram Assessment (EPA) as previously described in Comprehensive Standard 3.3.1.1. All facultyparticipate collaboratively in data collection, measurement, analysis, and improvement activities.The template for this assessment includes outcome statements, performance descriptions including astandard and data source, performance results, analysis of results, performance improvement activities,and a follow-up report. SFCC reinforces this commitment with the annual Student Evaluation ofInstruction (SEI) and program review processes.The college’s commitment to quality and faculty involvement may best be highlighted by its standingAcademic Quality Committee (AQC). This committee is comprised largely of faculty, but also includesseveral professional staff, as well as the deans of Applied Sciences and Technologies and Arts andSciences, who are non-voting members. The college’s Committee Handbook describes the purpose ofthe AQC as providing a mechanism for review of academic programs and overseeing the academiccomponents of accreditation. The AQC is responsible for academic strategic planning, monitoringachievement of academic outcomes, and quality enhancement activities that promote student learning.Tasks included in the responsibilities of the AQC include:1. Coordinate development of the Academic Master Plan every three years.2. Create and monitor the program review process for all academic programs.3. Participate in the Southern Association of Colleges and Schools (SACS) accreditation and QualityEnhancement Program (QEP) activities.4. Provide recommendations to the Learning and Student Success (LASS) Committee for improvementactivities that enhance academic quality.SourcesAcademic Quality CommitteeAcademic Quality Committee Minutes 1.22.10Academic Quality Committee Minutes 2.12.10Academic Quality Committee Minutes 3.19.10South Florida Community College Page 103 / 202

SourcesAcademic Quality CommitteeAcademic Quality Committee Minutes 1.22.10Academic Quality Committee Minutes 2.12.10Academic Quality Committee Minutes 3.19.10Board of Trustees MinutesDBOT Minutes 2.24.10DBOT Minutes 3.24.10Committee Handbook 2010-2011Committee Handbook 2010-2011, p. 19Committee Handbook 2010-2011, Purpose, p. 20Curriculum CommitteeCurriculum Committee Annual ReportCurriculum Committee Minutes 4.5.10Curriculum Committee Minutes 5.3.10eLearning CommitteeeLearning Minutes 10.13.07eLearning Minutes 1.15.10eLearning Minutes 1.29.10SFCC Administrative ProceduresSFCC Administrative Procedure 2092, Deletion of Courses from College Catalog and Statewide Course...SFCC Administrative Procedure 2201, Role of Faculty in Governance of the CollegeSFCC Administrative Procedure 3021, Curriculum DevelopmentSFCC Administrative Procedure 3030, Academic Program Review ProceduresAcademic | eLearning HandbookChair Position DescriptionCommittee Handbook 2010-2011Course Proposal FlowchartCurriculum Proposal Abstract FormDBOT Policy 2.20, The Role of Faculty in Governance of the CollegeDBOT Policy 3.09, Course Policy Statement (Syllabus)Dental Advisory Committee Spring 2010eLearning Handbook, pp. 14-15EPA TemplateFee Approval FormInstitutional Effectiveness | Strategic Plan 2009-2014New Course ProposalNew Program ProposalNursing Advisory Minutes 3.19.09Program Proposal FlowchartQuality Matters RubericRevise/Delete Program ProposalRevise/Delete/Reinstate/Replace Course ProposalSEI Survey Form w-LabSyllabus Template3.4.11Educational Programs: All academic program coordinationFor each major in a degree program, the institution assigns responsibility for program coordination, aswell as for curriculum development and review, to persons academically qualified in the field. In thosedegree programs for which the institution does not identify a major, this requirement applies to acurricular area or concentration.South Florida Community College Page 104 / 202JudgmentCompliant Non-Compliant Not Applicable

SEI Survey Form w-LabSyllabus Template3.4.11Educational Programs: All academic program coordinationFor each major in a degree program, the institution assigns responsibility for program coordination, aswell as for curriculum development and review, to persons academically qualified in the field. In thosedegree programs for which the institution does not identify a major, this requirement applies to acurricular area or concentration.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) degree and certificate programs have academically qualifiedpersons responsible for program coordination. All SFCC associate degree programs contain bothspecialized courses and general education courses. Certificate programs are also provided and aredesigned to prepare students for employment in selected professional, technical, and occupational skillareas.The college divides academic programs into two general divisions, those of Arts andSciences, and Applied Sciences and Technologies. Academic program coordination for the Associate inArts degree (A.A.) is the responsibility of the Dean of Arts and Sciences. The Dean of Arts and Sciencesis supported by departmental chairs of behavioral and social sciences, humanities, mathematics, andnatural sciences, as well as a developmental education coordinator. Academic program coordination forthe Associate in Science degree (A.S.), Associate in Applied Sciences degree (A.A.S.), advancedtechnical diploma (A.T.D.), and all certificate programs is the responsibility of the Dean of AppliedSciences and Technology. The Dean of Applied Sciences and Technology is assisted by an AssociateDean of Allied Health programs; department chairs who oversee industrial trades, business and computersciences; and a program director who is responsible for public service programs. Deans, associatedean, program managers, and directors work directly with faculty members and are responsible forprogram coordination, curriculum development, and program review as listed below.Academically qualified program managers are assigned the responsibility to oversee course quality andcoordination of programs.• General Education and prerequisite courses form the basis for a student’s program of studyestablished for the recipient of an A.A. degree. The A.A. degree is equivalent to the first two years ofa bachelors degree program and is offered for those students planning to transfer to a bachelorsdegree program.• Both the A.S. and the A.A.S. degrees are designed to prepare students for employment in specializedfields.• Certificate and advanced technology diploma programs prepare students for employment in technicaland occupational skill areas.For each program offered by SFCC, curriculum guides are published yearly in the SFCC College Catalog2010-2011 which is on the official SFCC Web site. Programs of study are developed for students tofollow in the pursuit of a degree, certificate, or diploma (Florida Department Of Education Programof Study Template).Faculty members and academically qualified program managers are essential in the initial developmentand South revision Florida Community of curriculum College within each department and are the first step in the curriculum approval Page 105 / 202process as previously described in Comprehensive Standard 3.4.10 and illustrated in the CourseProposal Flow Chart. Once department - or program-level faculty have reached concensus, the

of Study Template).NarrativeFaculty members and academically qualified program managers are essential in the initial developmentand revision of curriculum within each department and are the first step in the curriculum approvalprocess as previously described in Comprehensive Standard 3.4.10 and illustrated in the CourseProposal Flow Chart. Once department - or program-level faculty have reached concensus, thedepartment director or program chair helps complete appropriate forms for submission to the CurriculumCommittee. This committee follows a formal process, as described in SFCC AdministrativeProcedures 3021 and 2201. Quality control of course and program integrity become the responsibilityof the custodian or manager of the program. In most cases the program chair, director or managerassumes responsibility for program coordination and includes department or program faculty in curriculardecisions. In all cases, responsible personnel have appropriate academic credentials andteaching experience in their field of responsibility.Program coordination activities such as class schedules, classroom assignments, administrative tasks,and day-to-day operation of departments are assigned to department directors and division deans.Curriculum oversight and review activities such as adding or deleting courses, changing departmentalsyllabi, writing course descriptions, selecting textbooks, and developing departmental final examinationsare carried out by teaching faculty subject experts and coordinated as needed by program managers,chairpersons, directors and deans. Educational program assessment and program review is thecombined responsibility of discipline faculty, program manager/chairperson/director and the divisiondean.The Vice President for Educational and Student Services and program managers act on the authority ofdecisions made by faculty members on this committee. As faculty in departments, programs, curricularareas, or individual teachers determine ways to improve student learning, they may adjust theirEducational Program Assessment plans to understand if these curicular adjustments were effective.The EPA template is the primary tool used to provide persons responsible for student learning with aformat for continuous program improvement.SourcesAcademic | Faculty HandbookAcademic Program CoordinationCourse Proposal FlowchartEPA Audit CriteriaEPA TemplateFaculty Handbook, p. 37FDOE Program of Study TemplateInstitutional Effectiveness | Educational Program Assessment (EPA) HandbookSFCC Administrative Procedure 2201, Role of Faculty in Governance of the CollegeSFCC Administrative Procedure 3021, Curriculum DevelopmentSFCC Administrative Procedure 3030, Academic Program Review ProceduresSFCC College Catalog 2010-2011, pp. 85-137Student Services | SFCC College Catalog 2010-20113.4.12Educational Programs: All technology useThe institution’s use of technology enhances student learning and is appropriate for meeting theobjectives of its programs. Students have access to and training in the use of technology.JudgmentSouth Florida Community College Page 106 / 202Compliant Non-Compliant Not Applicable

SFCC College Catalog 2010-2011, pp. 85-137Student Services | SFCC College Catalog 2010-20113.4.12Educational Programs: All technology useThe institution’s use of technology enhances student learning and is appropriate for meeting theobjectives of its programs. Students have access to and training in the use of technology.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) is in compliance with this comprehensive standard:• It has established clear policies and procedures for acquiring technology.• It makes extensive use of current and emerging technology in all classrooms and distance learningcourses.• Students are trained through required courses as well as workshops in computer technology andinformation literacy.• Students are supported through available online and face-to-face tutoring.• Students, faculty and all employees are supported through dedicated instructional technologists andthe technology Help Desk.• SFCC evaluates the appropriateness and effectiveness of its technology.Technology Supports College MissionThe college's Strategic Plan 2009-2014 contains the Core Values Statement. Integration of technologyinto the college's academic programs is essential to the college’s Core Values Statement whichdescribes the institution as striving for excellence and seeking to “provide high-quality, innovative, andflexible teaching and learning opportunities in a learning-centered environment.” The effective use oftechnology will enable the college to fulfill its Mission Statement by providing “a learning-centeredenvironment through quality programs, training, and services.”The Strategic Plan 2009-2014 identifies several goals where technology is either explicitly stated orimplied. For example, Strategic Imperative 2 (Enable All Students to Succeed), Goal A (Improvestudent retention and success) and Outcome 5 reveals that SFCC strives to “provide classroomtechnology that is current and of value to faculty and students”. In addition, Strategic Imperative IV(Ensure Institutional Effectiveness), Goal B (Implement a Web portal to establish a seamlesscommunication and content management system in a unified digital campus) and specificallythe three underlying Outcome Statements are: “create a Luminis Project Task force with appropriaterepresentation of faculty and staff, acquire Luminis as the Web portal” and “provide professionaldevelopment training to facilitate the use of Luminis.”The college’s Academic Master Plan 2008-2011 also includes goals related to increasing technologyefficiency. For instance, Academic Goal 4 strives to “Promote the Use of Technology in Learning,” byObjective 3, “Strengthen Student Accessibility to Technology” and Strategy 3, “Increase Internetbandwidth,” which was achieved in 2009.Through the effective use of technology, the college is promoting a culture of learning and providingtools for faculty to assist students in preparing for a technologically integrated society. The college usestechnology in course content delivery and as a tool to facilitate the integration of students into theinstitution. The more technology is integrated into the academic experience, from a student's initialapplicationSouth Florida Communityto the collegeCollegethrough graduation, the greater the proficiency the student will gainPageby107 / 202exposure and practice. State-of-the-art technology has been implemented to address the educationalrequirements of the college's students throughout its service district and used to unite multiple campuses

tools for faculty to assist students in preparing for a technologically integrated society. The college usestechnology in course content delivery and as a tool to facilitate the integration of students into theinstitution. The more technology is integrated into the academic experience, from a student's initialapplication to the college through graduation, the greater the proficiency the student will gain byexposure and practice. State-of-the-art technology has been implemented to address the educationalrequirements of the college's students throughout its service district and used to unite multiple campusesand instructional sites into the district-wide service philosophy.Technology CommitteesSFCC Administrative Procedure 2180 establishes the Banner, eLearning, Portal Advisory andTechnology Committees. The establishment of these four committees underscores the college'srecognition that the effective use of technology supports student learning, promotes student success andrequires ongoing oversight. Additional information on these and other college committees may be foundin the SFCC Committee Handbook.The Banner Committee, also recognized as the Banner Project Team, is a subcommittee ofthe Technology Committee that discusses all integrated functions related to the SunGard HigherEducation (SHE) Solutions (Banner and Luminis) software programs and implementation of all processesand programs as they relate to student learning, student services, business purposes, technology, andhuman resources. Their primary functions are to: discuss reports and recommendations received fromBanner end-users across all functional areas of the Banner electronic system, create an on-going Bannerproject schedule of implementation activities and monthly integrated functions, coordinate the Bannerproject schedule with new upgrades and releases, and provide recommendations for continuous qualityimprovement of the integrated electronic functions of the college. The Banner Committee (Project Team)membership has representation from all end-user functional modules defined in Banner:admissions/registration/records, payroll, financial aid, student services, accounts receivables, eLearning,information technology, Webmaster, institutional research, finance, and human resources; with two vicepresidents as ex-officio members. The chair is selected from the committee membership. The committeereports to the Vice President for Administrative Services.The e(Electronic)Learning Committee is a standing subcommittee of the Learning and StudentSuccess Committee (LASS). The eLearning Committee provides a mechanism for coordination anddevelopment of electronic learning at the college. It is responsible for oversight of distance learningactivities, promotion of electronic learning in the classroom, and monitoring the quality of electroniclearning resources. The primary functions of this committee are to: promote the use of electroniclearning strategies; develop, evaluate and monitor distance learning activities; provide an annualprogram assessment of distance learning offerings; provide recommendations to LASS for qualityimprovement activities that will facilitate effective electronic learning; coordinate with the college'sTechnology Committee regarding technology resources; develop and maintain guidelines for eLearning.The eLearning Committee representation is broad-based and includes faculty members from Arts andSciences, Applied Sciences and Technology, Adult and Community Education, Tutoring and LearningCenter, Information Technology, student representative(s), Director of eLearning, and the ChiefInformation Officer. The Dean of Arts and Sciences and Dean of Applied Sciences and Technology serveex officio. The chair of the committee is selected from the its membership. The Committee reports to theVice President for Educational and Student Services.The primary purpose of the Portal Advisory Committee (PAC) is to ensure that the college’s PantherCentral (Luminis) services are used to enhance or supplement the mission of the college. The focus ofthe committee is to develop and recommend guidelines, identify issues, and recommend solutions forPanther Central-related services. The primary functions of this committee are to: resolve various portalissues brought before the committee as they arise; guide the evolution and ongoing development of thecollege’s portal to be used to serve college constituents; provide input on the selection and prioritizationof portal services and projects; help establish goals, standards, and expectations for the portal; provideexpertise South Florida in Community members College respective areas for constituent information links and functional requirements Page 108 / on 202the portal; disseminate information about the portal; make recommendations for the placement ofinformation on available resources; review and recommend priorities for implementation of portal

issues brought before the committee as they arise; guide the evolution and ongoing development of thecollege’s portal to be used to serve college constituents; provide input on the selection and prioritizationof portal services and projects; help establish goals, standards, and expectations for the portal; provideexpertise in members respective areas for constituent information links and functional requirements onthe portal; disseminate information about the portal; make recommendations for the placement ofinformation on available resources; review and recommend priorities for implementation of portalupgrades; receive feedback from the college community; and may have additional responsibilities asdetermined by the Technology Committee.The SFCC Technology Committee strives to promote and support those new practices and activitiesemploying new and highly productive technologies whenever they can be proven to benefit our studentsor employees. This committee plans to accomplish this by encouraging our college community to identifythe pedagogical endeavor to be accomplished and with the help of the committee determine theappropriate technology. Finally, this committee is responsible for collecting and analyzing data to firststudy critically and then report on the efficiency and utility of these new technologies. The majorcommittee functions are to: facilitate student learning using appropriate technologies, ensure the ease ofacquisition and effective implementation of new or improved technologies, gather information and reporton the success or failure of those new or improved technologies we employ, provide minor reviews andrevisions to the Technology Plan annually and then reassess the plan after three years for any necessarymajor revisions. An annual review team will be selected to lead in these revisions, and facilitate andcontinually enhance communications and contact between the various technology-related committeeswithin the college. The representation of this committee include the Technology Committee Chair, theChief Information Officer (non-voting) and additional members are chosen from available faculty, staffand administrators who have key roles within the other technology committees at SFCC or for their rolesas technology leaders at the college. Committee representatives will include at least one but no morethan two members each from the Banner Project Team, the eLearning Committee, and Portal AdvisoryCommittee. The committee will also include the Dean of Arts and Sciences, the Dean of Applied Sciencesand Technologies, the Director of Application Software Development, the Director of Computer Networks,the Director of Institutional Effectiveness, the Director of eLearning, Webmaster, and one representativefrom the Library. Representatives from the Hardee, Desoto, and Lake Placid locations are invited toattend as their schedules allow. The Technology Committee reports to the Vice President forAdministrative Services (ex-officio).Technology to Enhance Student LearningSFCC uses many technological applications to support its students in their learning endeavors. Theseapplications range from an enterprise-level learning management system to online tutorials to contentdelivery services used in specific courses. In addition, using a variety of technology in teaching andlearning appeals to a variety of learning styles and enables faculty to employ several instructionaldelivery methods and strategies in class. The college's eLearning Committee and Technology Committeecontinuously evaluate new and improved applications to further the positive impact of technology onstudent learning.As defined in the eLearning Handbook, the college offers online, hybrid/blended (a combination of faceto-faceand online instruction where from 50 to 79% of direct instruction is delivered using some form oftechnology), technology enhanced (also a combination of face-to-face and online instruction where nomore than 49% of direct instruction is delivered using some form of technology), and video conferencing(2-way Interactive TV) courses from each of its academic divisions to enhance student learning. Thecollege has contracted with Desire2Learn to facilitate in the delivery these courses. Desire2Learn'sstudent and faculty/staff learning management system provides individuals with college-wide access toinformation and course resources. The college’s eLearning Department serves as the eLearningTechnology Helpdesk to provide students, faculty, and staff with assistance with their academictechnology needs.Expanded online and hybrid course offerings, the implementation the Desire2Learn, and the eLearningHelp Desk have contributed to increased enrollment in online and hybrid courses. Growth isevident in the online learning environment system as well in the services our eLearning team provides.South Florida Community College Page 109 / 202

Technology Helpdesk to provide students, faculty, and staff with assistance with their academictechnology needs.Expanded online and hybrid course offerings, the implementation the Desire2Learn, and the eLearningHelp Desk have contributed to increased enrollment in online and hybrid courses. Growth isevident in the online learning environment system as well in the services our eLearning team provides.Not only has the number of online courses grown, the variety of online course offerings has grown aswell. During 2009, 84 different courses were offered in an online format. This is an 11% increase overthe previous year. The 40-hour workshop series for faculty to learn to develop and teach online courses,called the “Technology Institute” has seen a total of 75 participants and 61 completers. Due to the largenumber of faculty members who have completed this training, throughout 2009, 26 new courses weredeveloped during 2009 in an online format. This is a 38% increase over the previous year.Hybrid/blended courses are becoming increasingly popular as faculty utilize the Internet and other formsof technology to augment their lectures and supplemental course materials. In addition to the opportunityfor SFCC students to achieve an Associate in Arts degree entirely online, many of our Associate inScience degree, Associate in Applied Science degree, and certificate programs may also be achievedthrough online courses. This allows many stakeholders in our community to continue their education in amore flexible environment.Faculty interested in using instructional technology may receive training in best practices of deliveringeLearning courses. The eLearning department provides faculty with a series of online, group, and oneon-onetraining sessions on a variety of topics related to instructional technology, androgogy andeLearning. These training programs have been developed to address various levels of faculty competencywhen integrating technology into courses. Master course development policies and procedures have beendeveloped for all eLearning courses and include content mapping to student learning outcomes asindicated by the eLearning Handbook. The course master is designed by a trained faculty member andreviewed by a technology review team as well as a course review team. This course review team includesa faculty member (appointed by the instructional supervisor) as a subject matter expert partnering withan instructional technologist and other experts as the curriculum demands to review the course forquality content and design. As detailed in the eLearning Handbook, the course design team uses amodified rubric as initially developed by Quality Matters. Additional information about services providedby the eLearning Department is available on its Web page.The college provides students with Intranet networking on and between campuses, Internet access, twowayaudio-video conferencing, and an abundance of computer workstations in open and specializedlaboratories as identified in the institution's Instructional Computer Report. The college's threecampuses and center are equipped with wireless Internet access points so students and faculty canaccess Internet resources from almost anywhere on each of the college's sites. To ensure that theinstitution's classroom, laboratory, and faculty computers are kept current, the computer refresh programhas been implemented by the SFCC Information Technology department. This is a process for refreshing(recycling) all college-owned computers on a four-year cycle. SFCC is in year four of the program whichallows the college to have computers that are no older than four years and 11 months.To meet goals in the Technology Master Plan, the college recently upgraded the equipment in thevideo conferencing classrooms. The video conferencing unit on Highland’s campus in B-300 is a custombuilt Polycom Large Class Station HDX9004 (top of the line, High Definition). This unit has threemonitors, a touch control panel, Hitachi Smart Sympodium, DVD/VCR, and a document camera. Thissystem also has an RSS recorder for limited recording of videoconferencing sessions. The othercampuses and center have a smaller HDX8004 systems at each location with two monitors and aDVD/VCR. The SFCC University Center has a Tandberg standard definition system consisting of three TV’Swith touch panel, DVD/VCR, document camera. The college also has three Tandberg 880 set top modelsthat can be used as portables in various locations. All of our systems are TCP/IP (Internet) based.Students often require technical assistance after normal college service hours. The eLearning Departmenthas South developed Florida Community several Collegemultimedia and pdf tutorials describing “how to” use the major components Page 110 of / 202 theLearning Management System. These tutorials are found on the college’s Web site. SFCC's library alsostrives to provide after hours technical assistance through online tutorials for students to learn Library

that can be used as portables in various locations. All of our systems are TCP/IP (Internet) based.Students often require technical assistance after normal college service hours. The eLearning Departmenthas developed several multimedia and pdf tutorials describing “how to” use the major components of theLearning Management System. These tutorials are found on the college’s Web site. SFCC's library alsostrives to provide after hours technical assistance through online tutorials for students to learn Libraryinformation literacy. Students may also access a librarian for assistance by visiting the SFCC Web siteand choosing the link for ask a librarian.An overview of all the college’s technology resources is presented to students in the college’s orientation.Students may complete this orientation in a large group setting, individually, or online. More informationmay be found regarding orientation by visiting the college’s orientation Web site.Assessment of Technology Mediated LearningSFCC faculty and academic administrators are actively engaged in determining the technological needsand objectives of the institution's academic programs. Faculty and academic administrators are assistedin determining and evaluating academic technology needs by professional staff from the eLearningdepartment and Information Technology department. Faculty and academic deans develop annualtechnology requests and priorities. The college uses the Technology Master Plan and annual strategicplanning processes to request and fund new and enhanced technology. For example, the recent real-timeintegration of the college's Desire2Learn learning management system, the Luminis portal and ourstudent information sSystem (Banner), for the population of courses and students, has provided studentavailability to all of their courses as well as much needed student resources. Through the college'sstrategic planning and budgeting process, funds were identified for expanding our technology resourcesand bringing together our technology resources into a Unified Digital Campus model.Two of the college's general education student learning outcomes reflect information literacy and fluency.“Students will demonstrate the ability to communicate (read, write, speak, and listen) effectively”and “Students will demonstrate the ability to find, evaluate, organize, and use information.”To ensure that students can demonstrate competencies associated with information literacy andtechnological fluency, all students enrolled in an Associate in Arts (A.A.) degree, Associate in Science(A.S.) degree, and most Associate in Applied Sciences (A.A.S.) degree programs are required to enroll inCGS 1100, Microcomputer Applications. This course focuses on hands-on computer competencies in wordprocessing, spreadsheet, database, and presentation software. A 9-hour online module to this courseaddresses information literacy competencies such as the use of electronic databases, search engines, andresearch methods. Since CGS 1100, Microcomputer Applications, is a general education corerequirement, specific college-level competencies are assessed for all students who enroll in this course.For the years 2007-2010, 94% of the students who began in that course remained through the end of theterm. Also for the years 2007-2010, the average GPA eared in that course by students was 2.982 and thelearning effectiveness (earned a grade of C or higher in the course) percentage was 85.9%, showing ahigh retention and student success rate in that course.Many of the college's specialized academic programs have discipline-specific technological needs. Forexample, the college's A.A.S. degree in Dental Hygiene and occupational certificate in Dental Assistingprograms incorporate computers for viewing digital x-rays and feature smart podiums in all teachingclassrooms. In addition, computers are used in the clinic by students to perform a paperless patientassessment and record collection, patient scheduling, as well as some client accounting though aprogram called Dentrix. The college’s Dental Education department also features a patient education toolcalled “Guru” that students may use to educate patients in the clinic or waiting room. This allows thestudent to show on the patient computer what kind of food patients should eat, if they are prone to decayor cavities, as well as a variety of other topics such as what is a crown, or what is an abscess. Someresources are videos and some incorporate still images with information. The college’s students see thevalue South Florida of this Community tool and College have recently created some educational tools themselves in classes and Page now 111 are / 202using those to educate patients in the clinic. In addition, SFCC's Dental Education department uses toolssuch as: digital radiography, panoramic radiography, and standard radiography tools which are used by

student to show on the patient computer what kind of food patients should eat, if they are prone to decayor cavities, as well as a variety of other topics such as what is a crown, or what is an abscess. Someresources are videos and some incorporate still images with information. The college’s students see thevalue of this tool and have recently created some educational tools themselves in classes and now areusing those to educate patients in the clinic. In addition, SFCC's Dental Education department uses toolssuch as: digital radiography, panoramic radiography, and standard radiography tools which are used bystudents to learn technique, as well as assessment and interpretation of radiography. The DentalEducation department is also quite proud of its Miele machine which allows students to process thedental instruments before they are wrapped for sterile use in the clinic. This increases infection controland reduces transmission of pathogenic bacteria.In the college’s Criminal Justice department, students are using the “Laser Shot” firearms trainingsimulator for the Basic Academy and advanced courses. This system allows officers to practice both statictarget training (like at a gun range) as well as video simulations that allow an officer to react to ascenario. This department is also offering online the course “Modern Crime Scene Investigation,” wherestudents can conduct virtual crime lab exercises.The college offers the Cisco Networking Academy as an option for students in the Network SupportServices certificate and the Network Service Technology A.A.S. degree programs. This NetworkingAcademy delivers a comprehensive, 21st century learning experience to help students develop thefoundational skills needed to design, build, and manage networks, along with career skills such asproblem solving, collaboration, and critical thinking. Students complete hands-on learning activities andnetwork simulations to develop practical skills that will help them fill a growing need for networkingprofessionals around the world. Upon completion of course work, students may take the CCNA exam tobecome CISCO certified.In the A.A. degree program areas, several departments have also exhibited outstanding uses oftechnology. For instance, the college’s Psychology department has recently adopted a new technologycalled the “virtual child.” Through the 2009 textbook by R. S. Feldman, Discovering the LifeSpan, students can find many helpful study tools and practice tests on the Web site. Every student alsolearns firsthand what it is like to raise their own child (virtually), to test the theories they learn as well asto understand their own strengths and weaknesses as a potential parent. The student's virtualchild begins as a newborn and grows to 18 years of age through the span of the academic term. Thestudent interacts with the child, answering questions that impact the child’s development and even has“check ups” to ensure that the child is developing normally. Students are also assigned to a supportgroup to share ideas and thoughts on this experience. The college’s student feedback has been positive.Dr. Pam Makuk, SFCC psychology professor, says, “Students love it. They get very animated when talkingabout their child. They compare notes and take pride in their decisions. I have never had a class wherethe discussion learning curve was so minimized for them (especially the younger students). The programguides them through second pregnancies, spouses out of work, separation/divorce, sibling rivalry etc. Itsometimes sounds like a parent/child group. As a faculty member I have seen this technology increasemy class discussion, participation and problem solving. The student consensus is that it’s great andbased on real life.”In addition, the Mathematics department is using an online tool called MyMathLab. This is a series ofonline components that accompany Pearson’s textbooks in mathematics and statistics. MyMathLabengages students in active learning. The content is modular, self-paced, accessible anywhere with Webaccess and adaptable to each student’s learning style. Instructors can easily customize MyMathLab tobetter meet their students’ needs. Interactive tutorial exercises provide immediate feedback and allow theinstructor to plan for self-paced learning and customized instruction. MyMathLab provides instructorswith a rich and flexible set of course materials, along with course management tools that make it easy todeliver all or a portion of the course online. MyMathLab provides students with a personalized interactivelearning environment, where they can learn at their own pace and easily measure their progress. Anotheronline tool used in the Developmental Math department is the Hawkes Learning System. This studentSouth Florida Community College Page 112 / 202software is most commonly used as an automated homework and testing system, providing students withmultimedia instruction, unlimited practice problems, error-specific feedback for mistakes, and masterybasedhomework assignments. This interactive software is proven to increase student performance and

with a rich and flexible set of course materials, along with course management tools that make it easy todeliver all or a portion of the course online. MyMathLab provides students with a personalized interactivelearning environment, where they can learn at their own pace and easily measure their progress. Anotheronline tool used in the Developmental Math department is the Hawkes Learning System. This studentsoftware is most commonly used as an automated homework and testing system, providing students withmultimedia instruction, unlimited practice problems, error-specific feedback for mistakes, and masterybasedhomework assignments. This interactive software is proven to increase student performance andretention by motivating students through mastery learning.The college's students have access to open computer laboratories and a teaching-learning center on eachcampus. Professional staff are available to assist students in using academic and productivity softwareapplications. Students may use the three specialized technology rooms in the Tutoring and LearningCenter where they can obtain assistance in using technology to complete assignments or gain access tospecific hardware/software that may be required for a specific course, such as the Developmental Math oran online SPC 2600, Introduction to Public Speaking. The college's libraries have extensive databaseservices available to provide students and faculty with access to vast amounts of current informationfrom magazines, periodicals, journals, newspapers, and other references. Additional information aboutthe College’s learning information technology, such as available equipment and hours of service areavailable in the college's Instructional Computer Report.The 2007 Community College Survey of Student Engagement Report (CCSSE) indicated that thecollege's students are using technology in their academic programs and are well satisfied with the qualityof technology provided by the college. For example:• 83% of students responded "Very Much" or "Quite a Bit" to the question of how much the collegeemphasizes using computers in academic work.• 65% of student reported their experiences at the college contributed to their knowledge, skills, andpersonal development in using computing and information technology.• 87% of students reported positively when asked for their level of satisfaction with and declaringimportance of the college's computer laboratories.• 76% of students reported using e-mail to communicate with their instructors.• 92% of students reported that they used the Internet and instant messaging to work on courseassignments.The college has also conducted internal surveys of student use and satisfaction with various forms oftechnology. The SFCC Graduate Satisfaction Survey, given to all graduating students, indicatedthat 91% of students rate their “understanding of computer technology” as “adequate” or higher. Thatsurvey also showed a student satisfaction rating of the Panther Den (Desire2Learn) and Panther Central(Luminis portal) as 75% “satisfied” or “very satisfied”, 10% said it didn’t apply to them and 14% hadno opinion. The “Student Opinion Survey” (SOS) given annually allows the college to assess key areasof college services and student satisfaction as well as benchmark our results against other colleges inAmerica while specially comparing our results with colleges of similar size. This SOS survey for 2010revealed that 53.4% of our students use technology at the college (up from 49% in 2009) and theiraverage satisfaction with that technology was a 4.28 (out of a satisfaction scale where 5 indicated “verysatisfied”). The comparative data from this SOS report revealed that the student satisfaction rating withthis item from other public institutions with fewer than 5,000 students was 4.27. Also evaluated on thatsame five point scale was student satisfaction with “classroom facilities” (where our college’s averagewas 4.18 and the national norms average was 4.0) and laboratories facilities (where SFCC’s averagewas 4.05 and the national norms average was 3.86).Students Access To Technology TrainingTechnological resources are available to students at each of South Florida Community College's campusesand center. Over 770 computers are available in open computer laboratories, classroom laboratories, andopen student areas according to the college’s Instructional Computer Report. The college's computersSouth Florida Community College Page 113 / 202are regularly upgraded as part of the institution's technology refresh program. The math, writing, andopen computer laboratories are staffed by professionals. College IT technology specialists install andmaintain software in the computer laboratories and Tutoring and Learning Center to ensure that newly

Technological resources are available to students at each of South Florida Community College's campusesand center. Over 770 computers are available in open computer laboratories, classroom laboratories, andopen student areas according to the college’s Instructional Computer Report. The college's computersare regularly upgraded as part of the institution's technology refresh program. The math, writing, andopen computer laboratories are staffed by professionals. College IT technology specialists install andmaintain software in the computer laboratories and Tutoring and Learning Center to ensure that newlyacquired and updated software are readily available for student use.Students have access to a Web-based student portal, Panther Central (Luminis portal). Through thisportal, students can form online communities with other students, access all of their courses (not justonline and hybrid courses), exchange official college e-mail, access various Web-based resources such aslearning demonstrations, obtain information from the Library as well as the Tutoring and LearningCenter, and link to other online services provided to students. Every course in Panther Central has realtimeaccess to a course resource area in the Panther Den (Desire2Learn) where instructors can postcourse news, chat with students in real-time, post course content, engage students in class activities,lead discussions, allow online submission of assignments and offer online assessments and grading.Periodically the eLearning department will offer a variety of technology workshops aimed at increasingstudent technology literacy as shown on the fall 2010 Student Technology Training Schedule. Inaddition to the tutoring available in person at all the college’s Tutoring and Learning Center, as well asthe other campuses and center, the college's students may avail themselves of Smarthinking onlinetutoring. Smarthinking provides online tutorials, writing services, assistance with homework, and similarservices designed to promote student success. Smarthinking tutors are available 24/7. Furthermore,English as a Second Language (ESL) students can submit essays to Smarthinking's online writinglaboratory and receive a critique from and ESL writing specialist. Students for whom Spanish is a primarylanguage can receive drop-in mathematics tutorial services from a bilingual E-instructor certified tutor. Atthis time, one hour of online tutoring per term per student is available at no cost to the student. Theinstitution has also purchased an additional bank of tutoring hours to supplement the original offering ofone hour per student per term, so that students requiring additional online tutoring may receive thatservice by contacting the eLearning department.The college also offers multimedia production equipment and services through the eLearning productionstudio. This studio allows students to use the equipment to produce instructional videos at no cost. Thecollege saw the rate of multimedia production projects increase by 35% in 2009. This studio contains:video cameras, additional studio lights, microphones, a green screen, a curtain background, a documentcamera, preview monitors, a Mac video editing system, as well as a PC multimedia editing system.Features such as the green screen are used in color keying, which is the process of removing abackground to replace it with some type graphic background. The microphone is used in both video andmultimedia productions to create voice over’s and to capture high quality audio for all our productions.Additional lights allow the creation of artificial lighting to create better highlight and help eliminateunwanted shadows which results in quality images for our productions. The document camera is used tocapture images to would unwise be impossible such as a math instructor working out math problemnaturally with pen and paper. The two editing systems are loaded with specialty software that allows usto capture, editing, and output a product to DVD or to steamed server via our learning managementsystem.The college also provides technical support for students with special needs and documented disabilities.The college Webmaster is responsible to ensure that all Web resources meet industry usability andaccessibility guidelines. The Technology Institute for faculty developing online courses includes lessonsin instructional technology for special needs students as well as usability and accessibility guidelines.Our college liaison for special needs students also works with the college Information Technology (IT)department to provide the appropriate equipment and software for classrooms as needed. As an example,in 2009 the college IT department installed zoom text on various college computers and purchasedseveral 22-inch monitors for certain offices and classrooms that would need to be accessible to studentsSouth Florida Community College Page 114 / 202with visual impairments. As another example, in fall 2010 the college ordered an FM transmitter andreceiver for a student who has an auditory processing disorder.

Our college liaison for special needs students also works with the college Information Technology (IT)department to provide the appropriate equipment and software for classrooms as needed. As an example,in 2009 the college IT department installed zoom text on various college computers and purchasedseveral 22-inch monitors for certain offices and classrooms that would need to be accessible to studentswith visual impairments. As another example, in fall 2010 the college ordered an FM transmitter andreceiver for a student who has an auditory processing disorder.The college's Division of Student Services uses technology to enhance services and accessibility tostudents. Materials pertaining to admissions, advising, registration, counseling, and financial aid areavailable online. Panther Central contains the college's Web registration system, which allows students toregister for courses, drop/add courses, pay fees, and obtain final grades online. The College CareerCenter also offers students the opportunity to take Computer Guided Self Assessments. Choices, anInternet-based career exploration program, is available through the college Career Center as well asFlorida Department of Education's Academic Counseling and Tracking for Students (FACTS) Web page.FACTS is a state-funded and state-coordinated Web service that also allows our students to find acollege, apply to a college, receive unofficial transcripts of work taken at any Florida higher educationinstitution, and use comparative technologies to discover courses yet to be completed (online advising).Almost all of the college's classrooms are equipped with a smart podium (permanent equipment includinga podium, LCD projector, document camera, DVD/VCR player, a desktop computer, IP phone, twospeakers mounted on the classroom walls, and a laptop connection on the podium). Classroomtechnology is continuously being evaluated for improvement. As classrooms are renovated and newbuildings constructed, the entire learning environment is considered to ensure that the facilitiesaccommodate the students' use of classroom technology and any special learning or teaching needs. Amobile cart containing 24 laptop computers is also being shared among faculty at the Hardee campus.The college has 12 mobile presentation carts spread throughout our campuses and center. Studentremote response devices are used in several classrooms. All classrooms, laboratories, and faculty andstaff offices are connected to the college's network and Internet with a 45 Mbps bandwidth. Compared to2009, this was an increase from the 33 Mbps, a 45% savings while using a company offering morereliable Internet connections.Employee Access To Technology TrainingSupervisors of new employees are required to complete a User Profile Request form indicated the typeand level of technology needed for each employee. If employees are granted additional rights, they willbe given a home folder on the network (U) drive. This folder will be limited to a size of 50 MB. They mayalso be granted rights to the shared network (R) drive which is for temporary storage only to shareinformation with others. Most SFCC employees have access to the (R) drive allowing for easy sharing ofdocuments, data, resources and information among employees at all campuses and center. Onoccasion, Power User rights as explained in the SFCC Technology Support Manual will be given to anemployee, if specific tasks cannot be executed with standard rights. This allows employees todemonstrate that they have the knowledge to work with the additional rights and privileges and thenreceive those rights on their office PC.The college’s IT department has standardized the operating system and core user application software onall college computers. This allows faculty office computers to have the same core software and keyelements found on the classroom Smart Podium stations to ensure functionality in instructional delivery.Additional elements employed by the college’s IT department to ensure system functionality include, butare not limited to:• Up-to-date antivirus software, critical systems are covered by warranty or maintenance contracts.• Internal network is protected by an industry-standard firewall appliance.• Student and employee data files on the network drives are backed up daily.• Help desk support is available on the phone or e-mail.• Experienced and trained technicians are on staff.• Network traffic is monitored for anomalies and abuse.South Florida Community College Page 115 / 202• Uninterruptible power systems and surge protectors are in use.

• Internal network is protected by an industry-standard firewall appliance.• Student and employee data files on the network drives are backed up daily.• Help desk support is available on the phone or e-mail.• Experienced and trained technicians are on staff.• Network traffic is monitored for anomalies and abuse.• Uninterruptible power systems and surge protectors are in use.• New employees must read the Technology Usage Guide and sign the Technical UsageAcknowledgement form prior to receiving their username and password information.As stated in the SFCC Technology Support Manual, every SFCC employee is allocated ample e-mailstorage in their e-mail inbox. Employees may also archive their e-mail in a personal folder on their officePC. Employees may receive help with their Outlook e-mail by calling the IT Help Desk or sending an e-mail. As of April 2010, SFCC will automatically archive all e-mails. This process will occur before anyrecipient receives his/her e-mail. Also, all outgoing e-mails will be archived. This archive process hasbeen implemented to comply with state and federal compliancy rules and regulations.The IT Department’s Help Desk normal office hours are Monday through Friday, 8 a.m. to 5 p.m. In theevent of an instructional technology emergency after these hours, faculty may notify the Securitydepartment. The SFCC Security team will notify the appropriate technician. Evening service is availableMonday through Thursday, 5 p.m. to 9 p.m. and Saturday service is available 8 a.m. to 4 p.m.The eLearning department’s Help Desk normal office hours are Monday and Tuesday, 8 a.m. to 7 p.m.,and Wednesday through Friday, 8 a.m. to 5 p.m. The eLearning team also provides Help Desk support tostudents and employees after hours on the weekend by answering requests e-mailed to them atonlinehelp@southflorida.edu. The goal of the eLearning Help Desk is to answer all e-mail requestswithin 24 hours of when they are received.The college’s eLearning department is responsible to provide free technology workshops to all collegeemployees frequently. Workshops include the 40-hour Technology Institute mentioned earlier as well asworkshops on current user application technology and instructional technology. The 2010-2011 Professional Development Calendar details the college’s effort to offer a variety of technologyworkshops to share tools and techniques to enable all employees to communicate more effectively, teachaccording to best practices and work more efficiently.In fall 2008, the college began offering a required workshop to all adjunct faculty members to shareinformation regarding college technology resources (i.e., e-mail, portal services, network drives,copyright standards, other technology resources and services, and the learning management system).Specific information regarding the workshop topics may be found on the Adjunct InstructionalTechnology Workshop agenda. At this time, 99% of our adjuncts have completed or been exemptedfrom the Adjunct Instructional Technology workshop.The college has many programs also accredited by industry agencies. As a part of this process, many ofthese organizations evaluate integration of industry standard technology applications into learningactivities. Publication of any material on SFCC’s Web site, learning management system, and portal mustbe consistent with the policies, regulations, standards, and procedures of the college andthe Acceptable Use Policy in the SFCC Technology Support Manual for administrative, faculty, and staffuse, as well as applicable state and federal laws.SFCC has been recognized as a leading college in the use of technology. From the earliest years of ourlocal public broadcasts and the telecourse program in the 1970s to this current year, state statistical dataand national program certifications place SFCC as a leader in the quality of educational programming aswell as course offerings enabling students from our tri-county area to take quality college classes.SourcesSouth Florida Community College Page 116 / 202Committee Handbook 2010-2011Committee Handbook 2010-2011, Banner, p. 30Committee Handbook 2010-2011, LASS Subcommittee, p. 18

SourcesCommittee Handbook 2010-2011Committee Handbook 2010-2011, Banner, p. 30Committee Handbook 2010-2011, LASS Subcommittee, p. 18Committee Handbook 2010-2011, PAC, pp. 31-32Committee Handbook 2010-2011, Technology Purpose, pp. 28-29Committee Handbook 2010-2011, Technology Structure, pp. 28-29Graduate Satisfaction SurveyGraduate Satisfaction Survey p. 30Graduate Satisfaction Survey, p. 34Strategic Plan 2009-2014, With Key IndicatorsStrategic Plan 2009-2014, p. 22Strategic Plan 2009-2014, p. 3Strategic Plan 2009-2014, p. 5Strategic Plan 2009-2014, pp. 14-15Student Opinion SurveyStudent Opinion Survey (Local), p. 6Student Opinion Survey 5.25.10Student Opinion Survey, p. 10Student Opinion Survey, p. 13Student Opinion Survey, p. 6Student Opinion Survey, p. 7Web Site ReferencesComputer Guided Self AssessmentElectronic LearningFacts.orgLibrary- Guides and HandoutsLuminus PortalOrientationPanther DenStudent Resources2010 Student Technology WorkshopsAcademic | eLearning HandbookAcademic Master Plan 2008-2011Adjunct Instructional Technology Workshop AgendaCESSE 2007 (1)CESSE 2007 (2)CESSE 2007 (3)CESSE 2007 (4)Committee Handbook 2010-2011eLearning Course Review and GrowtheLearning Handbook, pp. 4-5General Education Outcome #1General Education Outcome #4Institutional Effectiveness | Community College Survey of Student Engagement (CCSSE) ResultsInstitutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010Institutional Effectiveness | Strategic Plan 2009-2014 With IndicatorsInstitutional Effectiveness | Technology Master Plan 2008-2011Power User Policy FormProfessional Development Calendar 2010-2011SFCC Administrative Procedure 2180, College CommitteesSFCC Instructional Computer ReportSFCC Technology Support ManualSFCC Technology Support Manual , pp. 40-46South Florida Technology Community Usage College GuidePage 117 / 202User Profile Request Form

SFCC Instructional Computer ReportSFCC Technology Support ManualSFCC Technology Support Manual , pp. 40-46Technology Usage GuideUser Profile Request Form3.5.1Educational Programs: Undergraduate college-level competenciesThe institution identifies college-level general education competencies and the extent to which graduateshave attained them.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) identifies college-level general education competencies and theextent to which graduates have attained them.HistoryPrior to academic year 2005-06, the assessment of general education student learning was localizedwithin the Arts and Science Division and was conducted sporadically by individual departments within thedivision. The use of the results was limited to individual courses and instructors. The Arts and SciencesDivision reflected on the effectiveness of individual courses and instructors, but no centralizedassessment of student learning of general education was routinely conducted. The process of developingthe college-wide goals for general education student learning and the management of the assessmentbegan in 2005-06. The process has evolved and become a more integral part of the college as theunderstanding of the role of general education in each student's educational program has grown. Today,the assessment of general education student learning outcomes is a primary focus of both the Arts andSciences and the Applied Sciences and Technologies divisions of the college and an important element ofeach student's degree program.During academic year 2005-2006, the Dean of the Arts and Sciences (A&S) Division appointed a smalltaskforce to develop General Education (GenEd) Student Learning Outcomes (SLOs). Over severalmonths, the taskforce conducted an environmental scan of other colleges, universities, and the stateuniversity system, developing eight GenEd SLOs. After lengthy review by the A&S division chairs, thesewere adopted by the entire division. Each department was directed to select two SLOs per year and startcollecting assessment data. Results were reported and maintained within the departments.During academic year 2006-2007, SFCC was informed that the state community college system wasconsidering adopting a set of standardized SLOs similar to those already established by the stateuniversity system. A data call was sent out and the SFCC GenEd SLOs were submitted. The data callresulted in five standardized SLOs for Florida's community colleges. The initial eight SFCC GenEd SLOswere realigned into the five new standardized SLOs. The taskforce gave a presentation to the entiredivision; assessment continued within each department to select one or two SLOs each year and collectassessment data.External consultant, Dr. Peggy Maki, conducted a workshop on assessment of student learning outcomesfor college-wide faculty during the annual "Welcome Back" activities at the start of the 2007-08 academicyear. During this year, it was decided that general education was not exclusive of the A&S faculty andthat the Applied Sciences and Technologies faculty should also be involved in assessing these outcomesin their courses. It became apparent that the term General Education SLO would not work at SFCC asSouth Florida Community College Page 118 / 202many students in the Applied Sciences and Technologies (AS&T) Division do not fall under the standardGeneral Education Program philosophy, even though they were required to take general educationcourses. To help make assessment of student learning transparent across the campus, the Academic

Technology Usage GuideUser Profile Request Form3.5.1Educational Programs: Undergraduate college-level competenciesThe institution identifies college-level general education competencies and the extent to which graduateshave attained them.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) identifies college-level general education competencies and theextent to which graduates have attained them.HistoryPrior to academic year 2005-06, the assessment of general education student learning was localizedwithin the Arts and Science Division and was conducted sporadically by individual departments within thedivision. The use of the results was limited to individual courses and instructors. The Arts and SciencesDivision reflected on the effectiveness of individual courses and instructors, but no centralizedassessment of student learning of general education was routinely conducted. The process of developingthe college-wide goals for general education student learning and the management of the assessmentbegan in 2005-06. The process has evolved and become a more integral part of the college as theunderstanding of the role of general education in each student's educational program has grown. Today,the assessment of general education student learning outcomes is a primary focus of both the Arts andSciences and the Applied Sciences and Technologies divisions of the college and an important element ofeach student's degree program.During academic year 2005-2006, the Dean of the Arts and Sciences (A&S) Division appointed a smalltaskforce to develop General Education (GenEd) Student Learning Outcomes (SLOs). Over severalmonths, the taskforce conducted an environmental scan of other colleges, universities, and the stateuniversity system, developing eight GenEd SLOs. After lengthy review by the A&S division chairs, thesewere adopted by the entire division. Each department was directed to select two SLOs per year and startcollecting assessment data. Results were reported and maintained within the departments.During academic year 2006-2007, SFCC was informed that the state community college system wasconsidering adopting a set of standardized SLOs similar to those already established by the stateuniversity system. A data call was sent out and the SFCC GenEd SLOs were submitted. The data callresulted in five standardized SLOs for Florida's community colleges. The initial eight SFCC GenEd SLOswere realigned into the five new standardized SLOs. The taskforce gave a presentation to the entiredivision; assessment continued within each department to select one or two SLOs each year and collectassessment data.External consultant, Dr. Peggy Maki, conducted a workshop on assessment of student learning outcomesfor college-wide faculty during the annual "Welcome Back" activities at the start of the 2007-08 academicyear. During this year, it was decided that general education was not exclusive of the A&S faculty andthat the Applied Sciences and Technologies faculty should also be involved in assessing these outcomesin their courses. It became apparent that the term General Education SLO would not work at SFCC asmany students in the Applied Sciences and Technologies (AS&T) Division do not fall under the standardGeneral Education Program philosophy, even though they were required to take general educationcourses. To help make assessment of student learning transparent across the campus, the AcademicSouth Florida Community College Page 119 / 202Quality Committee (AQC) decided to rename the GenEd SLOs to Student Learning Outcomes CollegeWide (SLO-CoWs).

in their courses. It became apparent that the term General Education SLO would not work at SFCC asmany students in the Applied Sciences and Technologies (AS&T) Division do not fall under the standardGeneral Education Program philosophy, even though they were required to take general educationcourses. To help make assessment of student learning transparent across the campus, the AcademicQuality Committee (AQC) decided to rename the GenEd SLOs to Student Learning Outcomes CollegeWide (SLO-CoWs).During "Welcome Back" activities in the fall of the 2008-2009 academic year, a presentation was given toall faculty and staff introducing the SLO-CoWs concept. Basic assumptions included that generaleducation is the responsibility of the faculty as a whole – not individual departments, and that GenEdassessment should be minimally intrusive for both faculty and students and should use existing examplesof student work. Subsequent to this presentation, the AQC hosted monthly professional developmentworkshops that focused on each of the five specific SLO-CoWs to help faculty better understand theindividual outcomes and the unfamiliar idea of college-wide assessment. Faculty could see which SLO-CoWs applied to their courses and how to highlight them in their syllabi. During the inaugural academicterm of college-wide assessment of general education, the initial goal was to assess one of the fiveoutcomes across the college. However, during the second term assessment efforts were expanded toinclude all five outcomes in AS&T. Department chairs and program managers in both the A&S and AS&Tdivisions were asked to develop curriculum maps (General Education Map; Applied Science Map)outlining where each course of instruction aligned with the SLO-CoWs. Curriculum maps depict howclasses are selected for the process of assessing general education competencies by predeterminingwhich outcomes are introduced, emphasized, or reinforced in each course. During the followingyear, rubrics were developed to assist faculty in measurement of each outcome.Once the idea of general education assessment was institutionalized, the name of the competencies waschanged to General Education Student Learning Outcomes (SLOs) to better align with current language. AGeneral Education Subcommittee was appointed to organize, lead, and review all general educationassessment efforts across the college. The group reports to Academic Quality Committee. The presentassessment model evolved from the work completed and improved upon over several years beginning in2005.The General Education Student Learning Outcomes currently in use across the college include thefollowing:General Education Outcome #1: Students will demonstrate the ability to communicate (read, write,speak, and listen) effectively.A. Students will be able to construct an essay that demonstrates excellent composition skillsincluding a clear and thought- provoking thesis, appropriate and effective organization, livelyand convincing supporting materials, effective sentence skills, and perfect or near perfectmechanics including spelling and punctuation.B. Students will be able to present a speech that is appropriate for the purpose, occasion, andaudience; contains a clear and identifiable organizational structure and format; using languagethat is clear, vivid, and appropriate; and incorporates effective nonverbal behaviors including eyecontact, gestures, facial expressions and posture.General Education Outcome # 2: Students will demonstrate the ability to reflect, analyze, synthesize,and apply knowledge.A. Students will be able to exhibit accurate and full explanations of deductive and inductivereasoning processes; discern differences and similarities among theories, view information frommultiple perspectives; formulate questions; recognize sound and unsound arguments;distinguish facts from inferences and opinions; and demonstrate the ability to transfer thinkingfrom the classroom to the real world.South Florida Community College Page 120 / 202General Education Outcome #3: Students will demonstrate knowledge and application ofmathematical and scientific principles and methods.

General Education Outcome #3: Students will demonstrate knowledge and application ofmathematical and scientific principles and methods.A. Students will be able to identify relevant numerical information in mathematical or otherconcepts; apply mathematical and/or basic statistical reasoning to analyze data and graphs;represent and evaluate basic mathematical information verbally, numerically, graphically, andsymbolically; propose and evaluate solutions; and apply mathematical concepts to the solutionof real-life problems.B. Students will be able to explain a scientific or biological idea by providing accurate facts; gatherand critically evaluate data using the scientific method; analyze and apply scientific data,concepts, and models; evaluate and test a scientific hypothesis; and apply selected naturalscience concepts and theories to contemporary issues.General Education Outcome #4: Students will demonstrate the ability to find, evaluate, organize, anduse information.A. Students will be able to locate and collect sufficient and accurate information necessary to solvea problem or support an argument, organize information, demonstrate an understanding ofsources and types of information, and analyze information and sources critically to determine itsquality and utility.B. Students will recognize the need for information, identify potential sources with or withouttechnology, understand that accurate and complete information is the basis for intelligentdecision making, and use information ethically and legally.General Education Outcome #5: Prepare students to participate actively as informed and responsiblecitizens in social, cultural, global and environmental matters.A. Students will be able to describe the cultural forces affecting the traditions of visual and auditoryarts, social and historical events in western and nonwestern societies; and explain howinternational cultures, societies, political economics, and the environment relate to complex,modern world systems.B. Students will be able to demonstrate a mature perspective of cultural diversity, explain thecomplexity of their own cultural identities, and appreciate their own roles as members of theglobal community.Current Process of General Education Outcomes AssessmentThe process for, and importance of, college-wide general education outcomes assessment was developedwith all faculty and staff over approximately a five-year period. As described earlier, numerousconsultations and workshops were held college-wide. The evolution of the current model took the workof many faculty and administrative groups over several years to get to a point of a basic sharedperspective. All faculty and staff were further informed of the importance and process during SFCC’sannual “Welcome Back” activities in August 2009 and reinforced in other departmental, division, andcollege professional development activities.Faculty selected as participants in general education outcomes assessment in 2008-2009 and 2009-2010submitted a completed Part I of the General Education Assessment Results form, along with arepresentative sample of a student artifact and copies of rubric(s) used. Initially, General EducationAssessment Results forms were submitted in hard copy or electronic (word processed) form. In spring2010 a new database was created, allowing faculty to enter their assessment data directly into it. TheSouth Florida Community College Page 121 / 202database streamlined the process of data entry, allowed electronic copies to be saved/printed/emailedeasily, and facilitated retrieval of reports based on the data. The college-wide rubrics, a description ofthe information to be included in each section of the General Education Assessment Results form,

submitted a completed Part I of the General Education Assessment Results form, along with arepresentative sample of a student artifact and copies of rubric(s) used. Initially, General EducationAssessment Results forms were submitted in hard copy or electronic (word processed) form. In spring2010 a new database was created, allowing faculty to enter their assessment data directly into it. Thedatabase streamlined the process of data entry, allowed electronic copies to be saved/printed/emailedeasily, and facilitated retrieval of reports based on the data. The college-wide rubrics, a description ofthe information to be included in each section of the General Education Assessment Results form,examples, and step-by-step directions for use of the database were also posted and distributed to assistfaculty.The General Education Subcommittee reviewed the results submitted by the faculty and completed Part IIof the General Education Assessment Results form. Clarification and additional input was, at times,requested from instructors. A summary report documenting the process and results from both the2008-2009 and 2009-2010 years was generated by the committee. Abbreviated results were alsodocumented using the suggested SACS 3.5.1 Assessment Template. SFCC is beginning its thirdannual cycle using the current methodology for general education assessment.Numerous changes and improvements have occurred due to the assessment process. Analysis of theresults has led faculty to propose changes designed to postively impact student learning. The examplesincluded below are taken directly, in original language without quotation marks, from the GeneralEducation Assessment Results form:1. EEC2002 - Beginning in the fall term of 2010, a number of revisions will be made to the coursecontent and portfolio expectations to more appropriately address the assessment of generaleducation competency 5 in the future. These revisions will include: a) Creation of seven new (orsubstantially revised) assignments- one for each of the seven general education outcome 5indicators; b) Increasing the awareness of all students about the purpose of the new assignments asrelated to assessment of general education competency 5 through the syllabus and courseorientation; and c) Broadening the focus of the course content to incorporate a more "global"perspective that will help them draw connections between local center operations to the surroundingcommunity and beyond.2. MAC 2311 - More time spent, more worked examples, media support and class discussion of curvesis needed. This will be implemented in the fall 2010 academic year.3. PHY 2053 - Four new activities in fall classes focus on the areas in which students have had themost difficulty: vector addition, types of forces, Newton's First Law, and conservation of energy.4. POS 1041- Two new assignments have been developed that require the student to do research onInternet Web sites and other academic sources by applying specific criteria. One project is acollaborative project where students are teamed with four other classmates. Thus, students who mayneed help in the process may work with others to discuss choices and decisions regarding theinformation search, selection, and application to the assignment. Each of these two new assignmentsprovides an opportunity to examine "information" in a new and critical way. The expectation is thatby using more diverse approaches to evaluating information, the student will gain more "practice" inevaluating information sources and, thus, become more confident and successful in finding,reporting, and using information effectively.In summary, the current assessment model evolved from the work completed over several yearsbeginning in 2005 and has continued to progress and improve each year. Faculty involvement throughcommittee membership and leadership in the development of the assessment process demonstrates "buyin" to the necessity of evaluating general education learning outcomes and understanding of theparticular outcomes assessed at SFCC. The GenEd assessment process continues to lead the Collegetoward continuous improvement of the general education provided to its students. The understanding ofthe role that general education plays in the development of the student and the role that faculty play inproviding opportunites for students to be successful leads to sustainable, continuous improvement. Whilestudents continually improve their knowledge base and competencies, so do those who are responsiblefor South educating Florida Community them. College Page 122 / 202

the role that general education plays in the development of the student and the role that faculty play inproviding opportunites for students to be successful leads to sustainable, continuous improvement. Whilestudents continually improve their knowledge base and competencies, so do those who are responsiblefor educating them.SourcesCompleted Sample Report FormsGE Assessment Form 1 EEC2002GE Assessment Form 1 MAC2311GE Assessment Form 1 PHY2053GE Assessment Form 1 POS1041Curriculum MapsApplied Science MapGeneral Education Map 2010Sample Report FormsGeneral Education Outcome Assessment FormSLO-CoW Assessment Report SPC26082008-10 General Education Outcomes SummaryAssessment TemplateCollege-Wide Rubrics3.5.2Educational Programs: Undergraduate institutional credits for a degreeAt least 25 percent of the credit hours required for the degree are earned through instruction offered bythe 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 thedegree through instruction offered by the participating institutions. (See Commission policy “The Transferor Transcripting of Academic Credit.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) awards degrees, advanced technical diplomas (ATD), andcertificates only to those students who have earned at least 25% of the credit hours required for thedegrees, advanced technical diplomas, and certificates through instruction offered by SFCC.At SFCC a minimum of 25 percent of credit hours required for the Associate in Arts (A.A.), Associatein Science (A.S.), and the Associate in Applied Aciences (A.A.S.) degrees are earned throughinstruction offered by the college. The credits include the required general education (GenEd) andprogram courses. In some cases, program courses must be taken at the College and cannot betransferred from another institution. Courses transfered in, or obtained by alternative credit options, mustmeet the appropriate standards according to District Board of Trustees (DBOT) Policy 3.11 andSFCC Administrative Procedures 3113 and 3114.SFCC has the necessary controls in place to ensure the 25% resident credit hour requirement is met priorto awarding a degree, advanced technical diplomas, and certificate. SFCC validates the number of credithours earned at the institution with respect to the total number of credits required for the degree throughits degree audit process conducted by the Registrar or Assistant Registrar. The final determination ofcompliance is initiated when a student completes an Application for Graduation. At this point, theSFCC South Florida Registrar Community conducts College a comprehensive degree audit prior to awarding a degree. Associate Page 123 in Arts, / 202Associate in Science, Associate in Applied Science, advanced technical diploma and certificate graduationapplicants are audited against the appropriate program audit plan. Transfer credit hours are listed on the

Assessment TemplateCollege-Wide Rubrics3.5.2Educational Programs: Undergraduate institutional credits for a degreeAt least 25 percent of the credit hours required for the degree are earned through instruction offered bythe 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 thedegree through instruction offered by the participating institutions. (See Commission policy “The Transferor Transcripting of Academic Credit.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) awards degrees, advanced technical diplomas (ATD), andcertificates only to those students who have earned at least 25% of the credit hours required for thedegrees, advanced technical diplomas, and certificates through instruction offered by SFCC.At SFCC a minimum of 25 percent of credit hours required for the Associate in Arts (A.A.), Associatein Science (A.S.), and the Associate in Applied Aciences (A.A.S.) degrees are earned throughinstruction offered by the college. The credits include the required general education (GenEd) andprogram courses. In some cases, program courses must be taken at the College and cannot betransferred from another institution. Courses transfered in, or obtained by alternative credit options, mustmeet the appropriate standards according to District Board of Trustees (DBOT) Policy 3.11 andSFCC Administrative Procedures 3113 and 3114.SFCC has the necessary controls in place to ensure the 25% resident credit hour requirement is met priorto awarding a degree, advanced technical diplomas, and certificate. SFCC validates the number of credithours earned at the institution with respect to the total number of credits required for the degree throughits degree audit process conducted by the Registrar or Assistant Registrar. The final determination ofcompliance is initiated when a student completes an Application for Graduation. At this point, theSFCC Registrar conducts a comprehensive degree audit prior to awarding a degree. Associate in Arts,Associate in Science, Associate in Applied Science, advanced technical diploma and certificate graduationapplicants are audited against the appropriate program audit plan. Transfer credit hours are listed on theSFCC transcript following the institution where earned.SourcesApplication for GraduationComprehensive Degree AuditDBOT Policy 3.11, Evaluation of Transfer and Accelerated Learning CreditGraduation Checklist for Dental HygieneSFCC Administrative Procedure 3113, Awarding Accelerated/Experiential Learning CreditSFCC Administrative Procedure 3114, Awarding Credit for Non-Credit CoursesSFCC College Catalog 2010-2011, p. 70SFCC College Catalog 2010-2011, p. 81SFCC College Catalog 2010-2011, p. 82SFCC College Catalog 2010-2011, p. 83Student Services | SFCC College Catalog 2010-2011South Florida Community College Page 124 / 2023.5.3

SFCC College Catalog 2010-2011, p. 83Student Services | SFCC College Catalog 2010-20113.5.3Educational Programs: Undergraduate requirementsThe institution defines and publishes requirements for its undergraduate programs, including its generaleducation components. These requirements conform to commonly accepted standards and practices fordegree programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) defines and publishes requirements for its undergraduateprograms, including its general education components. These requirements conform to commonlyaccepted standards and practices for degree programs.SFCC publishes academic policies regarding undergraduate programs in several locations, print andelectronic, that conform to accepted practices. All such information is readily available to the public. Theprimary source for this information is the SFCC College Catalog. A regularly scheduled review process isin place for published documents including the SFCC College Catalog, Student Handbook, and Webpages. SFCC Administrative Procedure 2091 provides a basic outline of the process regardingcatalog changes. The published information is no different for courses and programs taught partially orwholly online, via 2-way interactive TV, or by the traditional face-to-face methods. A timeline for thecollege's 2010 Catalog Committee follows:DateJan. 15,2010Jan. 25,2010March 5,2010April 12,2010May 14,2010May 28,2010June 14,2010July 2010ActivityProgram/Course Updates (Pages 86–204) due toCurriculum SupportProgram/Course Updates reviewed by the CatalogCommitteeAcademic/Financial/Admissions/GeneralInformation (Pages 1- 85)Updates due to Curriculum SupportAcademic/Financial/Admissions/GeneralInformationUpdates reviewed by Catalog CommitteeLegislature Updates due to Curriculum Support2010-2011 Catalog “final” revisions due toCurriculum SupportFinal review by Catalog Committee2010-2011 Catalog is placed on SFCC Web siteand http://dudley/CatalogsAdherence to State StandardsAll courses taught at SFCC are part of the Florida Department of Education Statewide CourseNumbering System, including general education (GenEd) courses. Florida Statute (FS) 1007.25,clearly defines the parameters for GenEd requirements at postsecondary institutions in Florida. AnAssociate in Arts (A.A.) degree requires no more than 60 credit hours which includes 36 generaleducation hours. Core curricula for A.A. degree programs are adopted in rule by the State Board ofEducation and include 36 semester hours of general education courses in the subject areas ofSouth Florida Community College Page 125 / 202

SFCC College Catalog 2010-2011, p. 83Student Services | SFCC College Catalog 2010-20113.5.3Educational Programs: Undergraduate requirementsThe institution defines and publishes requirements for its undergraduate programs, including its generaleducation components. These requirements conform to commonly accepted standards and practices fordegree programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) defines and publishes requirements for its undergraduateprograms, including its general education components. These requirements conform to commonlyaccepted standards and practices for degree programs.SFCC publishes academic policies regarding undergraduate programs in several locations, print andelectronic, that conform to accepted practices. All such information is readily available to the public. Theprimary source for this information is the SFCC College Catalog. A regularly scheduled review process isin place for published documents including the SFCC College Catalog, Student Handbook, and Webpages. SFCC Administrative Procedure 2091 provides a basic outline of the process regardingcatalog changes. The published information is no different for courses and programs taught partially orwholly online, via 2-way interactive TV, or by the traditional face-to-face methods. A timeline for thecollege's 2010 Catalog Committee follows:DateJan. 15,2010Jan. 25,2010March 5,2010April 12,2010May 14,2010May 28,2010June 14,2010July 2010ActivityProgram/Course Updates (Pages 86–204) due toCurriculum SupportProgram/Course Updates reviewed by the CatalogCommitteeAcademic/Financial/Admissions/GeneralInformation (Pages 1- 85)Updates due to Curriculum SupportAcademic/Financial/Admissions/GeneralInformationUpdates reviewed by Catalog CommitteeLegislature Updates due to Curriculum Support2010-2011 Catalog “final” revisions due toCurriculum SupportFinal review by Catalog Committee2010-2011 Catalog is placed on SFCC Web siteand http://dudley/CatalogsAdherence to State StandardsAll courses taught at SFCC are part of the Florida Department of Education Statewide CourseNumbering System, including general education (GenEd) courses. Florida Statute (FS) 1007.25,clearly defines the parameters for GenEd requirements at postsecondary institutions in Florida. AnAssociate in Arts (A.A.) degree requires no more than 60 credit hours which includes 36 generaleducation hours. Core curricula for A.A. degree programs are adopted in rule by the State Board ofEducation and include 36 semester hours of general education courses in the subject areas ofSouth Florida Community College Page 126 / 202

All courses taught at SFCC are part of the Florida Department of Education Statewide CourseNumbering System, including general education (GenEd) courses. Florida Statute (FS) 1007.25,clearly defines the parameters for GenEd requirements at postsecondary institutions in Florida. AnAssociate in Arts (A.A.) degree requires no more than 60 credit hours which includes 36 generaleducation hours. Core curricula for A.A. degree programs are adopted in rule by the State Board ofEducation and include 36 semester hours of general education courses in the subject areas ofcommunication, mathematics, social sciences, humanities and natural sciences. As required in StateBoard of Education (SBE) Rule 6A-10.024, the College has defined its GenEd core curriculum, whichcontains the required 36 semester hours of college credit in the liberal arts and sciences for the A.A.degree.The requirements for the Associate in Science (A.S.) and Associate in Applied Science (A.A.S.) degrees,including GenEd, are published in the College Catalog. Students in A.S. programs complete at least 15-18 semester hours in the general education core curriculum in the liberal arts and sciences.The Florida Articulation Agreement between state-supported senior universities and community collegesassures that when a student has been certified by this institution as having completed the GenEdrequirements, no further lower division GenEd courses are required.SFCC also adheres to state guidelines concerning student performance standards in fulfilling therequirements for the A.A. degree. This adherence is described in District Board of Trustees (DBOT)Policy 3.17.Specific Course RequirementsThe specific courses needed to complete the GenEd requirements for the A.A. degree are outlined in theSFCC College Catalog. Although students may select certain courses within communication, humanities,social sciences, natural science, and mathematics, students must complete the minimum requirementsfor each area as designated. GenEd requirements for the A.S. and A.A.S. degree programs vary widelybut typically include five to eight courses (15-34 college credit hours) across the five GenEd areas.Specific courses are included in the degree plan published in the Occupational Programs of Study sectionof the SFCC College Catalog. General education courses are identified with the note (G.E.).Gen Ed A.A. Degree RequirementsCommunicationHumanitiesSocial and Behavioral ScienceScienceMathematicsGen Ed Electives9 hours6 hours6 hours7-8 hours6-8 hours2-3 hoursTOTAL 36-40Sample A.S. Gen Ed Requirements(Business Administration)CommunicationHumanities electiveSocial and Behavioral SciencesMathematicsMicrocomputers9 hours3 hours12 hours9 hours3 hoursTOTAL 36 hoursSample A.A.S. Gen Ed Requirements(Child Development and Education)South Florida Community College Page 127 / 202Communication9 hoursHumanities Elective3 hours

TOTAL 36 hoursSample A.A.S. Gen Ed Requirements(Child Development and Education)CommunicationHumanities ElectiveMathematicsMicrocomputersSocial SciencesFaculty distribute or electronically publish a course syllabus on the first day of class which containsinformation specific to each course and adheres to DBOT Policy 3.09. The syllabus also indicateswhether the course fulfills a GenEd requirement including writing and computation requirements.Graduation Requirements9 hours3 hours3 hours3 hours3 hoursTOTAL 21 hoursTo be awarded the A.A. degree a student must have completed the following:1. Applied for graduation2. Completed the required course work including GenEd and elective credits3. Completed a minimum of 15 college credit hours at SFCC4. Achieved a minimum of 2.0 GPA in the SFCC college credit hours completed that are applicabletoward graduation as well as a minimum 2.0 cumulative average5. Successfully completed 12 college credit hours of courses demonstrating writing skills and 6 collegecredit hours of mathematics at the level of College Algebra or higher6. Fulfilled all financial obligations to the CollegeTo be awarded the A.S. degree a student must have completed the following:1. Applied for graduation and paid the fees2. Completed the minimum number of hours and courses required by the program3. Earned a cumulative GPA of 2.0 or above4. Completed a minimum of 15 credit hours at SFCC in the program5. Fulfilled all financial obligations to the CollegeThe general education requirements satisfy commonly accepted standards and practices for associatedegrees and are regularly reviewed and published in key College documents.SourcesSample ProgramsAssociate in Arts EducationAssociate in Arts EngineeringBusiness AdministrationCriminal Justice TechnologyNursing (Generic RN) A.S.Sample SyllabiSyllabus TemplateSyllabus: American National GovernmentSyllabus: Fundamentals of Speech CommunicationSyllabus: PhlebotomyA.A.S. Degree Plan Showing Gen EdA.S. Degree Plan Showing Gen EdDBOT Policy 3.09, Course Policy Statement (Syllabus)DBOT Policy 3.17, Student Performance Standards for the Award of the Associate in Arts DegreeFS 1007.25, General Education Courses; Common Prerequisites...SBE Rule 6A-10.024, Articulation Between and Among Universities, Community Colleges...South Florida Community College Page 128 / 202

Syllabus: PhlebotomyA.A.S. Degree Plan Showing Gen EdA.S. Degree Plan Showing Gen EdDBOT Policy 3.09, Course Policy Statement (Syllabus)DBOT Policy 3.17, Student Performance Standards for the Award of the Associate in Arts DegreeFS 1007.25, General Education Courses; Common Prerequisites...SBE Rule 6A-10.024, Articulation Between and Among Universities, Community Colleges...SBE Rule 6A-10.030, Other Assessment Procedures for College-Level...SFCC Administrative Procedure 2091, SFCC College Catalog ChangesSFCC College Catalog 2010-2011, p. 80SFCC College Catalog 2010-2011, pp. 72-74Statewide Course Numbering SystemStudent Services | SFCC College Catalog 2010-20113.7.1Faculty: Faculty competenceThe institution employs competent faculty members qualified to accomplish the mission and goals of theinstitution. When determining acceptable qualifications of its faculty, an institution gives primaryconsideration to the highest earned degree in the discipline. The institution also considers competence,effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related workexperiences in the field, professional licensure and certifications, honors and awards, continuousdocumented excellence in teaching, or other demonstrated competencies and achievements thatcontribute to effective teaching and student learning outcomes. For all cases, the institution isresponsible for justifying and documenting the qualifications of its faculty. (See Commission guidelines“Faculty Credentials.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) employs competent faculty members to accomplish its missionand goals and to ensure the quality and integrity of its academic programs.To support SFCC's mission, the College seeks faculty who are competent, dedicated to providing alearning-centered environment, and committed to assisting the people in its service district. Additionally,the College is committed to encouraging and supporting faculty to continuously develop theirprofessional skills and abilities.SFCC maintains comprehensive standards for evaluating the credentials of its faculty to ensure that theymeet the competency guidelines established by the Southern Association of Colleges and Schools(District Board of Trustees (DBOT) Policy 5.06). These standards are contained in a Collegedocument titled Professional Standards for Faculty and Academic Administrators (hereafter,Professional Standards). The primary consideration when selecting faculty is the highest earned degree inthe discipline. Successful educational endeavors and in-field employment, professional licensure andcertifications, and other demonstrated competencies and achievements are also considered.When an instructional applicant’s credentials do not readily lend themselves to the tenets prescribed inthe Professional Standards document, instructional supervisors follow the procedures for determiningcompetency outlined in SFCC Administrative Procedure 5060.Position vacancy announcements for faculty are developed in accordance with SFCC’s ProfessionalSouth Florida Community College Page 129 / 202Standards (English Faculty announcement; Nursing Faculty announcement). Applicant credentialsare initially screened by Human Resources Department staff to ensure that the minimum qualificationsare met prior to forwarding the applications to the screening committee for further review and

Statewide Course Numbering SystemStudent Services | SFCC College Catalog 2010-20113.7.1Faculty: Faculty competenceThe institution employs competent faculty members qualified to accomplish the mission and goals of theinstitution. When determining acceptable qualifications of its faculty, an institution gives primaryconsideration to the highest earned degree in the discipline. The institution also considers competence,effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related workexperiences in the field, professional licensure and certifications, honors and awards, continuousdocumented excellence in teaching, or other demonstrated competencies and achievements thatcontribute to effective teaching and student learning outcomes. For all cases, the institution isresponsible for justifying and documenting the qualifications of its faculty. (See Commission guidelines“Faculty Credentials.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) employs competent faculty members to accomplish its missionand goals and to ensure the quality and integrity of its academic programs.To support SFCC's mission, the College seeks faculty who are competent, dedicated to providing alearning-centered environment, and committed to assisting the people in its service district. Additionally,the College is committed to encouraging and supporting faculty to continuously develop theirprofessional skills and abilities.SFCC maintains comprehensive standards for evaluating the credentials of its faculty to ensure that theymeet the competency guidelines established by the Southern Association of Colleges and Schools(District Board of Trustees (DBOT) Policy 5.06). These standards are contained in a Collegedocument titled Professional Standards for Faculty and Academic Administrators (hereafter,Professional Standards). The primary consideration when selecting faculty is the highest earned degree inthe discipline. Successful educational endeavors and in-field employment, professional licensure andcertifications, and other demonstrated competencies and achievements are also considered.When an instructional applicant’s credentials do not readily lend themselves to the tenets prescribed inthe Professional Standards document, instructional supervisors follow the procedures for determiningcompetency outlined in SFCC Administrative Procedure 5060.Position vacancy announcements for faculty are developed in accordance with SFCC’s ProfessionalStandards (English Faculty announcement; Nursing Faculty announcement). Applicant credentialsare initially screened by Human Resources Department staff to ensure that the minimum qualificationsare met prior to forwarding the applications to the screening committee for further review andconsideration. Faculty screening committees typically include the instructional supervisor, academicdean, and faculty members within the discipline or department. When interviews have been concluded,hiring recommendations for full-time faculty are submitted to the Vice President for Educational andStudent Services (VPESS) for review and approval. Following the offer of employment, Human ResourcesDepartment staff engage with the new faculty member to ensure that documentation of educational andexperiential qualficiations, including official transcripts, is obtained and placed in the faculty member'spersonnel file. When complete, a summary of the faculty member's credentials is developed forplacement South Florida Community in the file. College (English Faculty Credentials summary; Nursing Faculty Credentials Page 130 / 202summary.)

Department staff engage with the new faculty member to ensure that documentation of educational andexperiential qualficiations, including official transcripts, is obtained and placed in the faculty member'spersonnel file. When complete, a summary of the faculty member's credentials is developed forplacement in the file. (English Faculty Credentials summary; Nursing Faculty Credentialssummary.)Adjunct faculty are often recruited from within the College’s service district by instructional supervisorsor an expressed interest by the prospective adjunct to affiliate with SFCC. Procedure 5240, EmployeeRecruitment and Selection, addresses the variety of methods used to develop SFCC’s pool of qualifiedadjuncts (SFCC Administrative Procedure 5240). The Credentialing Request form referred to inSFCC Administrative Procedure 5240 provides the mechanism for a thorough review of credentials. Thedesignated dean is responsible for reviewing the materials submitted and granting approval or denyingthe request. In the event of an appeal, the VPESS may refer the matter to an ad hoc committee consistingof the instructional supervisor, dean, faculty members within the teaching discipline, and HumanResources staff (Professional Standards: Appeals).A final review of faculty credentials is conducted by the Director, Human Resources, before the facultymember is listed as being qualified to teach in the specific discipline or program area. Concerns arereviewed with instructional supervisors and, as needed, designated deans and/or the VPESS. Theacademic deans, the VPESS, and the Director, Human Resources, serve on the Professional StandardsCommittee which exists to ensure compliance with accreditation criteria and other governing policiesand regulations related to the credentials of faculty and academic administrators.Faculty are required to maintain their academic credentials and participate in professional developmentactivities to enhance student learning. The faculty position description, annual evaluation,and annual service report for full-time faculty reflect the College’s commitment to providing alearning-centered environment where all students and employees are successful.A roster of full-time and adjunct faculty has been provided.SourcesAdministrative | Professional Standards for Faculty and Academic AdministratorsAnnual Service ReportCommittee Handbook: Professional Standards CommitteeCredentialing Request formCredentials Summary: English FacultyCredentials Summary: Nursing FacultyDBOT Policy 5.06, CredentialsInstructional Faculty EvaluationInstructional Faculty Position DescriptionPosition Announcement: English Faculty, Fall 2009Position Announcement: Nursing Faculty, Fall 2009Professional Standards.AppealsSFCC Administrative Procedure 5060, Professional Standards for Faculty: ExceptionsSFCC Administrative Procedure 5240, Employee Recruitment and SelectionCredentialsFaculty Credentials TableFaculty Roster Form3.7.2South Florida Community College Page 131 / 202Faculty: Faculty evaluationThe institution regularly evaluates the effectiveness of each faculty member in accord with published

Faculty Credentials TableFaculty Roster Form3.7.2Faculty: Faculty evaluationThe institution regularly evaluates the effectiveness of each faculty member in accord with publishedcriteria, regardless of contractual or tenured status.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) places a high value on the regular evaluation of facultyeffectiveness. Each faculty member is evaluated annually by students and direct supervisors. Theevaluation process is designed to improve the quality of teaching and instructional services performed bythe faculty and may be used for decisions related to the faculty member's contract. The description of thefaculty expectations and the evaluation procedures is published in the Faculty Handbook. Furthermore,procedures for faculty evaluation, evaluation feedback, and due process procedures are detailed in SFCCAdministrative Procedure 5040.Annually, instructional supervisors evaluate faculty members in their departments. The evaluationsinclude assessment of performance in planning for instructional activities, delivering course content,managing the learning environment, evaluating student progress, maintaining professional standards,and demonstrating professionalism. Faculty evaluation involves an annual observation of the facultymember by the instructional supervisor or designee. The supervisor and the faculty member determine atime for the observations to be conducted that will not interfer with planned classroom activities. Studentevaluations and performace of administrative/supervisory/general duties are also considered. Distancelearning faculty and traditional classroom faculty are evaluated using the same process regardless of themode in which the instruction is delivered.Each faculty member is evaluated by students in all classes, each term using the Student Evaluation ofInstruction (SEI) form. Student evaluations may be conducted through an online survey or a papersurvey administered without the faculty present at the time of the administration. All student responsesare kept anonymous. The responses from the student evaluation forms are reviewed by the facultymember and supervisor after the end of the semester or at the beginning of the next semester.At the beginning of each calendar year, the faculty member and the instructional supervisor schedule aconference to discuss the performance evaluation for the previous calendar year. Full-time faculty consultwith the supervisor and offer comments about the evaluation during the conference. Faculty andinstructional supervisor sign the form at the completion of the conference.The completed, signedInstructional Faculty Performance Evaluation is forwarded to the Vice President for Educational andStudent Services for review. The annual evaluation forms are maintained in the employee personnel filesin the Human Resources Department.Part-time adjunct faculty members are evaluated during each class, each term using the InstructionalFaculty Performance Evaluation. The evaluation instrument and the feedback procedures are thesame as those for the full-time faculty. If the adjunct faculty member disagrees with any part of theevaluation, the instructor may comment on the instrument or attach comments to the instrument. Anattachment must be provided to the instructional supervisor within three working days after theconference. Completed evaluation instruments for adjunct faculty are maintained by the instructionalsupervisor.South Florida Community College Page 132 / 202The Annual Service Report supplements the faculty performance evaluation. The Annual Service Report iscompleted by the faculty member prior to the evaluation meeting with the instructional supervisor and

conference. Completed evaluation instruments for adjunct faculty are maintained by the instructionalsupervisor.The Annual Service Report supplements the faculty performance evaluation. The Annual Service Report iscompleted by the faculty member prior to the evaluation meeting with the instructional supervisor andfocuses attention on educational enhancements and professional development of the faculty. The AnnualService Report may include noteworthy activities completed during the year such as courses andworkshops attended, committee duties, new course/curriculum developed, and many other professionalactivities accomplished by the faculty member. The Annual Service Report provides an opportunty for thefaculty to demonstrate professional growth and leadership as well as sustain enthusiasm for stimulatingstudent learning. Again, the Annual Service Report is maintained in the empolyee personnel files in theHuman Resources Department.Through consistent, systematic evaluation of faculty effectiveness, the College assures and encouragesexcellence in teaching performance.SourcesAcademic | Faculty HandbookAcademic | Faculty Handbook (Adjunct)Adjunct Faculty EvaluationAdjunct Faculty Handbook, p. 16Annual Service Report SampleFaculty Handbook, pp. 15-17Faculty Handbook, p. 16Instructional Faculty Performance EvaluationSFCC Administrative Procedure 5040, Evaluation of Full-Time and Adjunct FacultyStudent Evaluation of Instruction3.7.3Faculty: Faculty developmentThe institution provides ongoing professional development of faculty as teachers, scholars, andpractitioners.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides ongoing professional development of faculty asteachers, scholars, and practitioners. Opportunities for faculty to sharpen their skills and support theirresearch include an annual series of professional development workshops and presentations, a wellestablished staff and professional development process, and ongoing technology training.SFCC commits substantial resources and time to ongoing professional development for faculty.Professional development for faculty is considered vital to the promotion of student learning; therefore,professional development is cited in the Strategic Plan 2009-2014 as a major effort for the College.District Board of Trustees (DBOT) Policy 5.01 gives the President authority to develop, establish,and implement procedures for staff development and program development consistent with Florida StateBoard of Education Rules.South Florida Community CollegeBecause of the types of programs offered by the College, several different types of professionalPage 133 / 202development are offered as well. For faculty who need to stay current in a rapidly changing field ofexpertise, funding is offered for training in the field. For faculty who need to develop teaching

SFCC Administrative Procedure 5040, Evaluation of Full-Time and Adjunct FacultyStudent Evaluation of Instruction3.7.3Faculty: Faculty developmentThe institution provides ongoing professional development of faculty as teachers, scholars, andpractitioners.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides ongoing professional development of faculty asteachers, scholars, and practitioners. Opportunities for faculty to sharpen their skills and support theirresearch include an annual series of professional development workshops and presentations, a wellestablished staff and professional development process, and ongoing technology training.SFCC commits substantial resources and time to ongoing professional development for faculty.Professional development for faculty is considered vital to the promotion of student learning; therefore,professional development is cited in the Strategic Plan 2009-2014 as a major effort for the College.District Board of Trustees (DBOT) Policy 5.01 gives the President authority to develop, establish,and implement procedures for staff development and program development consistent with Florida StateBoard of Education Rules.Because of the types of programs offered by the College, several different types of professionaldevelopment are offered as well. For faculty who need to stay current in a rapidly changing field ofexpertise, funding is offered for training in the field. For faculty who need to develop teachingmethodologies for the classroom, funding is offered for conferences, workshops, or courses. For facultywho are pursuing a higher degree or additional course work, funding is provided for tuition. In addition,SFCC offers an annual schedule of professional development opportunities at the College that have beenrequested by faculty, staff, or administration to meet a perceived need. SFCC AdministrativeProcedure 5011 provides direction for professional development eligibility and funding requeststhrough the Staff and Program Development (SPD). Faculty and other College employees are madeaware of the professional development opportunities through several channels. Announcements arecommunicated through e-mail, department meetings, and mailings originating from the Vice President forEducational and Student Services, the SPD Committee, the Computer Science Department, and theeLearning Department.Each professional development activity is evaluated for effectiveness. Those activities conducted offcampus through other agencies are evaluated through SPD forms and feedback. Following attendanceat an off campus activity, the faculty member submits a written evaluation of the event to the SPDCommittee and to the instructional supervisor. Every meeting or workshop held on campus is evaluated,also. The evaluation form for on-campus professional development activities is used to assess thequality of the workshop, the event facilities, the content, and the presenter. Furthermore, suggestedtopics for future meetings are sought. The evaluations are reviewed and maintained by the SFCCdepartment that offered the professional development opportunity.SFCC Administrative Procedure 5011 includes a detailed explanation of how faculty can apply forprofessional development funding and the types of professional development that are supported by thecollege. The SPD Committee is the main vehicle used to support faculty efforts to maintain and improvehighSouthqualityFlorida CommunityteachingCollegeand expertise; the committee evaluates faculty requests for educationalPagegrants134 /and202for workshop, conference, and seminar grants. SPD is committed to disbursing the entire professionaldevelopment annual budget and supporting as many requests as possible. All full-time

SFCC Administrative Procedure 5011 includes a detailed explanation of how faculty can apply forprofessional development funding and the types of professional development that are supported by thecollege. The SPD Committee is the main vehicle used to support faculty efforts to maintain and improvehigh quality teaching and expertise; the committee evaluates faculty requests for educational grants andfor workshop, conference, and seminar grants. SPD is committed to disbursing the entire professionaldevelopment annual budget and supporting as many requests as possible. All full-timeemployees, including faculty, who have passed their 90-day probationary period are eligible to apply forfunding. The SPD annual reports indicate a strong commitment to faculty development.Number of Requests Funded for all SFCC EmployeesYear Tuition Support Workshop/Conf/Seminar2007-08 49 requests totaling$37,5002008-09 48 requests totaling$37,5002009-10 35 requests totaling$37,500100 requests totaling$41,28282 requests totaling$68,400137 requests totaling$87,081Besides funding professional development projects for employees, the SPD Committee also develops aschedule of monthly professional development activities for faculty and provides an annual College-wideprofessional development event. At the beginning of the fall term, campuswide professional developmentactivities are offered as part of a schedule of meetings, called “Welcome Back Week.” A ProfessionalDevelopment Day and an Assessment Day have been added to the academic calendar every yearsince 2008.Further evidence of College support for professional development activities appears in the facultyAnnual Service Report. As a part of the annual faculty evaluation by the instructional supervisor,faculty identify each workshop and meeting attended during the year. Faculty and supervisor discuss thevalue and application of professional development to student learning. Additional explanation of theAnnual Service Report is available in Comprehensive Standard 3.7.2.A review of the Master Schedule Request forms submitted by the Continuing and Workforce Education(CWE) program indicates the extensive number and variety of opportunities provided for full-time andadjunct faculty to develop and improve technology skills for teaching and communicating in theelectronic age. In fact, the Continuing and Workforce Education area has recently offered nearly 130separate meetings, workshops, roundtables, conference calls, and webinars. Many of the workshops atthe College offered through the Continuing and Workforce Education program are offered through theeLearning Department and the Computer Science Department. From these two sources, full-timeand adjunct faculty receive training in using the latest electronic tools for teaching and communicating(i.e., Skype, social networking, presentation software programs, iTunes U, shareware, Google services,and other innovative tools). Every offering from the Continuing and Workforce Education program isevaluated with the campus based professional development evaluation form.SFCC's committment to providing ongoing professional development for faculty begins with DistrictBoard of Trustees support and direction through the President to the development of specific policies formanagement of funds and the provision for numerous opportunities on campus. The evaluation of eachprofessional development activity includes an assessment of what was learned and an assessment of theusefulness of the activity to improve student learning.SourcesSouth Florida SFCC Community Administrative College Procedure 5011, Staff DevelopmentPage 135 / 202SFCC Administrative Procedure 5011(A), Staff DevelopmentSFCC Administrative Procedure 5011, Staff Development

SourcesSFCC Administrative Procedure 5011, Staff DevelopmentSFCC Administrative Procedure 5011(A), Staff DevelopmentSFCC Administrative Procedure 5011, Staff DevelopmentA Sampling of Promos for Faculty DevelopmentAnnual Service ReportAssessment Day AgendaComputer Technology TrainingContinuing and Workforce Education Master Schedule Request for Professional DevelopmentDBOT Policy 5.01, Staff and Program DevelopmenteLearning DepartmentInstitutional Effectiveness | Strategic Plan 2009-2014Professional Development Day AgendaProfessional Development EvaluationSPD Evaluation FormStaff and Professional Annual Reports 2007-2010Strategic Plan 2009-2014, p. 13Welcome Back Schedule3.7.4Faculty: Academic freedomThe institution ensures adequate procedures for safeguarding and protecting academic freedom.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a policy and a procedure in place to ensure that academicfreedom is safeguarded and protected. Besides the College policies and procedures, theFaculty Handbook stipulates the College’s commitment to academic freedom.The District Board of Trustees (DBOT) Policy 3.01 stipulates that faculty members are "free topursue and convey knowledge in their area of special training and expertise, subject to College, state ofFlorida, and federal policies, procedures, laws, and the code of ethics for professional educators." Thepolicy forms the framework for academic freedom at SFCC.SFCC Administrative Procedure 3010 describes the College's stance on academic freedom. Withrespect to on-campus events scheduled under the Division of Cultural Programs, where members of theextended community attend, the procedure explains SFCC’s commitment to the support of freedom ofexpression within the appropriate context of time, place, and manner. While this procedure consultscommunity opinion for some entertainment activities, it is quite clear about academic freedom forfaculty. The limitations extended to community events are not used to govern course-related eventsor activities associated with the academic freedom of individual faculty members. As a consequence ofleadership attitude and guidance in regard to academic freedom, faculty express negligible dissatisfactionwith academic freedom. Any issue that might arise is resolved with the participation of the faculty.The Faculty Handbook also contains a restatement of the DBOT Policy 3.01 and references SFCCAdministrative Procedure 3010.An example of the resolution process that occurs when a concern about academic freedom surfacesSouth Florida Community College Page 136 / 202follows. A syllabus template used by the Division of Arts and Sciences faculty was revised and adoptedwithout the input of all faculty in the division. Secondarily, the Applied Sciences and TechnologiesDivision faculty objected as well and expressed a need to participate in the revision process. As a result,

Strategic Plan 2009-2014, p. 13Welcome Back Schedule3.7.4Faculty: Academic freedomThe institution ensures adequate procedures for safeguarding and protecting academic freedom.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has a policy and a procedure in place to ensure that academicfreedom is safeguarded and protected. Besides the College policies and procedures, theFaculty Handbook stipulates the College’s commitment to academic freedom.The District Board of Trustees (DBOT) Policy 3.01 stipulates that faculty members are "free topursue and convey knowledge in their area of special training and expertise, subject to College, state ofFlorida, and federal policies, procedures, laws, and the code of ethics for professional educators." Thepolicy forms the framework for academic freedom at SFCC.SFCC Administrative Procedure 3010 describes the College's stance on academic freedom. Withrespect to on-campus events scheduled under the Division of Cultural Programs, where members of theextended community attend, the procedure explains SFCC’s commitment to the support of freedom ofexpression within the appropriate context of time, place, and manner. While this procedure consultscommunity opinion for some entertainment activities, it is quite clear about academic freedom forfaculty. The limitations extended to community events are not used to govern course-related eventsor activities associated with the academic freedom of individual faculty members. As a consequence ofleadership attitude and guidance in regard to academic freedom, faculty express negligible dissatisfactionwith academic freedom. Any issue that might arise is resolved with the participation of the faculty.The Faculty Handbook also contains a restatement of the DBOT Policy 3.01 and references SFCCAdministrative Procedure 3010.An example of the resolution process that occurs when a concern about academic freedom surfacesfollows. A syllabus template used by the Division of Arts and Sciences faculty was revised and adoptedwithout the input of all faculty in the division. Secondarily, the Applied Sciences and TechnologiesDivision faculty objected as well and expressed a need to participate in the revision process. As a result,a task force convened that included faculty and instructional supervisors from the Arts and SciencesDivision and the Applied Sciences and Technologies Division. Those who volunteered for the task forcemet several times to discuss and amend the template to improve clarity, organization, and ease ofapplication by both Divisions. The newly revised template was produced by an inclusive and fairprocess.The policies and procedures established to safeguard academic freedom of faculty are working effectivelyand are reviewed regularly to assure continued effectiveness.SourcesAcademic | Faculty HandbookDBOT Policy 3.01, Academic Freedom and Freedom of ExpressionSouth Florida Faculty Community Handbook, College p. 51Page 137 / 202SFCC Administrative Procedure 3010, Freedom of Expression

Academic | Faculty HandbookDBOT Policy 3.01, Academic Freedom and Freedom of ExpressionFaculty Handbook, p. 51SFCC Administrative Procedure 3010, Freedom of Expression3.7.5Faculty: Faculty role in governanceThe institution publishes policies on the responsibility and authority of faculty in academic andgovernance matters.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) publishes policies and procedures pertaining to theresponsibility and authority of faculty in academic and governance matters.College publications, including the District Board of Trustees (DBOT) Policies, SFCC AdministrativeProcedures, and the Faculty Handbook, explicitly assign responsibility and obligations of faculty. Otherofficial documents corroborate the active role the faculty take in governance. These documents arereadily available to all faculty on the college Web site and in the public folder on Outlook e-mail.According to DBOT Policy 2.20, the faculty have a role in the governance of SFCC. Facultyresponsibilities described in the policy include a role in the generation of SFCC policies and procedures,renewal of curriculum, selection of instructional technology, service on committees, and advising ofstudent organizations. The policy iidentifies that faculty will serve as a majority on committees thatrecommend the selection of new faculty.SFCC Administrative Procedure 2201 establishes faculty's role in maintaining the quality of thecurriculum, planning improvement activities for departments, divisions, and the college, and serving onhiring committees. Faculty are responsible, in their committee work and in their departments, for allaspects of student learning and assessment activities. Through participation in standing committees,faculty work on improving academic quality, curriculum, student services, and eLearning (FacultyHandbook, pp. 23-24). Additionally, faculty members are fully involved in processes to evaluate courseand program effectiveness and develop the Academic Master Plan and Unit Action Plans (FacultyHandbook p. 11).The Faculty Position Description delineates faculty duties and responsibilities and, thereby, reinforceson every line that faculty members participate in the ongoing governance of the college. Faculty areresponsible (within the boundaries and standards set by state regulations and college policies) forselecting appropriate texts and educational materials for courses in their area: “Texts shall be adopted bythe departmental faculty” (Faculty Handbook, p.35). Faculty are actively involved in improving andupdating the curriculum: “Instructors, chairs/program managers, deans, and other responsible personnelare encouraged to maintain an ongoing review of the current offerings and to recommend changes ornew courses to meet student and community needs and improve learning” (Faculty Handbook, p. 37).Through classroom management, the creation and retention of student grades and records, and thecreation of syllabi and course outlines for each term, faculty provide instruction as well as documentationfor the assessment process (Faculty Handbook, p. 42-49). All of the duties referenced in the FacultyHandbook and in the policies and procedures are part of the position description.The Faculty Council is established as an employee advisory committee by SFCC AdministrativeProcedure 2180. According to the Faculty Council By-Laws, “we [the faculty] shall meet as theFaculty Council to initiate, examine, and recommend objectives, policies, and procedures whichencourage effective teaching and learning within a framework of academic freedom, professionalSouth Florida Community College Page 138 / 202

Faculty Handbook, p. 51SFCC Administrative Procedure 3010, Freedom of Expression3.7.5Faculty: Faculty role in governanceThe institution publishes policies on the responsibility and authority of faculty in academic andgovernance matters.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) publishes policies and procedures pertaining to theresponsibility and authority of faculty in academic and governance matters.College publications, including the District Board of Trustees (DBOT) Policies, SFCC AdministrativeProcedures, and the Faculty Handbook, explicitly assign responsibility and obligations of faculty. Otherofficial documents corroborate the active role the faculty take in governance. These documents arereadily available to all faculty on the college Web site and in the public folder on Outlook e-mail.According to DBOT Policy 2.20, the faculty have a role in the governance of SFCC. Facultyresponsibilities described in the policy include a role in the generation of SFCC policies and procedures,renewal of curriculum, selection of instructional technology, service on committees, and advising ofstudent organizations. The policy iidentifies that faculty will serve as a majority on committees thatrecommend the selection of new faculty.SFCC Administrative Procedure 2201 establishes faculty's role in maintaining the quality of thecurriculum, planning improvement activities for departments, divisions, and the college, and serving onhiring committees. Faculty are responsible, in their committee work and in their departments, for allaspects of student learning and assessment activities. Through participation in standing committees,faculty work on improving academic quality, curriculum, student services, and eLearning (FacultyHandbook, pp. 23-24). Additionally, faculty members are fully involved in processes to evaluate courseand program effectiveness and develop the Academic Master Plan and Unit Action Plans (FacultyHandbook p. 11).The Faculty Position Description delineates faculty duties and responsibilities and, thereby, reinforceson every line that faculty members participate in the ongoing governance of the college. Faculty areresponsible (within the boundaries and standards set by state regulations and college policies) forselecting appropriate texts and educational materials for courses in their area: “Texts shall be adopted bythe departmental faculty” (Faculty Handbook, p.35). Faculty are actively involved in improving andupdating the curriculum: “Instructors, chairs/program managers, deans, and other responsible personnelare encouraged to maintain an ongoing review of the current offerings and to recommend changes ornew courses to meet student and community needs and improve learning” (Faculty Handbook, p. 37).Through classroom management, the creation and retention of student grades and records, and thecreation of syllabi and course outlines for each term, faculty provide instruction as well as documentationfor the assessment process (Faculty Handbook, p. 42-49). All of the duties referenced in the FacultyHandbook and in the policies and procedures are part of the position description.The Faculty Council is established as an employee advisory committee by SFCC AdministrativeProcedure 2180. According to the Faculty Council By-Laws, “we [the faculty] shall meet as theFaculty Council to initiate, examine, and recommend objectives, policies, and procedures whichencourage effective teaching and learning within a framework of academic freedom, professionalresponsibility, and high ethical standards.” This purpose statement indicates a strong commitment tocollege governance in the best interests of student learning.South Florida Community College Page 139 / 202

The Faculty Council is established as an employee advisory committee by SFCC AdministrativeProcedure 2180. According to the Faculty Council By-Laws, “we [the faculty] shall meet as theFaculty Council to initiate, examine, and recommend objectives, policies, and procedures whichencourage effective teaching and learning within a framework of academic freedom, professionalresponsibility, and high ethical standards.” This purpose statement indicates a strong commitment tocollege governance in the best interests of student learning.SourcesSFCC Administrative ProceduresSFCC Administrative Procedure 2180, College CommitteesSFCC Administrative Procedure 2201, Role of Faculty in Goveranance of the CollegeSFCC Administrative Procedure 3113, Awarding Accelerated/Experiencial Learning CreditAcademic | Faculty HandbookDBOT Policy 2.20, The Role of Faculty in Governance of the CollegeFaculty Council By-LawsFaculty Handbook, pp. 23-24Faculty Handbook, p. 11Faculty Handbook, p. 35Faculty Handbook, p. 37Faculty Handbook, pp. 41-42Faculty Handbook, pp. 42-49Faculty Position Description3.8.1Library and Other Learning Resources: Learning/information resourcesThe institution provides facilities and learning/information resources that are appropriate to support itsteaching, research, and service mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides facilities, services, and other learning/informationresources that are appropriate to support its teaching, research, and service mission.The mission of the library is to provide information and services which facilitate and encourage academicexcellence, lifelong learning, and the fulfillment of educational, occupational, and personal goals to SFCCstudents, faculty, staff and the community. In doing so, the library supports the college’s mission byproviding resources to complete a degree, a certificate, or training. The college library further supportsthe mission by providing opportunities for the public to use library facilties at each of the college sites.FacilitiesThe college has a library facility located at the Highlands Campus, the DeSoto Campus, the HardeeCampus and the Lake Placid Center. During the fall and spring terms, the Highlands Campus library isopen Monday through Thursday, 7:30 a.m. to 9 p.m., and on Fridays, 7:30 a.m. to 4 p.m. The otherlibraries are open when the campus or center is open, generally Monday through Thursday, 8 a.m. to9:30 p.m., and on Fridays, 8 a.m. to 5 p.m. During the summer term, the Highlands Campus library isopen Monday through Thursday, 8 a.m. to 8 p.m., and on Fridays, 8 a.m. to 2 p.m. Library hours arebased upon usage observation and feedback from users.South Florida Community College Page 140 / 202The Highlands Campus library is located in the Learning Resources Center (LRC) which also houses

Faculty Handbook, pp. 42-49Faculty Position Description3.8.1Library and Other Learning Resources: Learning/information resourcesThe institution provides facilities and learning/information resources that are appropriate to support itsteaching, research, and service mission.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides facilities, services, and other learning/informationresources that are appropriate to support its teaching, research, and service mission.The mission of the library is to provide information and services which facilitate and encourage academicexcellence, lifelong learning, and the fulfillment of educational, occupational, and personal goals to SFCCstudents, faculty, staff and the community. In doing so, the library supports the college’s mission byproviding resources to complete a degree, a certificate, or training. The college library further supportsthe mission by providing opportunities for the public to use library facilties at each of the college sites.FacilitiesThe college has a library facility located at the Highlands Campus, the DeSoto Campus, the HardeeCampus and the Lake Placid Center. During the fall and spring terms, the Highlands Campus library isopen Monday through Thursday, 7:30 a.m. to 9 p.m., and on Fridays, 7:30 a.m. to 4 p.m. The otherlibraries are open when the campus or center is open, generally Monday through Thursday, 8 a.m. to9:30 p.m., and on Fridays, 8 a.m. to 5 p.m. During the summer term, the Highlands Campus library isopen Monday through Thursday, 8 a.m. to 8 p.m., and on Fridays, 8 a.m. to 2 p.m. Library hours arebased upon usage observation and feedback from users.The Highlands Campus library is located in the Learning Resources Center (LRC) which also houseseLearning and the Tutoring and Learning Center. The library covers 7,767 square feet on the second floorand includes the print collection (books and periodicals), study rooms and areas, reference area,circulation desk, audio-visual storage and circulation, reserve materials, staff offices, and restrooms.Computers share space with reading tables, and students and others conduct research, completeassignments, write papers, and access the Internet. In addition, wireless Internet access is availablethroughout the library. Twenty-one computers are available for student use. Most faculty use computersin their offices to access library resources. Community members have access to six of the 21 computers.The library has a circulation desk and a reference desk which uses computers for relevant functions.Since any computer with Internet access can be used to access the library’s databases and electronicresources, none are strictly dedicated to these functions. Students can print from 19 of the computersusing the library’s pay-for-print system which uses cash, prepaid print card, or SFCC studentidentification/library card. Another area of the library is Technical Services, which is located on the firstfloor and includes two offices and space for processing materials.The DeSoto campus library covers 1,269 square feet in the administrative/classroom building andincludes a print collection (books and periodicals), a circulation/reference desk, study carrels, and audiovisualstorage and circulation. Six computers are available for student and faculty use. Because ofSouth Florida Community College Page 141 / 202wireless Internet access, students may use their own laptops. Free printing is available.Community patrons may use two computers in the lobby of the building.

The DeSoto campus library covers 1,269 square feet in the administrative/classroom building andincludes a print collection (books and periodicals), a circulation/reference desk, study carrels, and audiovisualstorage and circulation. Six computers are available for student and faculty use. Because ofwireless Internet access, students may use their own laptops. Free printing is available.Community patrons may use two computers in the lobby of the building.The Hardee campus library covers 1,269 square feet in the administrative/classroom building andincludes a print collection (books and periodicals), a circulation/reference desk, study carrels, audiovisualstorage and circulation, and a staff workroom. Ten computers are available for student use.Because of wireless Internet access, students may use their own laptops. Free printing is available.Community borrowers may use two computers in the lobby of the building.The recently remodeled (2009) Lake Placid Center library occupies 1,200 square feet in theadministrative/classroom building and includes a print collection (books and periodicals), acirculation/reference desk, study tables, and audio-visual storage and circulation. The library does nothouse computers for student use as they are located in an adjoining classroom space. Because ofwireless Internet access in the library, students may bring in their own laptops. Free printing is available.Community patrons may use two computers in the lobby/front office area.Library Services and Informational Resources SupportSFCC’s library services and informational resources are structured to meet the needs of the institution’sacademic programs, wherever they are offered. A list of these services and resources are detailed in CoreRequirement 2.9.Evaluation of Library Services:Highlands Campus LibrarySeveral college surveys have indicated that students are satisfied with library services. Table 3.8.1-1shows results from the Graduate Satisfaction Survey. An average of 82% of graduates over the past threeyears was either satisfied or very satisfied with the quality of library services. The library staff alsonoted that the levels of dissatisfaction continue to remain very low; in 2010, the level of dissatisfaction isthe lowest in all of the years recorded.Table 3.8.1-1: Graduate Satisfaction Survey – Quality of Library ServicesVery Satisfied No Opinion Dissatisfied Very Does Not No. ofSatisfiedDissatisfied Apply Responses2007 41.2% 41.2% 11.8% 0.9% 0.5% 4.5% 2212008 43.0% 42.1% 8.7% 1.9% 0.0% 4.0% 3212009 43.7% 34.8% 11.0% 1.1% 0.0% 7.5% 5352010 36.9% 34.2% 17.6% .4% .4% 10.4% 670Table 3.8.1-2 shows the results from the Student Opinion Survey in 2007, 2008, and 2010. Analysisof the data ranked the library second in 2007 in satisfaction among SFCC educational support programsand first in 2008. In the 2010 Student Opinion Survey analysis, the library ranked third insatisfaction among SFCC support programs. At all times, the library is within range of the national norm.Table 3.8.1-2: Student Opinion Survey – Satisfaction with College Services for Those Who Have Used This ServiceLibrary/learning resources center facilitiesand servicesSFCC National NormSouth Florida Community College200720084.234.334.264.26Page 142 / 2022010 4.25 4.25

Table 3.8.1-2: Student Opinion Survey – Satisfaction with College Services for Those Who Have Used This ServiceLibrary/learning resources center facilitiesand servicesSFCC National Norm200720084.234.334.264.262010 4.25 4.25Other CampusesBecause the Graduate Satisfaction Survey does not yield specific data by campus, in fall 2009, a SFCCLibrary Services survey was distributed at the DeSoto and Hardee campuses and the Lake Placid Centerto determine the use and awareness of the libraries at these sites. Table 3.8.1-3 shows an overallfavorable view of the library. The SFCC library staff is proactive in the approach to providing appropriateservices to its users. Therefore, the need for more publication of the library's services and resources wasidentified, and plans for improvement were developed for implementation in 2010.The first step to improve awareness of library services with students was to make faculty aware of thenumerous services available to support their classroom work. During the college's fall 2010 WelcomeBack academic year kickoff, the library staff spoke with faculty and staff on the DeSoto andHardee campuses and the Lake Placid center. Department chairs were enlisted to work with adjuncts andbetter inform the adjuncts of library services and facilities. The library staff conducted an e-mailcampaign to inform and remind faculty of library services and to request library orientation orinformation sessions in the classrooms through direct contact with students.The librarians attended other campuses to present instruction as requested by faculty and to delivermaterials and supplies. Libary services training was conducted using CCLA training and a number of staffwere certified on basic library tasks so that more efficient services could be delivered with confidence tostudents who request them. More visible signage was placed at some sites at the other campuses.Additional information about library instruction is available in Comprehensive Standard 3.8.2.Survey-- GeneralTable 3.8.1-3: SFCC Other Campuses Library ServicesStaff is always available toassist meThere are sufficient printmaterials to complete myassignmentsMaterials needed are alwaysavailable for checkoutLibrary hours of operation areconvenientThere is a computer availablefor me to use when I visit thelibraryStrongly Agree Disagree StronglyAgreeDisagreeNot Applicable35% 40.7% 4.4% 0.5% 19.8%38% 34.6% 4.4% 0.5% 21.4%31% 36.5% 5.0% 0.0% 26.5%37% 37.7% 1.1% 0.5% 24.0%34% 33.1% 7.2% 1.7% 23.2%Library services have a substantial online presence at SFCC. Many library services can be accessed fromthe SFCC Web site. From the Web site, students, staff, faculty, and public may access listings of allservices available and learn how to access the services. Information and help is available through linksto helpdesks and Ask A Librarian. Facilities are described and information about the SFCC Librarylocations may be found at the site. Students and faculty may search databases, card catalog, and otherFlorida libraries through links. The Web site also provides links to numerous other libraries andassociated services. Links to newspapers and news services complete the fully developed offerings.Some services may be accessed only by log in using a valid SFCC identification. In fall 2010, ease ofaccess was improved through the launch of Panther Central, the College portal.South Florida Community College Page 143 / 202The availability of information services through the library page may be, in fact, part of the reason forthe apparent lack of awareness of library services. Students access many library services without ever

Florida libraries through links. The Web site also provides links to numerous other libraries andassociated services. Links to newspapers and news services complete the fully developed offerings.Some services may be accessed only by log in using a valid SFCC identification. In fall 2010, ease ofaccess was improved through the launch of Panther Central, the College portal.The availability of information services through the library page may be, in fact, part of the reason forthe apparent lack of awareness of library services. Students access many library services without everstepping foot into the buildings. SFCC library continues to provide to the students, faculty andcommunity through the most modern technology and ease of access available through the resources ofthe College. As new databases and other resources become available, the library staff evaluates thevalue and usefulness to SFCC learners and users and proposes additions to the library services annually.SourcesGraduate Satisfaction Survey 2007Graduate Satisfaction Survey 2008Graduate Satisfaction Survey 2009Graduate Satisfaction Survey 2010SFCC Other Campuses Library Services SurveySFCC Web Site, LibraryStudent Opinion Survey 2007-08Student Opinion Survey 20103.8.2Library and Other Learning Resources: Instruction of library useThe institution ensures that users have access to regular and timely instruction in the use of the libraryand other learning/information resources.JudgmentCompliant Non-Compliant Not ApplicableNarrativeInstruction for StudentsSouth Florida Community College (SFCC) librarians provide regular and timely instruction in the use ofthe library and information resources.The Highlands Campus Library is open Monday through Thursday, 7:30 a.m. to 9:00 p.m., and onFriday, 7:30 a.m. to 4:00 p.m. The reference desk is staffed during all hours of operation by a referenceassistant who is knowledgeable and available to assist students in the use of library resources. Alibrarian is available for more in-depth instruction. Students at the DeSoto and Hardee campuses andLake Placid center can call the reference desk at the Highlands Campus Library or use the statewide Aska-Librarianservice available from computer terminals at each location. The Chair, Library Services visitseach campus site regularly to provide services and instruction. Arrangements can also be made for alibrarian to meet with students one-on-one in a face-to-face format at each college site.For more formal instruction, faculty can request a librarian conduct a library orientation and/orinstruction session for their classes at any of the college sites by filling out the Library Orientation-Skills Instruction Scheduling Request . The librarians collaborate with faculty in advance of thesession South Florida to Community determine College what specific assignments students are engaged in and to tailor the instruction Page 144 / 202accordingly. Table 3.8.2-1 indicates the number of library orientation/instruction sessions, as well as thenumber of students who received instruction. In addition to English 1101, the librarians conducted

Student Opinion Survey 2007-08Student Opinion Survey 20103.8.2Library and Other Learning Resources: Instruction of library useThe institution ensures that users have access to regular and timely instruction in the use of the libraryand other learning/information resources.JudgmentCompliant Non-Compliant Not ApplicableNarrativeInstruction for StudentsSouth Florida Community College (SFCC) librarians provide regular and timely instruction in the use ofthe library and information resources.The Highlands Campus Library is open Monday through Thursday, 7:30 a.m. to 9:00 p.m., and onFriday, 7:30 a.m. to 4:00 p.m. The reference desk is staffed during all hours of operation by a referenceassistant who is knowledgeable and available to assist students in the use of library resources. Alibrarian is available for more in-depth instruction. Students at the DeSoto and Hardee campuses andLake Placid center can call the reference desk at the Highlands Campus Library or use the statewide Aska-Librarianservice available from computer terminals at each location. The Chair, Library Services visitseach campus site regularly to provide services and instruction. Arrangements can also be made for alibrarian to meet with students one-on-one in a face-to-face format at each college site.For more formal instruction, faculty can request a librarian conduct a library orientation and/orinstruction session for their classes at any of the college sites by filling out the Library Orientation-Skills Instruction Scheduling Request . The librarians collaborate with faculty in advance of thesession to determine what specific assignments students are engaged in and to tailor the instructionaccordingly. Table 3.8.2-1 indicates the number of library orientation/instruction sessions, as well as thenumber of students who received instruction. In addition to English 1101, the librarians conductedsessions for English for Speakers of Other Languages (ESOL), nursing, childcare, medical secretary,speech, dental education, Master Student and College Success, psychology, sociology, developmentalreading, education, literature, humanities, freshman orientation, Career Academy, first-year experience,and the Summer Bridge Program.Table 3.8.2-1: Library Orientations/Instruction Sessions# of sessions # of studentsAY2007-2008 57 976AY2008-2009 51 973AY2009-2010 77 1394To supplement instruction and provide an alternative modality for distance learners, in September 2009,the library purchased a subscription to MURALS, an online service that provides tutorials on how tolocate and use many library resources. These tutorials have been made available on the library’s Guidesand Handouts Web page and within the Desire 2 Learn (D2L) site. The tutorials were promoted to facultyand students with postings in Outlook’s College Info and in D2L. Between November 1, 2009 and July 12,2010, 388 individuals viewed the 95 tutorials 2,163 times.Instruction for FacultySouth Florida Community College Page 145 / 202The Library ensures that SFCC faculty and staff have access to regular and timely instruction in the use ofthe library and information resources. Faculty and staff receive one-on-one instruction as needed. Each

and students with postings in Outlook’s College Info and in D2L. Between November 1, 2009 and July 12,2010, 388 individuals viewed the 95 tutorials 2,163 times.Instruction for FacultyThe Library ensures that SFCC faculty and staff have access to regular and timely instruction in the use ofthe library and information resources. Faculty and staff receive one-on-one instruction as needed. Eachfall during Welcome Back week, the librarians visit department meetings to apprise the faculty of anynew library services, procedures, or materials. Faculty are also reminded of the opportunity for libraryinstruction for their students. E-mails are also sent out periodically reminding faculty about libraryservices, especially for instruction and new materials.Information LiteracyThe college recognizes the importance of information literacy as one of five general educationoutcomes for an Associate in Arts degree. As part of the General Education Curriculum Map for Artsand Sciences, General Education Student Learning Outcome #4 identifies how information literacy isaddressed by introducing, emphasizing, or reinforcing the student learning outcome. LIS2004:Introduction to Internet Research is a one-hour transferable online course that addresses theAssociation of College and Research Libraries (ACRL) information literacy competency standardsand helps to meet this general education outcome by teaching basic research strategies and introducingstudents to the Internet, online library catalogs, and databases. This course, developed by a committeeof community college librarians from around the state, is offered fall, spring, and summer terms and istaught by the librarians.Evaluation of InstructionStudents evaluate library instruction after each presentation. Table 3.8.2-2 shows that the instructionand the librarians were seen as effective. Sessions were not evaluated during the AY2008-2009. Whilefaculty do not evaluate library instruction either with an individual librarian or with a class, they areasked how they feel the library helps their students. Based on the most recent Faculty Evaluation ofLibrary Services and Collection Development, 68% of the respondents believed that, based on classcomments, the library helped their students. The other 32% either seldom used the library or didn't usethe library at all.Table 3.8.2-2: Student Evaluation of Library InstructionThe information covered in thesession today is of use to meThe handouts were helpful duringthe session or will be of useafterwardsThe material was well-organizedand clearly presentedThe Librarian was knowledgeableand helpfulI feel more confident now doinglibrary researchMy overall impression of thissession is favorableSpring2007Summer2007Summer2009Fall2009Spring2010SA/A SA/A SA/A SA/A SA/A99% 97% 95% 100% 97%94% 99% 91% 95% 94%95% 98% 93% 96% 96%99% 99% 98% 97% 96%90% 98% 95% 93% 92%95% 90% 93% 95% 95%SourcesSouth Florida Community College Page 146 / 202ACRL StandardsFaculty Evaluation of Library Services

My overall impression of thissession is favorable95% 90% 93% 95% 95%SourcesACRL StandardsFaculty Evaluation of Library ServicesGeneral Education Curriculum Map (A.S.)Information LiteracyInstruction E-mailLibrary Orientation Instruction RequestLIS 2004: Introduction to Internet ResearchOrientations 2007-2008Orientations 2008-2009Orientations 2009-2010SFCC College Catalog 2010-2011, p. 72Student Evaluation of Library InstructionStudent Services | SFCC College Catalog 2010-20113.8.3Library and Other Learning Resources: Qualified staffThe institution provides a sufficient number of qualified staff—with appropriate education or experiencesin library and/or other learning/information resources—to accomplish the mission of the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeQualified StaffSouth Florida Community College (SFCC) has mechanisms in place that enable it to determinequalifications for its library staff.Professional Standards for Academic Administrators and Faculty outlines qualifications forlibrarians, and position descriptions outline qualifications for other library staff. A complete rosterand the job descriptions of library staff including degrees and number of years of relevant libraryexperience is available. Currently, the Dean, Division of Adult and Community Education, supervises theLearning Resources Center where the library is housed. Library Services are supervised by the Chair,Library Services.Sufficient StaffThe SFCC library has adequate staff to provide the services needed by the students, faculty, and staff ofthe college on the Highlands campus. The professional staff includes two ALA-accredited facultylibrarians in the full-time positions of Chair, Library Services and Librarian. In addition to theprofessional staff, the library is staffed by two library assistants, two reference assistants, and a technicalservices assistant.At the DeSoto and Hardee campuses and Lake Placid center, the general staff have been trained inproviding library services such as issuing library cards, checking materials in and out, and the collectionof fines. The two librarians make regular visits to these other campus locations. Students may call theHighlands campus for reference assistance or use the statewide Ask-a-Librarian service. A recent surveyof students at the other campuses indicates 75% of respondents believe library staff is available to assistSouth Florida Community College Page 147 / 202them.Professional Development

Student Evaluation of Library InstructionStudent Services | SFCC College Catalog 2010-20113.8.3Library and Other Learning Resources: Qualified staffThe institution provides a sufficient number of qualified staff—with appropriate education or experiencesin library and/or other learning/information resources—to accomplish the mission of the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeQualified StaffSouth Florida Community College (SFCC) has mechanisms in place that enable it to determinequalifications for its library staff.Professional Standards for Academic Administrators and Faculty outlines qualifications forlibrarians, and position descriptions outline qualifications for other library staff. A complete rosterand the job descriptions of library staff including degrees and number of years of relevant libraryexperience is available. Currently, the Dean, Division of Adult and Community Education, supervises theLearning Resources Center where the library is housed. Library Services are supervised by the Chair,Library Services.Sufficient StaffThe SFCC library has adequate staff to provide the services needed by the students, faculty, and staff ofthe college on the Highlands campus. The professional staff includes two ALA-accredited facultylibrarians in the full-time positions of Chair, Library Services and Librarian. In addition to theprofessional staff, the library is staffed by two library assistants, two reference assistants, and a technicalservices assistant.At the DeSoto and Hardee campuses and Lake Placid center, the general staff have been trained inproviding library services such as issuing library cards, checking materials in and out, and the collectionof fines. The two librarians make regular visits to these other campus locations. Students may call theHighlands campus for reference assistance or use the statewide Ask-a-Librarian service. A recent surveyof students at the other campuses indicates 75% of respondents believe library staff is available to assistthem.Professional DevelopmentProfessional development opportunities are available both internally and externally to all library staff.Individuals may benefit from the college’s Staff and Program Development (SPD) funds which financetravel to professional conferences, workshops, and training. The college is a member of the Tampa BayLibrary Consortium (TBLC) which is a non-profit, multi-library cooperative that assists libraries byleading and encouraging collaboration, resource sharing, staff development, and innovations. TBLCprovides training opportunities both online and face-to-face throughout the year. The college is also amember of Florida’s College Center for Library Automation (CCLA) consortium which coordinates librarycollections of the state’s 28 colleges through a common library collections management system, theLibrary Information Network and Cooperative Content (LINCC). CCLA provides professional training on itssystem to all library staff. Further professional development opportunities are available through FloridaLibrary Association (FLA), American Library Association (ALA), and Florida Association of CommunityColleges (FACC).South Florida Community College Page 148 / 202

Library Information Network and Cooperative Content (LINCC). CCLA provides professional training on itssystem to all library staff. Further professional development opportunities are available through FloridaLibrary Association (FLA), American Library Association (ALA), and Florida Association of CommunityColleges (FACC).SourcesChair, Library ServicesJob DescriptionsLibrary Staff CredentialsProfessional Standards for LibrariansReference AssistantSFCC Library Services Survey3.9.1Student Affairs and Services: Student rightsThe institution publishes a clear and appropriate statement of student rights and responsibilities anddisseminates the statement to the campus community.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe institution publishes a clear and appropriate statement of student rights and responsibilities in theSouth Florida Community College (SFCC) Catalog, Student Handbook, and Schedule ofClasses, and disseminates the statement to the campus community.Students have the right to:• a quality education• fair and equitable treatment in all interactions• participation in activities according to guidelines, College policies and procedures• freedom of access to higher learning• freedom of expression in the classroom• freedom of inquiry• protection against improper disclosure• privacy• initiation of change at the College• right to knowIn addition, while students have the right to inspect their individual educational records upon request tothe Registrar, the availability of student records to other parties is strictly regulated. The FamilyEducational Rights and Privacy Act (FERPA) policy is published both online in the College Catalog andStudent Handbook and also in the print version of the Student Handbook.The responsibilities of students include:• complete all admissions and enrollment requirements• review and consider all information about a program before enrolling• keeping the College informed of mailing address changes• report accidents or illnesses occurring on campusSouth Florida Community College Page 149 / 202• pay all fees before classes begin• attend classes• contact instructors immediately if any concern or situation arises that may interfere with progress or

Reference AssistantSFCC Library Services Survey3.9.1Student Affairs and Services: Student rightsThe institution publishes a clear and appropriate statement of student rights and responsibilities anddisseminates the statement to the campus community.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe institution publishes a clear and appropriate statement of student rights and responsibilities in theSouth Florida Community College (SFCC) Catalog, Student Handbook, and Schedule ofClasses, and disseminates the statement to the campus community.Students have the right to:• a quality education• fair and equitable treatment in all interactions• participation in activities according to guidelines, College policies and procedures• freedom of access to higher learning• freedom of expression in the classroom• freedom of inquiry• protection against improper disclosure• privacy• initiation of change at the College• right to knowIn addition, while students have the right to inspect their individual educational records upon request tothe Registrar, the availability of student records to other parties is strictly regulated. The FamilyEducational Rights and Privacy Act (FERPA) policy is published both online in the College Catalog andStudent Handbook and also in the print version of the Student Handbook.The responsibilities of students include:• complete all admissions and enrollment requirements• review and consider all information about a program before enrolling• keeping the College informed of mailing address changes• report accidents or illnesses occurring on campus• pay all fees before classes begin• attend classes• contact instructors immediately if any concern or situation arises that may interfere with progress orcourse completion• contact counselor or advisor to discuss concerns or situations of an academic, career, or personalnature• complete and submit the appropriate paperwork to drop or withdraw from a course(s)• abide by the policies and procedures of the college as set forth in the College Catalog and StudentHandbook.South Florida Community College (SFCC) publishes a Student Handbook in a planner format that offers aclear and appropriate statement of student rights and responsibilities. This handbook is publishedannually,South FloridaisCommunitymadeCollegeavailable at all college sites, and is provided to students upon their first enrollmentPage 150 / 202each academic year. The handbook is available during new student orientation and upon requestreplacements can be obtained from Student Services. Students are encouraged to access the Student

South Florida Community College (SFCC) publishes a Student Handbook in a planner format that offers aclear and appropriate statement of student rights and responsibilities. This handbook is publishedannually, is made available at all college sites, and is provided to students upon their first enrollmenteach academic year. The handbook is available during new student orientation and upon requestreplacements can be obtained from Student Services. Students are encouraged to access the StudentHandbook online through the college Web site.The statement of rights and responsibilities explains to students that they are subject to the jurisdictionof the college during their enrollment, that they are responsible for the observance of all SFCC DistrictBoard of Trustees (DBOT) policies and procedures, and that violations of these rules may lead todisciplinary action. The disciplinary action and sanctions are detailed in the Code of Conduct, alsocontained within Student Handbook.SFCC recognizes the necessity of establishing guidelines to insure the protection of rights for theindividual and the college. The Distirct Board of Trustees (DBOT) Policies and SFCC AdministrativeProcedures that support this standard are:PolicyNumberDBOT Policy Name1.09 Grievance Procedures1.10 Equal Opportunity3.33 Control and Discipline of Students3.34 Solicitations by Students3.35 Students Borrowing Equipment3.36 Prohibition of Hazing3.37 Religious Observances- Students6.01 Electronics Access UseProcedureNumber SFCC Administrative Procedure1100 Equal Opportunity1101 Substitution Courses for Students with Disabilities1102 Student Grievance Procedure1103 Sexual Harrassment of Students and/or Admission Applicants3104 Academic Appeals3330 Student Process for Recommending Institutional Changes3331 Student Discipine3340 Solicitation on College-Owned or Operated Facilities by Students3360 Prohibition of Hazing3370 Religious Observance- Students6011 Student Access to Technology ResourcesThe SFCC Employee Handbook also references students' rights that employees must uphold: ADArequirements; equal access and equal opportunity; freedom from any form of harassment;and confidentiality.SourcesDBOT PoliciesDBOT Policy 1.09, Grievance ProceduresDBOT Policy 1.10, Equal OpportunityDBOT Policy 3.33, Control and Discipline of StudentsDBOT Policy 3.34, Solicitations by StudentsDBOT Policy 3.35, Students Borrowing EquipmentSouth Florida Community College Page 151 / 202

DBOT PoliciesDBOT Policy 1.09, Grievance ProceduresDBOT Policy 1.10, Equal OpportunityDBOT Policy 3.33, Control and Discipline of StudentsDBOT Policy 3.34, Solicitations by StudentsDBOT Policy 3.35, Students Borrowing EquipmentDBOT Policy 3.36, Prohibition of HazingDBOT Policy 3.37, Religious Observances- StudentsDBOT Policy 6.01, Electronics Access UseEmployee HandbookEmployee Handbook EA/EO, p. 24Employee Handbook, Harassment, p. 24Employee Handbook, p. 8Employee Handbook, pp. 27-28SFCC Administrative ProceduresSFCC Administrative Procedure 1100, Equal OpportunitySFCC Administrative Procedure 1101, Substitution Courses for Students with DisabilitiesSFCC Administrative Procedure 1102, Student Grievance ProcedureSFCC Administrative Procedure 1103, Sexual Harrassment of Students and/or Admissions ApplicantsSFCC Administrative Procedure 3010, Freedom of ExpressionSFCC Administrative Procedure 3104, Academic AppealsSFCC Administrative Procedure 3330, Student Process for Recommending Institutional ChangesSFCC Administrative Procedure 3331, Student DisciplineSFCC Administrative Procedure 3340, Solicitation on College-Owned or Operated Facilities by Students...SFCC Administrative Procedure 3360, Prohibition of HazingSFCC Administrative Procedure 3370, Religious Observance- StudentsSFCC Adminsitrative Procedure 6011, Student Access to Technology ResourcesAdministrative | Employee HandbookSchedule of Classes Fall 2010, p. 6SFCC College Catalog 2010-2011, pp. 64-65Student Handbook 2010-2011, pp. 14-19Student Handbook 2010-2011, pp. 55-59Student Handbook 2010-2011, pp. 60-71Student Services | Schedule of Classes - Fall 2010Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20113.9.2Student Affairs and Services: Student recordsThe institution protects the security, confidentiality, and integrity of student records and maintainsspecial security measures to protect and back up data.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) policies and procedures protect the security, confidentiality,and integrity of student records and maintains special security measures to protect and back up data.SFCC complies fully with the Federal Family Educational Rights and Privacy Act (FERPA), whichgoverns the confidentiality of student records. The college has a well-trained staff, whose responsibilitiesinclude protecting the security, integrity, and confidentiality of student records.South Florida Community College Page 152 / 202Student education records are defined as any record (in handwriting, print, tapes, film or other medium)maintained by the college or an agent of the college which is directly related to a student, except

Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20113.9.2Student Affairs and Services: Student recordsThe institution protects the security, confidentiality, and integrity of student records and maintainsspecial security measures to protect and back up data.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) policies and procedures protect the security, confidentiality,and integrity of student records and maintains special security measures to protect and back up data.SFCC complies fully with the Federal Family Educational Rights and Privacy Act (FERPA), whichgoverns the confidentiality of student records. The college has a well-trained staff, whose responsibilitiesinclude protecting the security, integrity, and confidentiality of student records.Student education records are defined as any record (in handwriting, print, tapes, film or other medium)maintained by the college or an agent of the college which is directly related to a student, except1. Sole possession records - those maintained by an administrator, member of the District Board ofTrustees (DBOT), faculty, or staff provided only the maker of the record has access to them;2. Records created and maintained by the college’s Law Enforcement unit for a law enforcementpurpose;3. Employment records provided employment is not contingent upon enrollment and provided therecord is used only in relation to the individual’s employment;4. Medical records made and maintained in connection with treatment and disclosed only to individualsproviding treatment;5. Alumni records that only contain information about an individual after he or she is no longer astudent.The college also abides by Florida Statutes (FS)1002.22 and 1006.52 regarding the privacy of studentrecords. The purpose of FS 1002.22 is to protect the rights of students and their parents with respect tostudent records and reports as created, maintained, and used by public educational institutions in theState of Florida. The intent of the Florida law is that students and their parents shall have rights ofaccess, rights of challenge, and rights of privacy with respect to such records and reports, and that rulesshall be available for the exercise of these rights. FS 1006.52 states that rules of the Florida StateBoard of Education may prescribe the content and custody of records and reports a community collegemay maintain on its students. Such records are confidential and exempt from FS 119.07 and are openedonly as provided in FS 1002.22.The DBOT has adopted a policy regarding college records, as prescribed by DBOT Policy 2.15. Thegeneral procedures for safeguarding the privacy of student records and confidentiality of personalinformation are found in SFCC Administrative Procedure 2152.To comply with the requirements of Section 504 of the Rehabilitation Act of 1973 and the Americans withDisabilities Act (ADA), the college maintains the confidential nature of disability-related information,DBOT Policy 5.05. SFCC seeks to ensure that programs, services, and facilities are accessible to andusable by persons with disabilities. Persons with disabilities who are otherwise eligible for services musthelp the college accommodate their individual needs by notifying college staff of specific equipment orSouth Florida Community College Page 153 / 202resource needs. The college will make every effort to reasonably accommodate these specific needs.Individuals have been assigned to assist in ensuring that students have access to college programs,services, and facilities. These persons are the ADA Student Coordinator and the ADA Employment and

Disabilities Act (ADA), the college maintains the confidential nature of disability-related information,DBOT Policy 5.05. SFCC seeks to ensure that programs, services, and facilities are accessible to andusable by persons with disabilities. Persons with disabilities who are otherwise eligible for services musthelp the college accommodate their individual needs by notifying college staff of specific equipment orresource needs. The college will make every effort to reasonably accommodate these specific needs.Individuals have been assigned to assist in ensuring that students have access to college programs,services, and facilities. These persons are the ADA Student Coordinator and the ADA Employment andFacilities Coordinator.Employee access to the administrative online system is granted through an approval process whichinvolves the employee’s supervisor and the Registrar. For a more detailed discussion of Banner dataStudents are apprised of the college's policy and procedures regarding student records throughinformation contained in the SFCC College's Catalog online and Student Handbook which is printedannually and distributed to each new student during orientation. A student records brochure is also givento each new student during orientation.The Student Services Division is responsible for processing student records and maintaining the integrityof the electronic student data base, as well as paper documents relevant to all students. Students' writtenrecords stored in file cabinets are access-restricted and locked for security until the records are verifiedand scanned into the imaging system which is password protected.Each of the college's four major sites has admissions and student records staff who are available to assiststudents. They are responsible for collecting and accurately processing required documentation as well asmaintaining the integrity of documents submitted by students. The college's Student Services Division onthe Highlands Campus serves as the central office for storing physical student records until those recordshave been verified and scanned. The college regularly scans its student records, which are maintainedand stored on a storage area network (SAN), and securely houses those electronic records in thecollege's Information Technology server room on the Highlands campus.The college adheres to the Florida Department of State's policy for retention and disposal of records bothphysical and electronic, as published in the General Records Schedule GS5 for Universities andCommunity Colleges. The general procedures for retention and disposal can be found in SFCCAdministrative Procedure 2150.SFCC's Information Technology Department (IT) is responsible for the security of the student database,which is stored electronically in the administrative online computer system (Banner). IT keeps virusprotection updated and maintains server security. The college’s administrative computer system serversare secured in locked, restricted-access areas within IT. The general procedures for maintaining theintegrity and security of the electronic student data base can be found in SFCC AdministrativeProcedure 2152.It is the responsibility of IT to ensure that backups of the production and test Banner instances occur asscheduled so that the data is secure and can be restored in a timely manner if the need arises. It is alsothe responsibility of IT to ensure that encryption methods are in place for the transmission of data to thestate for reporting purposes. Currently, encryption is controlled through the router that connects thecollege to the CenturyLink network for all data FTP’d to Northwest Regional Data Center (NWRDC) by ITto report student, personnel, and financial information.Each server is connected to an uninterruptible power system (UPS) which provides approximately 30 to45 minutes of up-time. The server room is connected to a generator which provides power and cooling inthe event of a power outage.The college has a secondary database and forms server to serve as a disaster recovery system for theBanner administrative software in the event the production database and/or forms server sufferscatastrophic failure or becomes irreparably damaged. The secondary disaster recovery servers are locatedin the second floor communications equipment room of the Hardee campus (Bowling Green). The serversare refreshed each night with data from the production server. Testing of the disaster recovery databaseprocesses by module users occurs once a year.South Florida Community College Page 154 / 202

catastrophic failure or becomes irreparably damaged. The secondary disaster recovery servers are locatedin the second floor communications equipment room of the Hardee campus (Bowling Green). The serversare refreshed each night with data from the production server. Testing of the disaster recovery databaseprocesses by module users occurs once a year.Employee access to the administrative online system is granted through an approval process whichinvolves the employee’s supervisor and the Registrar. For a more detailed discussion of Banner dataaccess and responsibilities, please refer to the IT Environmental Guidelines. Data entry/accessappropriate use information can be found in the Technology Support Manual.Passwords and Permissions. The college uses network passwords to authenticate valid users and toprotect data across its network. Passwords to use the network must be changed every 60 days. All newemployees are required to read the college’s Technology Usage Guidelines and sign the technologyusage acknowledgement located on the first page before being issued a user ID and password to accessthe college’s network. In addition, the Banner administrative system requires a separate authenticationfor access. Written approval is required from the Registrar before an employee is permitted to gainaccess to student data within the Banner student module. Changes to access, including grantingpermission to use, or to change/delete data from the Banner student module, must be approved inwriting by the user's immediate supervisor. Access permission changes are performed by the Banner ITSystems Manager. The user account, passwords, and authorization codes of employees are disabled assoon as an individual's employment with the college is terminated.Data Security. The college goes to great lengths to ensure that student records are secure from intrusionby unauthorized persons. The college uses firewalls, virtual private networks, and secure socket layer(SSL) certificates to keep its data secure.Firewalls. Network access to the college's student records database is controlled and restricted by thecollege's firewall. SFCC's firewall restricts access by Internet protocol (IP) addresses and virtual LANs(VLANs). Firewall rules and restrictions are designed by the college's Director of Network Services andreviewed and approved by the Chief Information Officer. In addition to the college's firewall, theinstitution has a proactive intrusion prevention system that monitors and analyzes traffic for suspiciousactivity, then blocks access if deemed to be malicious.Secure Socket Layer (SSL) Certificates. SFCC uses secure socket layer (SSL) certificates with a privatekey to encrypt data transmitted across the Internet. The college's Web servers have SSL certificates.Therefore, student data (unofficial transcripts, grades, demographic data, credit card information) areencrypted before being sent to students or credit card authorization companies.Transfer of Data. The college transfers electronic files with the Florida Department of Education on afrequent basis using file transfer protocol (FTP) for all data exchanged. These data are encrypted by theCollege and unencrypted upon arrival at the Northwest Regional Data Center (NWRDC) that serves theFlorida Department of Education.Physical Security. Physical security precautions are taken to restrict access to the physical devices in theCollege's IT server room to only those employees who need access to perform their duties. Access to asecured, combination-locked door is required for entry into the IT Department office which houses theserver room. IT staff are available 7 a.m. to 9 p.m., Monday through Thursday, and 7 a.m. to 5 p.m.,Fridays. Any college employees other than IT staff must log their activities and/or visit on a log sheet.Sanitation of Media with Sensitive Data. Sensitive and confidential information can be stored on a varietyof media both internal and external to PCs and servers. Whenever a computer is repurposed ordecommissioned, the hard drives are wiped so that information stored on them cannot be accessed. Inaddition, external media such as USB Flash Drives, CDs, and DVDs must be wiped or destroyed so thatinformation cannot be retrieved. IT employs several sanitization methods for media that contain sensitiveor confidential information. For hard drives (on servers and PCs) and USB Flash Drives, a “drive wiper” isused South to Florida eliminate Community any College traces of outdated sensitive information. CDs and DVDs are destroyed by Page physical 155 / 202shredding. If a user has sensitive or confidential information stored in external media for backuppurposes, it is his or her responsibility to wipe and/or destroy the media so that the information

addition, external media such as USB Flash Drives, CDs, and DVDs must be wiped or destroyed so thatinformation cannot be retrieved. IT employs several sanitization methods for media that contain sensitiveor confidential information. For hard drives (on servers and PCs) and USB Flash Drives, a “drive wiper” isused to eliminate any traces of outdated sensitive information. CDs and DVDs are destroyed by physicalshredding. If a user has sensitive or confidential information stored in external media for backuppurposes, it is his or her responsibility to wipe and/or destroy the media so that the informationcontained on them is irretrievable when the data is no longer useful.Backup Procedures. Data backup for the college’s administrative servers is provided through the Avamarbackup system. Each server is backed up in full to the Avamar nightly, Monday through Saturday. Aadditional backup occurs every Sunday which backs up the Banner database server, the e-mail server,and the main network file server to tape media.SourcesFlorida StatutesFS 1002.22, Education Records and Reports of K-12 Students; Rights of Parents and Students; Notification...FS 1006.52, Education Records and Applicant RecordsFS 119.07, Inspection and Copying of Records; Photographing Public Record; Fees; ExemptionsDBOT Policy 2.15, Safekeeping, Reproduction, and Destruction of RecordsDBOT Policy 5.05, Americans with Disabilities Act ComplianceFERPA RegulationsFlorida GS5 ScheduleIT Environmental GuidelinesSFCC Administrative Procedure 2150, College Record Retention and Disposal of College RecordsSFCC Administrative Procedure 2152, Student RecordsSFCC College Catalog 2010-2011, p. 58Student Handbook 2010-2011, p. 14Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-2011Technology Support ManualTechnology Usage Guidelines3.9.3Student Affairs and Services: Qualified staffThe institution employs qualified personnel to ensure the quality and effectiveness of its student affairsprograms.JudgmentCompliant Non-Compliant Not ApplicableNarrativeStudent affairs programs at SFCC are administered through the Student Services Division. Thedivision reports to the Vice President for Educational and Student Services; is headed by the Dean ofStudent Services and supported by a professional staff of an Associate Dean, Registrar, AssistantRegistrar, Director of Financial Aid, Coordinator of Financial Aid, Director of Career Planning and JobPlacement, Coordinator of Testing and Assessment, Coordinator of Student Life, counselors andadvisors. The professional staff members of student services are individuals of varying backgrounds whopossess appropriate education and work experience. The review of staff effectiveness and continuedcompetency in performance of job duties is an annual process guided by SFCC AdministrativeProcedure 5041. The roster of student services personnel details their credentials and experience.South Florida Community College Page 156 / 202Roster of Student Services Professional StaffThe professional staff of Student Services is supported by a staff of support personnel to help deliver

Technology Support ManualTechnology Usage Guidelines3.9.3Student Affairs and Services: Qualified staffThe institution employs qualified personnel to ensure the quality and effectiveness of its student affairsprograms.JudgmentCompliant Non-Compliant Not ApplicableNarrativeStudent affairs programs at SFCC are administered through the Student Services Division. Thedivision reports to the Vice President for Educational and Student Services; is headed by the Dean ofStudent Services and supported by a professional staff of an Associate Dean, Registrar, AssistantRegistrar, Director of Financial Aid, Coordinator of Financial Aid, Director of Career Planning and JobPlacement, Coordinator of Testing and Assessment, Coordinator of Student Life, counselors andadvisors. The professional staff members of student services are individuals of varying backgrounds whopossess appropriate education and work experience. The review of staff effectiveness and continuedcompetency in performance of job duties is an annual process guided by SFCC AdministrativeProcedure 5041. The roster of student services personnel details their credentials and experience.Roster of Student Services Professional StaffThe professional staff of Student Services is supported by a staff of support personnel to help deliverquality effective services. These career staff members are listed in the roster below.Roster of Student Services Support PersonnelEach member of the student services staff is carefully selected according to the college's personnelinterview selection process for qualifications and work experience.Staff development is important to the college and is supported by the SFCC Administrative Procedure5011. Staff development is related to the goals and plans of student services units and is designed toenhance competencies and awareness of current theory and practice. Staff members maintain their skillsand knowledge through membership in professional organizations, attendance at meetings andconferences, and participation at state and federal workshops. Staff attend multiple local, regional, state,and national training sessions every year.SourcesSFCC Administrative Procedure 5011, Staff DevelopmentSFCC Administrative Procedure 5041, Evaluation of Professional Staff and Career Service EmployeesStudent Services Organizational ChartStudent Services Professional StaffStudent Services Qualified Support Staff3.10.1Financial Resources: Financial stabilityThe institution’s recent financial history demonstrates financial stability.South Florida Community College Page 157 / 202JudgmentCompliant Non-Compliant Not Applicable

Student Services Professional StaffStudent Services Qualified Support Staff3.10.1Financial Resources: Financial stabilityThe institution’s recent financial history demonstrates financial stability.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe recent financial history of South Florida Community College (SFCC) demonstrates financial stability.This stability is evidenced in, and corroborated by the information in its independent audit reports,financial statements, and supporting schedules, as well as the financial ratios presented. There are nounusual financial conditions that require explanation.Financial StabilityMajor funding for SFCC comes from state appropriations. The process for allocating new funding to thecollege is defined by the state allocation/funding formula. The formula considers factors includingenrollment growth, cost of instruction, and academic and institutional support needs. Appropriations aremade each year by the state legislature. Each institution then manages its resources based on itsapproved budget. Other funding sources are provided through tuition and fees, gifts, grants andcontracts, auxiliary enterprises and various other sources. These funds comprise the entire collegebudget and the institution manages its resources based on an annual budgeting plan. The annual budgetis linked with institutional goals, initiatives and strategies through the operation of the planning calendar.(See Budget (Page 11)) for example including the college's planning calendar).The college has received an unqualified independent audit opinion on its Financial Statement audits forthe last four years and is part of the Statewide Federal Financial Audit. No reportable conditions wereidentified with respect to internal control and no matters of non-compliance were identified with respectto financial statements. No findings were noted with respect to the Circular A-133 audits of the majorFederal programs for the last four years. SFCC has been considered (by its auditor) as a “low riskauditee”(FYE 2006 Financial Audit, FYE 2007 Financial Audit, FYE 2008 Financial Audit, FYE2009 Financial Audit , FYE 2006 Statewide Federal Audit Report, FYE 2007 Statewide FederalAudit Report, FYE 2008 Statewide Federal Audit Report, and FYE 2009 Statewide FederalAudit Report). Operational audits for the past two bi-annual audits indicate some minor findingsrelated to operations and emerging issues. (FYE 2007 Operational Audit, FYE 2009 OperationalAudit ) FYE 2010 audit reports will be submitted under separate cover upon receipt.As discussed in response to criteria 2.11.1, per Florida Statute (FS) 1011.84, any time theunencumbered balanace in the general fund of community college board of trustees operating budgetgoes below five percent, the president shall provide written notification to the State Board ofEducation. This is a benchmark used within the Florida state college system to provide for a strongfinancial base. The college has had an ending fund balance exceeding 5% for the last five years. (Seecalculation at the end of Schedule 1 in the Annual Financial Reports; Annual Financial Report 2006FYE (Page 40), Annual Financial Report 2007 FYE (Page 42), Annual Financial Report 2008FYE (Page 48), Annual Financial Report 2009 FYE (Page 42), and Annual Financial Report2010 FYE (Page 43)).A generally recognized indicator of financial health is a college’s net assets. As shown in the tablebelow, from fiscal year 2005-06 through fiscal year 2009-10 the college’s net assets (net of capital assetsand related debt) grew from $58,502,736 to $75,349,321, an increase of $16,846,585 or 28.79%. ThisincreaseSouth FloridawasCommunityachievedCollegeas significant expenditures were made for renovations and capital improvements.Page 158 / 202Summary of Net Asset Growth

A generally recognized indicator of financial health is a college’s net assets. As shown in the tablebelow, from fiscal year 2005-06 through fiscal year 2009-10 the college’s net assets (net of capital assetsand related debt) grew from $58,502,736 to $75,349,321, an increase of $16,846,585 or 28.79%. Thisincrease was achieved as significant expenditures were made for renovations and capital improvements.Summary of Net Asset GrowthFiscal_YearInvested inCapital AssetsRestrictedNet AssetsUnrestrictedNet AssetsTotal NetAssets2005-06 $46,453,375 $10,570,292 $1,479,069 $58,502,736$ Change PercentageChange2006-07 55,497,887 6,244,692 2,076,296 63,818,875 $5,316,139 9.1%2007-08 58,605,148 8,921,367 1,731,122 69,257,637 5,438,762 8.5%2008-09 61,739,172 9,164,592 1,406,548 72,310,312 3,052,675 4.4%2009-10 69,434,261 4,520,518 1,394,542 75,349,321 3,039,009 4.2%Another indicator to corroborate the college’s financial stability is by assessing liquidity or solvency, orthe ability to pay current obligations (defined as liabilities due within one year). The “current ratio” orcurrent assets divided by current liabilities, measures the college’s overall liquidity, and is used to ensurethat adequate resources remain available to meet short-term obligations. As outlined in the table below,the college has maintained a current ratio at 2.61 or higher over the past 5 years. This means thecollege has at least two and half times the current assets needed to cover its current liabilities and othershort-term obligations. The strength of SFCC’s current ratio is further support of the college’s overallfinancial stability.Current Ratio TrendFiscal Year Current Assets Current Liabilities Current Ratio2005-06 $ 14,898,548 $ 1,929,978 7.722006-07 8,469,286 3,241,483 2.612007-08 10,519,400 1,612,298 6.522008-09 11,848,399 2,024,565 5.852009-10 8,133,496 1,311,439 6.20From a debt perspective, the college does not have any bonded debt. The college’s long-term debtconsists of only the estimates for compensated absences and other post employment benefits and currentliabilities consist of only payables, deposits and deferred revenues that represent the recognition ofoperational timing differences. The college’s debt-to-assets ratio (total liabilities divided by totalassets) was 7.2% and 3.4% for the fiscal years 2007 and 2008 respectively. As such only 3.4% of thecollege’s assets are currently obligated for debt repayment, thus further evidencing the college’s overallfinancial stability.Depreciation is computed using the straight-line method over the estimated useful lives of the assets toproduce steady expenses to the college. Generally buildings are depreciated for 40 years, otherstructures and improvements are depreciated for 10 years and furniture and equipment is depreciated for3 to 7 years. The computation for depreciation is done as of the date of acquisition and the date ofdisposal in accordance with governmental accounting standards. (Significant accounting policies,including depreciation, are summarized in the Notes to the Financial Statements. They are always Note#1 in the Annual Financial Reports and Financial Statement Audits).The credentials and experience of the Vice President of Administrative Services and the staff within thedivision indicate that employees working in this area are able stewards of the institution’s resources andcompetent to manage and sustain the institution’s financial history. Supporting documents for staffqualifications are located in personnel files in the Human Resources Department.South Florida Community College Page 159 / 202Sources

The credentials and experience of the Vice President of Administrative Services and the staff within thedivision indicate that employees working in this area are able stewards of the institution’s resources andcompetent to manage and sustain the institution’s financial history. Supporting documents for staffqualifications are located in personnel files in the Human Resources Department.SourcesFederal AuditsFYE 2006 Statewide Federal Audit ReportFYE 2007 Statewide Federal Audit ReportFYE 2008 Statewide Federal Audit ReportFYE 2009 Statewide Federal Audit ReportFinancial AuditsFYE 2006 Financial AuditFYE 2007 Financial AuditFYE 2008 Financial AuditFYE 2009 Financial AuditOperational AuditsFYE 2007 Operational AuditFYE 2009 Operational AuditFinance | Annual Financial Report 2006 FYE (Page 40)Finance | Annual Financial Report 2007 FYE (Page 42)Finance | Annual Financial Report 2008 FYE (Page 48)Finance | Annual Financial Report 2009 FYE (Page 42)Finance | Annual Financial Report 2010 FYE (Page 43)FS 1011.84, Procedure for Determining State Financial Support and Annual Apportionment of State Funds...Trustees | Budget Workshop 2010-2011 (Page 11)3.10.2Financial Resources: Submission of financial statementsThe institution provides financial profile information on an annual basis and other measures of financialhealth as requested by the Commission. All information is presented accurately and appropriately andrepresents the total operation of the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides financial profile information on an annual basis andother measures of financial health as requested by the Commission. All information is presentedaccurately and appropriately and represents the total operation of the institution. The college hascompleted and submitted to the Commission on College its most recent Institutional Profiles for FinancialInformation. (Attached are the 2009 Profile and the 2010 Profile with the respective IPEDS reportsappended.)SFCC annually submits the Financial Profile and Indicators Report and the General and Enrollment ProfileReport to the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC).The SACS-COC has not requested additional financial information from SFCC. SFCC also submits theIntegrated Postsecondary Education Data System (IPEDS) Financial Report to the U.S. Department ofEducation National Center for Education Statistics. The data contained within the IPEDS Finance Form isindependently checked each year by the Florida Department of Education staff against the college’saudited financial statements (Financial Audit FYE 2006, Financial Audit FYE 2007, Financial AuditSouth Florida Community College Page 160 / 202FYE 2008, Financial Audit FYE 2009) before final submission. The information presented in thefinancial indicators section of the annual SACS finance survey is obtained from the most recentlycompleted audited financial statements of the college and appropriately represents the total operation of

FS 1011.84, Procedure for Determining State Financial Support and Annual Apportionment of State Funds...Trustees | Budget Workshop 2010-2011 (Page 11)3.10.2Financial Resources: Submission of financial statementsThe institution provides financial profile information on an annual basis and other measures of financialhealth as requested by the Commission. All information is presented accurately and appropriately andrepresents the total operation of the institution.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) provides financial profile information on an annual basis andother measures of financial health as requested by the Commission. All information is presentedaccurately and appropriately and represents the total operation of the institution. The college hascompleted and submitted to the Commission on College its most recent Institutional Profiles for FinancialInformation. (Attached are the 2009 Profile and the 2010 Profile with the respective IPEDS reportsappended.)SFCC annually submits the Financial Profile and Indicators Report and the General and Enrollment ProfileReport to the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC).The SACS-COC has not requested additional financial information from SFCC. SFCC also submits theIntegrated Postsecondary Education Data System (IPEDS) Financial Report to the U.S. Department ofEducation National Center for Education Statistics. The data contained within the IPEDS Finance Form isindependently checked each year by the Florida Department of Education staff against the college’saudited financial statements (Financial Audit FYE 2006, Financial Audit FYE 2007, Financial AuditFYE 2008, Financial Audit FYE 2009) before final submission. The information presented in thefinancial indicators section of the annual SACS finance survey is obtained from the most recentlycompleted audited financial statements of the college and appropriately represents the total operation ofthe institution.The college's annual financial report presents a consolidated report of institutional financial operations inall budgetary categories and for all budget entities. To ensure the accuracy and integrity of its annualreports, the college’s accounting policies conform with accounting principles generally accepted in theUnited States of America applicable to public colleges and universities as prescribed by the GovernmentAccounting Standards Board (GASB). The National Association of College and University BusinessOfficers (NACUBO) also provides the college with recommendations prescribed in accordance withgenerally accepted accounting principles promulgated by GASB and the Financial Accounting StandardsBoard (FASB). The college has elected to report as an entity engaged in business-type activities. Inaddition, the college's financial system adheres to the State of Florida Accounting Manual forCommunity Colleges.The aforementioned financial statements and other documentation reflect the financial condition andoverall operation of the college; and otherwise meets or exceeds all federal, state, and local governmentrequirements for reporting financial information, fiscal responsibility and accountability, and overallfinancial health.Sources2009 Financial Profile with IPEDS Report2010 Financial Profile with IPEDS ReportFinance | State of Florida Accounting Manual for Public Community Colleges - June 2008Financial Audit FYE 2006South Florida Community College Page 161 / 202

SourcesSources2009 Financial Profile with IPEDS Report2010 Financial Profile with IPEDS ReportFinance | State of Florida Accounting Manual for Public Community Colleges - June 2008Financial Audit FYE 2006Financial Audit FYE 2007Financial Audit FYE 2008Financial Audit FYE 20093.10.3Financial Resources: Financial aid auditsThe institution audits financial aid programs as required by federal and state regulations.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has its financial aid programs audited as required by federaland state regulations.SFCC receives a federal audit in accordance with the Federal Office of Management and Budget (OMB)Circular A-133, Audits of States, Local Governments, and Non Profit Organizations. The State of FloridaAuditor General audits the college's financial aid programs annually as required by the OMB Circular A-133 and in accordance with Florida Statute (FS) 11.45. Specific grants and financial aid programsaudited include the following:• Federal Pell Grant• Federal College Work-Study Program• Federal Supplemental Education Opportunity Grant Program• Federal Family Educational Loan Programs• Federal Academic Competitiveness Grant• State of Florida Bright Futures ScholarshipsSFCC's independent auditors have concluded that for the last four fiscal years ending June 2006 through2009, the college has complied with the applicable requirements of OMB-Circular A-133, in all materialrespects (Finance | State of Florida – Compliance and Internal Controls over Financial andFederal Awards Report 2006 FYE (Page 381),Finance | State of Florida – Compliance andInternal Controls over Financial and Federal Awards Report 2007 FYE (Page 322),Finance |State of Florida – Compliance and Internal Controls over Financial and Federal Awards Report2008 FYE (Page 314),Finance | State of Florida – Compliance and Internal Controls overFinancial and Federal Awards Report 2009 FYE (Page 428). The FYE 2010 audit field work hasbeen completed and the audit report will be submitted under separate cover upon receipt.Additionally for the last four fiscal years ending June 2006 through 2009, no audit findings were reportedin relation to SFCC's compliance with State of Florida regulations for the Bright Futures Scholarshipprogram (FYE 2006 Bright Futures Audit,FYE 2007 Bright Futures Audit,FYE 2008 BrightFutures Audit, FYE 2009 Bright Futures Audit). The audit field work for FYE 2010 is in process andthis audit report will be submitted upon receipt. Further, the auditors also noted that no significantdeficiencies were disclosed during the audit of the basic financial statements as reported in theIndependent Auditor's Report on Internal Control over Financial Reporting. (See Critieria 2.11.1)South Florida Community College Page 162 / 202

Financial Audit FYE 2008Financial Audit FYE 20093.10.3Financial Resources: Financial aid auditsThe institution audits financial aid programs as required by federal and state regulations.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has its financial aid programs audited as required by federaland state regulations.SFCC receives a federal audit in accordance with the Federal Office of Management and Budget (OMB)Circular A-133, Audits of States, Local Governments, and Non Profit Organizations. The State of FloridaAuditor General audits the college's financial aid programs annually as required by the OMB Circular A-133 and in accordance with Florida Statute (FS) 11.45. Specific grants and financial aid programsaudited include the following:• Federal Pell Grant• Federal College Work-Study Program• Federal Supplemental Education Opportunity Grant Program• Federal Family Educational Loan Programs• Federal Academic Competitiveness Grant• State of Florida Bright Futures ScholarshipsSFCC's independent auditors have concluded that for the last four fiscal years ending June 2006 through2009, the college has complied with the applicable requirements of OMB-Circular A-133, in all materialrespects (Finance | State of Florida – Compliance and Internal Controls over Financial andFederal Awards Report 2006 FYE (Page 381),Finance | State of Florida – Compliance andInternal Controls over Financial and Federal Awards Report 2007 FYE (Page 322),Finance |State of Florida – Compliance and Internal Controls over Financial and Federal Awards Report2008 FYE (Page 314),Finance | State of Florida – Compliance and Internal Controls overFinancial and Federal Awards Report 2009 FYE (Page 428). The FYE 2010 audit field work hasbeen completed and the audit report will be submitted under separate cover upon receipt.Additionally for the last four fiscal years ending June 2006 through 2009, no audit findings were reportedin relation to SFCC's compliance with State of Florida regulations for the Bright Futures Scholarshipprogram (FYE 2006 Bright Futures Audit,FYE 2007 Bright Futures Audit,FYE 2008 BrightFutures Audit, FYE 2009 Bright Futures Audit). The audit field work for FYE 2010 is in process andthis audit report will be submitted upon receipt. Further, the auditors also noted that no significantdeficiencies were disclosed during the audit of the basic financial statements as reported in theIndependent Auditor's Report on Internal Control over Financial Reporting. (See Critieria 2.11.1)SourcesBright Futures AuditsFYE 2006 Bright Futures AuditFYE 2007 Bright Futures AuditFYE 2008 Bright Futures AuditFYE 2009 Bright Futures AuditFederal Audit ReportsFYE 2006 Federal SWFASouth Florida Community College Page 163 / 202

Bright Futures AuditsFYE 2006 Bright Futures AuditFYE 2007 Bright Futures AuditFYE 2008 Bright Futures AuditFYE 2009 Bright Futures AuditFederal Audit ReportsFYE 2006 Federal SWFAFYE 2006 Federal SWFA SSPAFFYE 2007 Federal Letter of Final DeterminationFYE 2007 Federal SWFAFYE 2007 Federal SWFA SSPAFFYE 2008 Federal Letter of Final DeterminationFYE 2008 Federal SWFAFYE 2008 Federal SWFA SSPAFFYE 2009 Federal Letter of Final DeterminationFYE 2009 Federal SWFAFYE 2009 Federal SWFA SSPAFFinance | Compliance and Internal Controls over Financial and Federal Awards Report 2006 FYE (Page 381)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2007 FYE (Page 322)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2008 FYE (Page 314)Finance | Compliance and Internal Controls over Financial and Federal Awards Report 2009 FYE (Page 428)FS 11.45, Definition; Duties; Authorities; Reports; RulesOMB Circular A-1333.10.4Financial Resources: Control of financesThe institution exercises appropriate control over all its financial resources.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSFCC exercises appropriate control over all its financial resources.The financial resources of South Florida Community College (SFCC) are ultimately the responsibility ofthe SFCC District Board of Trustees (DBOT), which is established by Florida law and appointed by theGovernor of the State of Florida. The DBOT delegates executive authority for financial resources to thePresident of the college. The President delegates executive and administrative authority to the VicePresident for Administrative Services (VPAS).Management Structure and QualificationsThe college employs an experienced, well trained business staff under the direction of the VPAS, whoreports directly to the President. The following individuals report directly to the VPAS (seeOrganizational Chart - Administrative Services):• Controller• Chief Information Officer• Director, Remodeling, Renovation and Maintenance• Director, Human Resources, EA/EO & ADA Officer• Coordinator, Risk Management• Building OfficialSouth Florida Community College Page 164 / 202• General Manager, Hotel JacarandaEach of these individuals has appropriate educational qualifications as well as extensive work-relatedexperience. Supporting documents for business staff qualifications and detailed position descriptions are

FS 11.45, Definition; Duties; Authorities; Reports; RulesOMB Circular A-1333.10.4Financial Resources: Control of financesThe institution exercises appropriate control over all its financial resources.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSFCC exercises appropriate control over all its financial resources.The financial resources of South Florida Community College (SFCC) are ultimately the responsibility ofthe SFCC District Board of Trustees (DBOT), which is established by Florida law and appointed by theGovernor of the State of Florida. The DBOT delegates executive authority for financial resources to thePresident of the college. The President delegates executive and administrative authority to the VicePresident for Administrative Services (VPAS).Management Structure and QualificationsThe college employs an experienced, well trained business staff under the direction of the VPAS, whoreports directly to the President. The following individuals report directly to the VPAS (seeOrganizational Chart - Administrative Services):• Controller• Chief Information Officer• Director, Remodeling, Renovation and Maintenance• Director, Human Resources, EA/EO & ADA Officer• Coordinator, Risk Management• Building Official• General Manager, Hotel JacarandaEach of these individuals has appropriate educational qualifications as well as extensive work-relatedexperience. Supporting documents for business staff qualifications and detailed position descriptions arelocated in personnel files located in the Human Resource Department.Budget Development, Approval, and ReviewSFCC's annual operating budget, as approved by the DBOT and Division of Florida State Colleges, isdeveloped with direct input from participants from across SFCC, and is monitored closely by the BusinessOffice to ensure strict adherence to budgetary limitations (See example of budget calendar in FYE2010 Budget). Budget status reports are available to all budget managers at any time online throughthe college's Panther Central interface. The electronic interface allows users to see their financialinformation as well as allowing them to be able to drill down to details of the data for bettermanagement. The DBOT receives monthly budget summary reports at their meetings (The FinancialReport is always on the agenda at regular DBOT meetings).To further ensure financial stability and appropriate stewardship of resources, the college undergoes anannual, mid-year budget review at the end of January. All budget managers are asked to evaluate theirbudgets, needs and plans. Budget managers indicate if they have enough funds, need more funds, or iftheySouthhaveFloridaexcessCommunityfundsCollegethat can be re-distributed (See example of mid-year appeal to all budgetPage 165 / 202managers). The revised expenditure needs are compared to revised revenue projections based on the falland spring enrollments and presented to the VPAS and the President for consideration. Depending on

To further ensure financial stability and appropriate stewardship of resources, the college undergoes anannual, mid-year budget review at the end of January. All budget managers are asked to evaluate theirbudgets, needs and plans. Budget managers indicate if they have enough funds, need more funds, or ifthey have excess funds that can be re-distributed (See example of mid-year appeal to all budgetmanagers). The revised expenditure needs are compared to revised revenue projections based on the falland spring enrollments and presented to the VPAS and the President for consideration. Depending onthe availability of funds, strategic priorities for current and future years plans are revised accordingly tomeet what current financial resources are able to provide while maintaining a fund balance that exceeds5% of ending fund balance. For greater detail regarding the development and approval of the college'sbudget, see Core Requirement 2.11.1.Procurement and ExpendituresThe coordinator of purchasing is responsible for assuring that the college’s purchasing practices adhereto SFCC District Board of Trustees (DBOT) Policy 4.04 and SFCC Administrative Procedure4040, which outline responsibilities for purchases and competitive selections. Additionally, DBOTPolicy 4.18 and SFCC Administrative Procedure 4180 govern travel, and DBOT Policy 5.20 andSFCC Administrative Procedure 5200 govern consultant employment. Internal controls assure thatproper separation of duties are in place over college disbursements (see SFCC AdministrativeProcedure 2050). No single staff member has complete control over all aspects of any financialtransaction. The college uses the encumbrance method of accounting for purchases. Purchase requisitions(purchase orders) and invoices are approved by the appropriate personnel and submitted to the presidentor VPAS for final approval. All checks have the facsimile signatures of the DBOT Chair and the Presidentof the college.From a system's perspective, the college uses Sungard's Banner integrated administrative software forprocurement transactions, as well as all other financial activities (accounts payable, payroll, financialreporting, etc.) There is a defined approval structure that is maintained for requisitions' procurement, p-card transactions, and requests for funds (see SFCC Administrative Procedure 4040).Inventory and Asset ManagementThe college maintains control and has accurate and up-to-date records over its physical assets asprescribed by DBOT Policy 2.07 and SFCC Administrative Procedure 2074. Capital assets aretagged and physically inventoried annually by the college's staff. All exceptions identified during thephysical inventory process are investigated and resolved to the satisfaction of management. Collegeassets are also subject to verification by the college's independent auditors.To further reduce the risk of economic loss, the college maintains adequate insurance coverage on itsassets.Cash and InvestmentsThe college maintains centralized or pooled checking accounts at qualified public depositories (QPD). Allsuch deposits are insured by Federal depository insurance, up to specified limits, or collateralized withsecurities held in Florida's multiple financial institution collateral pool as required by Florida Statute(FS) 280. Cash collections are deposited into authorized banking institutions on a daily basis inaccordance with SFCC Administrative Procedure 4090 . Any cash on hand is kept in a locked,fireproof file cabinet or a safe so that physical access to cash is restricted to authorized personnel.Surplus or excess daily funds earn interest equivalent to the federal funds rate in the college's mainchecking account. Additional investments of surplus cash are made into the Local GovernmentInvestment Pool (LGIP) that is managed by the Florida State Board of Administration and the SpecialPurpose Investment Account (SPIA) that is managed by the State of Florida Treasurer. All funds areinvested in accordance with SFCC's investment policy, DBOT Policy 4.15, and SFCC AdministrativeProcedure 4150.South Florida Community College Page 166 / 202

Surplus or excess daily funds earn interest equivalent to the federal funds rate in the college's mainchecking account. Additional investments of surplus cash are made into the Local GovernmentInvestment Pool (LGIP) that is managed by the Florida State Board of Administration and the SpecialPurpose Investment Account (SPIA) that is managed by the State of Florida Treasurer. All funds areinvested in accordance with SFCC's investment policy, DBOT Policy 4.15, and SFCC AdministrativeProcedure 4150.Internal Control and Independent Auditor Report on Internal ControlThe college has appropriately segregated non-compatible functions including human resources, payroll,procurement, receiving, cash control and other fiscal duties. Functional users of financialsoftware programs do not have access to program code. When segregation of duties has not beenachieved due to staffing constraints, appropriate compensating controls have been implemented to offsetor mitigate any inherent risks. The Auditor General's auditor's report has indicated no findings or issueswith respect to the college's system of internal control for several years as stated in the referenced auditreports contained in standard 3.10.1.The cumulative effect of SFCC's unqualified audit opinions, segregation of non-compatible duties, robustsystems of internal control, integrated administrative software, defined inventory control and physicalsecurity measures, structured budgeting process and spending reviews, direct accountability andreporting of adminsitrative services to the president and competency of business office staff, clearlysupport that SFCC exercises appropriate control over all its financial resources.SourcesDBOT PoliciesDBOT Policy 2.07, PropertyDBOT Policy 4.04, Purchasing ContractsDBOT Policy 4.15, Investment of Surplus FundsDBOT Policy 4.18, Travel and Per DiemDBOT Policy 5.20, Professional ServicesSFCC Administrative ProceduresSFCC Administrative Procedure 2050, Cash DisbursementsSFCC Administrative Procedure 2074, Responsibility for College Property and Property RecordsSFCC Administrative Procedure 4040, Purchasing of Goods and ServicesSFCC Administrative Procedure 4090, Cash Collection and Receipting ProcedureSFCC Administrative Procedure 4150, Investment of FundsSFCC Administrative Procedure 4180, Travel ReimbursementSFCC Administrative Procedure 5200, Consultant Employment2010 Mid-Year Budget ReviewFS 280, Security for Public DepositsOrganizational Chart - Administrative ServicesTrustees | Budget Workshop 2010-2011 (Page 11)3.10.5Financial Resources: Control of sponsored research/external fundsThe institution maintains financial control over externally funded or sponsored research and programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College Page 167 / 202South Florida Community College (SFCC) maintains financial control over externally funded programs.The college does not have externally funded research.

Organizational Chart - Administrative ServicesTrustees | Budget Workshop 2010-2011 (Page 11)3.10.5Financial Resources: Control of sponsored research/external fundsThe institution maintains financial control over externally funded or sponsored research and programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) maintains financial control over externally funded programs.The college does not have externally funded research.SFCC applies for and receives externally funded grants and contracts from federal, state, and privatesources. The college maintains institutional control over grants and contracts by assigning a projectmanager and an accountant in accordance with SFCC Administrative Procedure 4220 to monitor eachgrant to ensure applicable federal and state rules and regulations are followed. The procedure alsodescribes the duties of each office and the project manager responsible for the management of a grant.All grants and contracts are coordinated by the Office of Resource Development. This office assistscollege employees in writing grant proposals, manages the acquisition of District Board ofTrustees' (DBOT) approval for grant proposals, monitors the grant application process, and facilitates thesubsequent award and receipt of funded grants.Each externally funded grant/contract is assigned a project manager who is operationally responsible formanaging the grant/contract and ensuring compliance with all guidelines and regulations therein.Specific responsibilities of the project manager include:• ensuring the timely expenditure of grant/contract proceeds;• ensuring that expenditures are in compliance with the terms and conditions, rules and regulations, ofthe external donor;• providing necessary updates and otherwise interacting with regulatory agencies, external auditors,and internal college management regarding the grant/contract; and• preparing the necessary reports including extensions and other filings as required by thegrant/contract.The controller is responsible for maintaining a financial management system that meets the conditionsand requirements established by the Federal Office of Management and Budget for federal funds.Additionaly, accounting for grants and contracts is handled in accordance with the State of FloridaAccounting Manual for Public Community Colleges and the Project Application and AmendmentProcedures for Federal and State Programs (Green Book). Grants and contracts are subjected tothe same controls as other college transactions. This includes budgeting, purchasing, accounting andcash procedures. The controller assigns each grant/contract an accountant to work with the projectmanager whose specific responsibilities include:• coordinating with the project manager to establish a plan for the grant and to reflect the plan in theestablishment of the grant/contract budget;• requesting or coordinating the request of budget amendments;• maintaining a grant file that contains, at a minimum, the grant, the grant award notification, and afinal summary expenditure report;• providing necessary updates and otherwise interacting with regulatory agencies, external auditors,and internal college management regarding the grant/contract; and• managing grant/contract cash to include expenditure forecasting and reporting,South Florida Community College Page 168 / 202

• requesting or coordinating the request of budget amendments;• maintaining a grant file that contains, at a minimum, the grant, the grant award notification, and afinal summary expenditure report;• providing necessary updates and otherwise interacting with regulatory agencies, external auditors,and internal collegemanagement regarding the grant/contract; and• managing grant/contract cash to include expenditure forecasting and reporting,invoicing, and monitoring of grant receivables.The Business Office has developed a summary of grants and contracts that is shared with thePresident's Council (PC) monthly. This report serves as a managerial tool to ensure funds are beingspent timely and informs administrative staff about grant awards, spending status, and available balance.Federal programs, as well as all other programs funded by external sources, are audited each year by theState of Florida Auditor General's office and the college has received no federal or state audit commentsthat pertain to financial control or management comments for externally funded programs in the past fouryears. (see FYE 2006 Bright Futures Audit, FYE 2007 Bright Futures Audit, FYE 2008 BrightFutures Audit, FYE 2009 Bright Futures Audit), (FYE 2006 Financial Audit, FYE 2007 FinancialAudit, FYE 2008 Financial Audit, FYE 2009 Financial Audit) and (FYE 2006 Statewide FederalAudit, FYE 2006 Statewide Federal Summary Schedule of Prior Audit Findings, FYE 2007Federal Letter of Final Determination, FYE 2007 Statewide Federal Audit, FYE 2007 StatewideSummary Schedule of Prior Audit Findings, FYE 2008 Federal Letter of Final Determination,FYE 2008 Statewide Federal Audit, FYE 2008 Statewide Federal Summary of Prior AuditFindings, FYE 2009 Statewide Federal Audit, FYE 2009 Statewide Federal Summary Scheduleof Prior Audit Findings). The FYE 2010 audit report will be submitted under separate cover uponreceipt.Given the intensity of its internal tracking and reporting measures, degree of managerial oversight andindependent CPA reviews and unqualified audit opinions, the college has demonstrated it maintainsfinancial control over externally funded programs.SourcesBright Futures AuditsFYE 2006 Bright Futures AuditFYE 2007 Bright Futures AuditFYE 2008 Bright Futures AuditFYE 2009 Bright Futures AuditFederal AuditsFYE 2006 Statewide Federal AuditFYE 2006 Statewide Federal Summary Schedule of Prior Audit FindingsFYE 2007 Federal Letter of DeterminationFYE 2007 Statewide Federal AuditFYE 2007 Statewide Summary Schedule of Prior Audit FindingsFYE 2008 Federal Letter of DeterminationFYE 2008 Statewide Federal AuditFYE 2008 Statewide Federal Summary of Prior Audit FindingsFYE 2009 Statewide Federal AuditFYE 2009 Statewide Federal Summary Schedule of Prior Audit FindingsFinancial AuditsFYE 2006 Financial AuditFYE 2007 Financial AuditFYE 2008 Financial AuditFYE 2009 Financial AuditExample - Grant Report January 2010Finance | Project Application and Amendment Procedures for Federal and State ProgramsFinance | State of Florida Accounting Manual for Public Community Colleges - June 2008SFCC Administrative Procedure 4220, Grant ProceduresSouth Florida Community College Page 169 / 202

FYE 2008 Financial AuditFYE 2009 Financial AuditExample - Grant Report January 2010Finance | Project Application and Amendment Procedures for Federal and State ProgramsFinance | State of Florida Accounting Manual for Public Community Colleges - June 2008SFCC Administrative Procedure 4220, Grant Procedures3.11.1Physical Resources: Control of physical resourcesThe institution exercises appropriate control over all its physical resources.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has control over its physical resources.The responsibility for physical property control is delegated by the President to the Vice President forAdministrative Services (VPAS). The responsibility to manage property and related records andtransactions is further delegated to the Controller.Physical Accountability and Security of AssetsAccountability for assets valued over $750 is established in SFCC Administrative Procedure 2074. Allsuch items are checked in through the Physical Plant Operations and Maintenance Department(receiving) before delivery to the end user, regardless of the program or funding source. A permanentdecal is applied as the item is assigned to the appropriate property custodian. Property custodians mustcomplete property transfer forms for any exchange of property within the college. Details of surplus,damaged, worn out, and stolen equipment must be formally presented to the SFCC District Board ofTrustees (DBOT) before being removed from the asset list and disposed of. Equipment having value issold or transferred to another governmental or non-profit agency, and any proceeds are returned to thecurrent unrestricted fund. The Auditor General for the State of Florida annually verifies areas of physicalaccountability.Business office staff maintain the master property inventory database which is part of the integratedsoftware package used by the college. Purchases of assets are coded to automatically generate propertytags in the inventory system. Expenditures for assets are reconciled to asset additions annually toensure that all assets purchased are inventoried. All deletions from property inventory arecongruent with DBOT approved disposals as described in Procedure 2074. In addition, a visualinspection of all property inventory by someone other than the property custodian is completedannually and reconciled to the property records to ensure that all inventoried assets exist. Police reportsare filed for any equipment not located during the annual physical property inventory.The coordinator, risk management is responsible for ensuring that property is protected from theftand abuse to the extent practical. The Highlands campus provides 24 hours per day, 7 days per weekphysical monitoring by staff and other campuses and sites employ electronic security system monitoringto minimize risk of loss. A key control system is in place for all college facilities at all sites, limitingentry access to appropriate personnel with keys which cannot easily be replicated (Marshall Best Securitysystem).Information Technology (IT)South Florida Community College Page 170 / 202Physical access to information technology assets is limited to authorized individuals. Informationtechnology assets are secured and backup systems are in place to ensure the physical security of the

Finance | State of Florida Accounting Manual for Public Community Colleges - June 2008SFCC Administrative Procedure 4220, Grant Procedures3.11.1Physical Resources: Control of physical resourcesThe institution exercises appropriate control over all its physical resources.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has control over its physical resources.The responsibility for physical property control is delegated by the President to the Vice President forAdministrative Services (VPAS). The responsibility to manage property and related records andtransactions is further delegated to the Controller.Physical Accountability and Security of AssetsAccountability for assets valued over $750 is established in SFCC Administrative Procedure 2074. Allsuch items are checked in through the Physical Plant Operations and Maintenance Department(receiving) before delivery to the end user, regardless of the program or funding source. A permanentdecal is applied as the item is assigned to the appropriate property custodian. Property custodians mustcomplete property transfer forms for any exchange of property within the college. Details of surplus,damaged, worn out, and stolen equipment must be formally presented to the SFCC District Board ofTrustees (DBOT) before being removed from the asset list and disposed of. Equipment having value issold or transferred to another governmental or non-profit agency, and any proceeds are returned to thecurrent unrestricted fund. The Auditor General for the State of Florida annually verifies areas of physicalaccountability.Business office staff maintain the master property inventory database which is part of the integratedsoftware package used by the college. Purchases of assets are coded to automatically generate propertytags in the inventory system. Expenditures for assets are reconciled to asset additions annually toensure that all assets purchased are inventoried. All deletions from property inventory arecongruent with DBOT approved disposals as described in Procedure 2074. In addition, a visualinspection of all property inventory by someone other than the property custodian is completedannually and reconciled to the property records to ensure that all inventoried assets exist. Police reportsare filed for any equipment not located during the annual physical property inventory.The coordinator, risk management is responsible for ensuring that property is protected from theftand abuse to the extent practical. The Highlands campus provides 24 hours per day, 7 days per weekphysical monitoring by staff and other campuses and sites employ electronic security system monitoringto minimize risk of loss. A key control system is in place for all college facilities at all sites, limitingentry access to appropriate personnel with keys which cannot easily be replicated (Marshall Best Securitysystem).Information Technology (IT)Physical access to information technology assets is limited to authorized individuals. Informationtechnology assets are secured and backup systems are in place to ensure the physical security of thecomputer center as summarized in the SFCC Technology Support Manual. This manual also providesSouth Florida Community College Page 171 / 202an explanation of the processes and procedures in place to deal with emergencies and toensure disaster recovery and business continuity should an unforeseen event impact the physical plant orproperty.

Physical access to information technology assets is limited to authorized individuals. Informationtechnology assets are secured and backup systems are in place to ensure the physical security of thecomputer center as summarized in the SFCC Technology Support Manual. This manual also providesan explanation of the processes and procedures in place to deal with emergencies and toensure disaster recovery and business continuity should an unforeseen event impact the physical plant orproperty.To safeguard the college computer network itself, access control includes authentication, authorization,and audit. All users read and acknowledge the Technology Usage Guidelines prior to receipt of anetwork logon. The guide outlines the data security and access controls that all users are expected toemploy college wide. As computer systems are placed on the network, users are separated from the dataand authentification occurs upon sign on to the network for users of college computers. Employees areauthorized to receive logons based upon the SFCC Administrative Procedure 2158. IT reviews theauthorizaton and authentification of what users are doing during internal reviews and audits forpropriety. The Auditor General auditors annually review the IT function as part of the financial statementaudit and bi-annually as part of the operational audit. No exceptions have been noted in the financialstatement audit, and no exceptions were noted in the most recent operational audit.Preventative and Routine MaintenanceThe Maintenance Department is responsible for maintenance, repair, renovation, and remodeling ofcollege facilities. Maintenance staff handle ongoing and routine maintenance activities and thosesubmitted by faculty and staff via the electronic work order system. The preventativemaintenance program ensures that major equipment is routinely inspected and maintained to improveequipment life, use, and efficiency.Risk ManagementThe college participates in the Florida College System Risk Management Consortium (FCSRMC) tomaintain adequate insurance coverage. Florida Statute (FS) 1001.64 provides the authority forcommunity colleges "to be self-insured, to enter into risk management programs, or to purchaseinsurance for whatever coverage they may choose or to have any combination thereof, in anticipation ofany loss, damage, or destruction." The Consortium exists as a risk-sharing pool with expertise toprovide appropriate coverage and claims processing. A summary of the coverages that are available toparticipating colleges is outlined in the primary coverage and optional coverage brochures. SFCCparticipates in all of the insurance programs offered by the FCSRMC as outlined and detailed policies areavailable for review in the Controller's office. Settlement claims have not exceeded this coverage in anyof the past three years as evidenced in the audited financial statements.SFCC is dedicated to maintaining adequate control over physical resources through sound policies andprocedures and adhering to best practices in resource management. As evidenced by its policies,procedures and practices, physical security measures, IT security measures, preventative and routinemaintenance, risk management practices, and results from prior independent audit reports, the institutionexercises control over its physical resources.Sources2009-2010 FCSRMC Optional Programs2009-2010 FCSRMC Primary CoverageController Position DescriptionCoordinator, Risk Management Position DescriptionFS 1001.64, Community College Boards of Trustees; Powers and DutiesPreventative Maintenance Log For Physical Plant 11.2.10, p. 2Property Inventory Checklists and CommunicationsProperty Transfer RequestSouth Florida Community College Page 172 / 202

2009-2010 FCSRMC Primary CoverageController Position DescriptionCoordinator, Risk Management Position DescriptionFS 1001.64, Community College Boards of Trustees; Powers and DutiesPreventative Maintenance Log For Physical Plant 11.2.10, p. 2Property Inventory Checklists and CommunicationsProperty Transfer RequestSFCC Administrative Procedure 2074, Responsibility for College Property and Property RecordsSFCC Administrative Procedure 2158, Information SecuritySummary of Property Inventory Reconciliation to General Ledger and Property SystemTechnology | Support Manual (Page 17)Technology | Support Manual (Page 34)Technology Usage GuidelinesVP Administrative Services Position DescriptionWorkorder Request - SchoolDude Software3.11.2Physical Resources: Institutional environmentThe institution takes reasonable steps to provide a healthy, safe, and secure environment for all membersof the campus community.JudgmentCompliant Non-Compliant Not ApplicableNarrativeAdministrative oversight of the health, safety, security, and risk management functions is assigned toseveral positions under the direction of the Vice President for Administrative Services (VPAS). TheController's Office is the liaison for insurance claim issues and fiscal matters related to claims andcoverage. The Physical Plant Operations and Maintenance Department (Maintenance) is responsible forensuring that buildings and grounds are clean and in good repair. The Human Resources Departmentoversees the workers' compensation program. However, the lead for safety, security, and health matterscollege-wide is assigned to the Risk Management Department. The Risk Management Coordinatoroversees Security Department (Security) staff, training of faculty and staff on health and safety matters,chairs the Safety and Security Committee, manages the emergency notification program, and ensures thatincident reports are reviewed and causal issues addressed.Policies, procedures, manuals, and training programs are in place to ensure that South FloridaCommunity College (SFCC) takes reasonable and responsible steps to provide a healthy, safe, and secureenvironment for all members of the college community.StaffSecurity staff is charged with implementing safety standards and providing safety guidance to thecollege. The staff enforces parking rules, security, and safety on campus. The staff consists of the RiskManagement Coordinator, the Security Supervisor, and 10 part-time security guards who rotate shifts.The Highlands campus is staffed with security personnel 24 hours a day, 365 days a year. In addition, ifspecial events heighten the security need, the college contracts with the Highlands County Sheriff’s Officeto employ off-duty deputies. Other sites and centers are patrolled by local law enforcement agencies,monitored daily by office and Maintenance personnel, and are under the direct oversight of the RiskManagement Coordinator for all compliance matters and incident reporting/review. Additionally, thecollege contracts with a private security firm to provide overnight security at the college's HotelJacaranda site.South Florida Community College Page 173 / 202Staff Qualifications and Training

VP Administrative Services Position DescriptionWorkorder Request - SchoolDude Software3.11.2Physical Resources: Institutional environmentThe institution takes reasonable steps to provide a healthy, safe, and secure environment for all membersof the campus community.JudgmentCompliant Non-Compliant Not ApplicableNarrativeAdministrative oversight of the health, safety, security, and risk management functions is assigned toseveral positions under the direction of the Vice President for Administrative Services (VPAS). TheController's Office is the liaison for insurance claim issues and fiscal matters related to claims andcoverage. The Physical Plant Operations and Maintenance Department (Maintenance) is responsible forensuring that buildings and grounds are clean and in good repair. The Human Resources Departmentoversees the workers' compensation program. However, the lead for safety, security, and health matterscollege-wide is assigned to the Risk Management Department. The Risk Management Coordinatoroversees Security Department (Security) staff, training of faculty and staff on health and safety matters,chairs the Safety and Security Committee, manages the emergency notification program, and ensures thatincident reports are reviewed and causal issues addressed.Policies, procedures, manuals, and training programs are in place to ensure that South FloridaCommunity College (SFCC) takes reasonable and responsible steps to provide a healthy, safe, and secureenvironment for all members of the college community.StaffSecurity staff is charged with implementing safety standards and providing safety guidance to thecollege. The staff enforces parking rules, security, and safety on campus. The staff consists of the RiskManagement Coordinator, the Security Supervisor, and 10 part-time security guards who rotate shifts.The Highlands campus is staffed with security personnel 24 hours a day, 365 days a year. In addition, ifspecial events heighten the security need, the college contracts with the Highlands County Sheriff’s Officeto employ off-duty deputies. Other sites and centers are patrolled by local law enforcement agencies,monitored daily by office and Maintenance personnel, and are under the direct oversight of the RiskManagement Coordinator for all compliance matters and incident reporting/review. Additionally, thecollege contracts with a private security firm to provide overnight security at the college's HotelJacaranda site.Staff Qualifications and TrainingSFCC strives to maintain a highly qualified, licensed and trained safety and security team. TheRisk Management Coordinator has a bachelor’s degree in business administration and maintains severalcertifications and licenses. He has held this position with the college for the past four years. Prior to hisarrival at the college, he had worked extensively in disaster recovery. Each Security employee maintainsa valid Florida Class D security license. To ensure that staff can integrate smoothly with emergencyresponders in the time of crisis, we have provided training in the National Incident Command System.Training programs are required of staff to increase their job safety and proficiency. Examples include:CPR, first aid, fire extinguisher, golf cart safety, bio-medical waste handling, electrical safety, andhazardous material awareness training. In addition, staff are encouraged to stay vigilant for safetyhazards. Once a hazard is identified, staff will isolate the hazard/area and ensure that a corrective actionSouth Florida Community College Page 174 / 202has been initiated to effectively and efficiently resolve the concern. The incident is then documented andshared with others to minimize future risk.

Training programs are required of staff to increase their job safety and proficiency. Examples include:CPR, first aid, fire extinguisher, golf cart safety, bio-medical waste handling, electrical safety, andhazardous material awareness training. In addition, staff are encouraged to stay vigilant for safetyhazards. Once a hazard is identified, staff will isolate the hazard/area and ensure that a corrective actionhas been initiated to effectively and efficiently resolve the concern. The incident is then documented andshared with others to minimize future risk.Emergency ProceduresThe college has a standing institutional committee, the Emergency Response Team, which canassemble quickly and assist in the management of a wide diversity of emergencies. The team iscomposed of trained key leaders from all areas of the college. To aid in emergencies, the college hasdeveloped an Emergency Response Plan. To communicate SFCC’s emergency information to thecampus community, each campus and center location are equipped with Internet Protocol (IP) phonesand a software program which allows for the broadcast of targeted text and voice announcements at thefacility, campus, or college-wide level.To ensure the campus community knows the correct procedure for reporting an emergency, instructionshave been posted in the Employee Safety Manual, Student Handbook, Employee Handbook,Faculty Handbook, Adjunct Faculty Handbook, and on the college Web site. “Panther Phones”have been installed in highly populated building areas. These phones are easy to access, free, and allowanyone to place a local call, 911 call, or a direct call to Security. Additionally, call boxes are strategicallypositioned in the parking lots for individuals who need emergency assistance or access to lockedfacilities.Security and Maintenance staff are trained on the locations of critical utility switches, cut-offs, and shutdown valves enabling them to quickly isolate a problem. Each employee carries a UHF radio; keypersonnel, including all Security staff, have radios equipped with telephone key pads for 911 access.Access/key control to campus facilities is carefully monitored using interchangeable cores and amaster key system at each campus/center. Keys are made and issued by designated Maintenancepersonnel only after the proper authorization is obtained from an employee’s supervisor. Individualswithout key privileges must notify Security to gain access to or within a facility. Exterior key accessrequires approval of the VPAS.SFCC participates in vulnerability assessment surveys with the Florida Department of Law Enforcementand planning exercises with local law enforcement agencies. The survey contains emergency contactinformation, physical descriptions of campus facilities, and safety and security infrastructure features.The planning exercises vary from active shooter scenarios to hazardous chemical spills. Building floorplans, pictures of main entrances, and other data are updated annually and submitted to local sheriff’soffice and fire departments to assist with an emergency response.Disaster Evacuation, Mitigation, and RecoverySFCC Administrative Procedure 7032 provides a plan for the safe evacuation of students, personnel,and visitors in case of an emergency. Egress maps are posted in all classrooms to aid in emergencyevacuations. If the campus is evacuated, Security and Maintenance staff are responsible for maintainingthe safety and physical integrity of the campus. Communication among support staff is typicallyperformed by using UHF radios. In the event of a disruption in power service, critical areas have beenequipped with generator back up. Included in these critical areas are our Information Technology (IT)Department servers, the phone distribution panel, and radio repeaters. The previously noted EmergencyResponse Plan establishes the guidelines for disaster mitigation and recovery.The safety of students, staff, and faculty is the core of emergency and disaster planning. Preservation ofproperty is secondary. Students and nonessential personnel will be directed to leave the campus in theevent of a large scale emergency. The President, or his designee, will make the final decision regardingSouth Florida Community College Page 175 / 202emergency procedures to be followed.Health and Safety Inspections

The safety of students, staff, and faculty is the core of emergency and disaster planning. Preservation ofproperty is secondary. Students and nonessential personnel will be directed to leave the campus in theevent of a large scale emergency. The President, or his designee, will make the final decision regardingemergency procedures to be followed.Health and Safety InspectionsVarious health and safety inspections are conducted on campus by outside agencies. These inspectionsinclude bi-annual bleacher inspections, annual fire escape inspections, annual inspection and testing offume and kitchen hood systems, monthly inspection of fire extinguishers, evacuation chairs,AED's, eye wash/shower stations, annual inspections of sprinkler systems and fire alarms, annualbackflow preventer inspections, annual water quality testing, and monthly food service programinspections. Additionally, comprehensive annual fire safety inspections are performed by each localjurisdiction in conjunction with the Annual Comprehensive Safety Inspection Report. Results ofthese inspections are carefully reviewed by Maintenance, Security, and the Risk Management Coordinator,and work orders are developed and submitted to the appropriate departments to correct discovereddeficiencies. The report of deficiencies and corrections is annually presented to the SFCC District Boardof Trustees (DBOT) and submitted to the Florida State Fire Marshall's Office for review.Procedures for Hazardous Material and Environmental ProtectionSFCC complies with all environmental and occupational laws. The Risk Management Coordinator enforcesthe proper handling, use, and disposal of hazardous material. All known asbestos on each campus,center, and site has been eliminated or encapsulated based on asbestos survey results. Mercury in themedical technology area has been eliminated. SFCC uses only Florida Department of EnvironmentProtection registered waste transports for removing hazardous waste. Waste manifests are used totrack all shipments and are kept in the various departments which generate the waste. The RiskManagement Coordinator’s office maintains a copy of all regulated waste disposal manifests and monitorsthese documents to ensure the college remains in its regulatory compliance class. To ensure chemicalsafety and employee awareness, SFCC has developed a Hazard Communication Plan. This plan isreviewed and updated annually by the college’s Safety and Security Committee. The Florida Right toKnow law requires hazardous materials information to be posted, and the college is in compliance. TheMaterial Safety Data Sheets (MSDS) for products used within each program are readily available tothose seeking information.Bio-hazardous/medical waste generated in our allied health programs is collected and disposed of by aFlorida Department of Health registered biomedical waste transporter. All biomedical waste manifests aremaintained in the office of the Associate Dean of Allied Health. To ensure safety, the college hasdeveloped a Bio-Medical Waste Operating Plan for each of its specific campus sites that generateinfectious waste. Students and staff receive annual site specific training on each operating plan. Allfacilities are permitted by the Florida Department of Health and regularly inspected to ensureoperational compliance.If the generated wastes are recyclable, the college seeks cost effective means to reclaim the waste.Currently, SFCC recycles e-waste, paper, fluorescent bulbs, ballasts, used oils and fuels, batteries,cooking oil, and antifreeze. Landscaping debris and grass clippings are composted on site to lighten theload on our local landfill.Occupational Regulatory ComplianceThe Risk Management Coordinator and area faculty, program managers, and directors share theresponsibility for occupational safety. The Florida College System Risk Management Consortium(FCSRMC) provides workers' compensation and other insurance needs and mandates appropriate trainingand procedures. Part of the annual risk management inspection is to document that appropriate OSHArequirements South Florida Community are in College place and to ensure that staff are following guidelines. Staff have worked Page 176 / 202cooperatively with the Florida Department of Education to bring staff training programs directly to thecollege, and such training includes Basic Electrical Safety, Golf Cart/Utility Vehicle Safety, Lock Out Tag

esponsibility for occupational safety. The Florida College System Risk Management Consortium(FCSRMC) provides workers' compensation and other insurance needs and mandates appropriate trainingand procedures. Part of the annual risk management inspection is to document that appropriate OSHArequirements are in place and to ensure that staff are following guidelines. Staff have workedcooperatively with the Florida Department of Education to bring staff training programs directly to thecollege, and such training includes Basic Electrical Safety, Golf Cart/Utility Vehicle Safety, Lock Out TagOut, and Blood Borne Pathogens Safety. FCSRMC provides an annual review of workers' compensationclaims and provides training in areas of frequent incidents. FCSRMC also assisted the college indevelopment of a training presentation on Guidelines for Addressing Best Management Practicesfor Performing Arts Center/Theatres.Continuous Safety MonitoringSFCC values the input of faculty, staff, students, and visitors in matters related to campus health, safety,and security. To ensure SFCC continues to provide a high quality, safe, secure and healthy campus, thecollege has a standing Safety and Security Committee. This committee meets monthly and consistsof individuals with diverse interests across our various campuses, centers, and sites. During themeetings, members discuss safety topics of current interest, review Incident and Accident Reports,update safety plans, and make recommendations on enhancing the overall safety of the college. TheSafety and Security Committee also reviews campus surveys to ensure that we continue to provide thehigh quality service expected by our students, faculty, and staff. The Employee Satisfaction Survey,conducted in August 2010, presented a highly favorable perception of safety: 98.31% of employees feel"safe when I am at the college." The 2010 SFCC Graduate Survey found that only 1.7% ofrespondents expressed dissatisfaction with Security services.SourcesSecurity Procedures in HandbooksEmployee Handbook, pp. 26Faculty Handbook (Adjunct), pp. 12-13Faculty Handbook, pp. 24-26Student Handbook 2010-2011, pp. 39-40SFCC Administrative ProceduresSFCC Administrative Procedure 7032, Emergency EvacuationSFCC Administrative Procedure 7034, Parking and Traffic RegulationsSFCC Administrative Procedure 7038, Key ControlSFCC Administrative Procedure 7062, Emergency Response PlanAcademic | Faculty HandbookAcademic | Faculty Handbook (Adjunct)Administrative | Employee HandbookAnnual Comprehensive Safety Inspection ReportAnuual Local Fire InspectionsBiomedical Waste Operating PlanDOE Employee TrainingEgress Evacuation MapEmergency Response TeamEmployee Safety ManualEmployee Satisfaction Survey, pp. 1-2GSS Report 2008-2010, p. 16Guidelines for Addressing Best Management Practices for Performing Arts Center TheatresHazard Communication PlanHealth Department Inspection BiomedicalInstitutional Effectiveness | Employee Satisfaction Survey 2010Institutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010Monthly Inspection Log SamplesPosition Descriptions and Staff QualificationsRight to Know (MSDS) CentersSafety and Security Committee Minutes & AgendasSouth Florida Community College Page 177 / 202

Institutional Effectiveness | Employee Satisfaction Survey 2010Institutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010Monthly Inspection Log SamplesPosition Descriptions and Staff QualificationsRight to Know (MSDS) CentersSafety and Security Committee Minutes & AgendasSafety and Security Committee Report 2008-2009SFCC Website, Reporting of EmergenciesStudent Services | Student Handbook 2010-2011Training Records, BiomedicalWaste Manifest3.11.3Physical Resources: Physical facilitiesThe institution operates and maintains physical facilities, both on and off campus, that appropriatelyserve the needs of the institution’s educational programs, support services, and other mission-relatedactivities.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) operates and maintains educational facilities at multiplelocations throughout its three-county service district. The Highlands Campus near Avon Park in HighlandsCounty offers degree, certificate, and diploma programs and a full-range of support services. TheHighlands campus houses multiple classrooms, laboratories, and student and administrative supportspaces. The college also operates three special purpose centers, the DeSoto campus, Hardee campus,and the Lake Placid center which provide classrooms, laboratories, and student support spaces onpermanent sites to ensure access to residents throughout the tri-county district. Additionally,instructional sites are located within Highlands County in Avon Park, Sebring, and Lorida for specificprogram offerings. The college also offers dual enrollment classes in school district facilities and incollege facilities throughout the district.The Campus Master Plan 2020 (Plan) was developed in 2003 and provides a year 2020 outlook ofpossible building locations and campus development at the Highlands, DeSoto, and Hardee campuslocations based on projected enrollment and program growth. The plan has helped guide thedevelopment of SFCC's Educational Plant Survey (EPS) in compliance with Florida Statutes (FS)1013.31. The EPS documents the inventory of existing educational and ancillary facilities and projectionof space needs based on full-time equivalency (FTE) enrollment projections and standards by site.The Capital Improvement Program (CIP) lists facility needs identified within the EPS by specificproject in priority order, including projected cost, based on the EPS data. The CIP is revised andsubmitted annually for funding consideration after prioritization of all community college projects by theDivision of Florida Colleges. The current Facilities Legislative Budget Request provides for anexpansion of the Fire Science program at SFCC in 2013-14, in addition to general renovation andmaintenance funding each year.Capital outlay appropriations are allocated annually by the Florida Legislature for construction,remodeling, or renovation projects by colleges in accordance with CIP requests and funding availability.The primary source of funds is from a tax on utility billings known as Public Education Capital Outlay(PECO). Colleges receive an appropriation for construction and remodeling based on need, and eachcollegeSouth FloridareceivesCommunityanCollegeallocation for general renovation projects to support smaller enhancementPageneeds.178 / 202Inaddition to bonded PECO funding, colleges also receive an appropriation for maintenance and repairs.In addition to PECO funding, the college receives an appropriation annually from the State's Capital

Training Records, BiomedicalWaste Manifest3.11.3Physical Resources: Physical facilitiesThe institution operates and maintains physical facilities, both on and off campus, that appropriatelyserve the needs of the institution’s educational programs, support services, and other mission-relatedactivities.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) operates and maintains educational facilities at multiplelocations throughout its three-county service district. The Highlands Campus near Avon Park in HighlandsCounty offers degree, certificate, and diploma programs and a full-range of support services. TheHighlands campus houses multiple classrooms, laboratories, and student and administrative supportspaces. The college also operates three special purpose centers, the DeSoto campus, Hardee campus,and the Lake Placid center which provide classrooms, laboratories, and student support spaces onpermanent sites to ensure access to residents throughout the tri-county district. Additionally,instructional sites are located within Highlands County in Avon Park, Sebring, and Lorida for specificprogram offerings. The college also offers dual enrollment classes in school district facilities and incollege facilities throughout the district.The Campus Master Plan 2020 (Plan) was developed in 2003 and provides a year 2020 outlook ofpossible building locations and campus development at the Highlands, DeSoto, and Hardee campuslocations based on projected enrollment and program growth. The plan has helped guide thedevelopment of SFCC's Educational Plant Survey (EPS) in compliance with Florida Statutes (FS)1013.31. The EPS documents the inventory of existing educational and ancillary facilities and projectionof space needs based on full-time equivalency (FTE) enrollment projections and standards by site.The Capital Improvement Program (CIP) lists facility needs identified within the EPS by specificproject in priority order, including projected cost, based on the EPS data. The CIP is revised andsubmitted annually for funding consideration after prioritization of all community college projects by theDivision of Florida Colleges. The current Facilities Legislative Budget Request provides for anexpansion of the Fire Science program at SFCC in 2013-14, in addition to general renovation andmaintenance funding each year.Capital outlay appropriations are allocated annually by the Florida Legislature for construction,remodeling, or renovation projects by colleges in accordance with CIP requests and funding availability.The primary source of funds is from a tax on utility billings known as Public Education Capital Outlay(PECO). Colleges receive an appropriation for construction and remodeling based on need, and eachcollege receives an allocation for general renovation projects to support smaller enhancement needs. Inaddition to bonded PECO funding, colleges also receive an appropriation for maintenance and repairs.In addition to PECO funding, the college receives an appropriation annually from the State's CapitalOutlay and Debt Service (CO&DS) fund, the basis for the Project Priority List (PPL). These funds areavailable to supplement project funding needs but also can be bonded should a specific unfunded needdevelop.In addition to state funding, the locally generated student capital improvement fee (CIF) revenues can beused for facility improvements, including bonding for renovation or construction. The college hasSouth Florida Community College Page 179 / 202traditionally used these CIF revenues along with other allocated resources to furnish all facilities withcurrent technology resources and furniture/equipment (Approved Furniture, Equipment, andTechnology Budget).

develop.In addition to state funding, the locally generated student capital improvement fee (CIF) revenues can beused for facility improvements, including bonding for renovation or construction. The college hastraditionally used these CIF revenues along with other allocated resources to furnish all facilities withcurrent technology resources and furniture/equipment (Approved Furniture, Equipment, andTechnology Budget).Minor renovation and repair projects ($300,000 or less) are managed and staffed by the Physical PlantOperations and Maintenance Department (Maintenance). As a result, annual planning meetings areconducted to help develop a list of projects for the upcoming year based on resources and needs toensure equitable allocation of resources. The capital improvement requests are made part of the capitaloutlay budget approved by the SFCC District Board of Trustees (DBOT) following review and approval ofthe President.The college’s plant operations are centralized under the direction of the Director of Physical PlantOperations, Remodeling, Renovation, and Maintenance. Lead Maintenance employees are located at eachof the three special purpose centers (DeSoto campus, Hardee campus, and Lake Placid center) and at theHotel Jacaranda site. The central plant operations office is located on the Highlands campus and housesmaintenance employees who work primarily at the Highlands campus but rotate to other sites as needed.Staffing for the Maintenance Department includes 16 building maintenance, nine grounds maintenance,15 custodial services, and four office/managerial employees. Service contracts for HVAC systems,elevators, fire alarms, fire suppression, lawn pesticide and fertilization, and other services are anessential part of the maintenance program. Emergency plumbing and electrical repairs are performed bylocal contractors on call as needed. Currently, no deferred maintenance projects are awaiting funding.The Physical Plant Operations and Maintenance Department responds to requests for maintenanceservices timely and effectively. The preferred method is for employees to notify Maintenance with anelectronic work request using the computer maintenance management system "SchoolDude." Manywork requests are made by phone calls to department staff who dispatch workers by radio or who enterthe order into the computer work order system for routine handling when not urgent or when requiringsupervisory oversight. Maintenance employees are trained to monitor conditions as they work throughoutfacilities and to report deficiencies or concerns for internal resolution.Preventative maintenance is an essential component of physical plant maintenance. Atargeted preventative maintenance program is in place with logs for HVAC and other equipment toensure that components such as belts and filters are systematically and routinely replaced and that otherfeatures are examined regularly to minimize the risk of sudden failure to equipment or systems. Eachcampus and center maintains these checklists and supervisors randomly verify that the work is beingcompleted for each facility.SFCC facilities are inspected annually for fire safety, sanitation, and potential casualty losses by theFlorida College System Risk Management Consortium (FCSRMC) and by the local fire departments.The county health departments also inspect swimming pool and food service operations routinely toconfirm compliance with health and sanitation requirements. The FCSRMC was created by mutualagreement of the boards of trustees of Florida’s community colleges to develop and implement astatewide cooperative system of risk management under one comprehensive plan. As a participatingmember, the college enjoys the benefits of an excellent program of self-insurance for property, casualty,health, and life. The college, as a political subdivision of the State of Florida, benefits from theprovisions of Florida Statutes 768.28 which provides sovereign immunity protection.The August 2010 Employee Satisfaction Survey revealed an extremely high satisfaction level with theoperation and maintenance of physical facilities at SFCC. Only 2.7% of respondents stated that they weredissatisfied with Maintenance services, with the majority of employees who stated an opinion indicating ahigh level of satisfaction. The 2007-08 Student Opinion Survey responses indicated a highlySouth Florida Community College Page 180 / 202favorable view of facilities at the college, with all areas surveyed receiving equal or higher marks fromSFCC students than the national norms. Additionally, the 2008-10 Graduate Satisfaction Surveyprovided similar responses, with only 0.6% of respondents indicating dissatisfaction.

The August 2010 Employee Satisfaction Survey revealed an extremely high satisfaction level with theoperation and maintenance of physical facilities at SFCC. Only 2.7% of respondents stated that they weredissatisfied with Maintenance services, with the majority of employees who stated an opinion indicating ahigh level of satisfaction. The 2007-08 Student Opinion Survey responses indicated a highlyfavorable view of facilities at the college, with all areas surveyed receiving equal or higher marks fromSFCC students than the national norms. Additionally, the 2008-10 Graduate Satisfaction Surveyprovided similar responses, with only 0.6% of respondents indicating dissatisfaction.SourcesSurvey ResultsEmployee Satisfaction Survey 2010, p. 1Graduate Satisfaction Survey 2008-2010, p. 19Student Opinion Survey 2007-2008, p. 13Administrative | Facilities Master PlanAnnual Comprehensive Safety Inspection ReportApproved Furniture, Equipment, and Technology BudgetCapital Improvement Program (CIP)Educational Plant Survey 6.25.08Facilities Legislative Budget RequestFlorida Colleges Risk Management ConsortiumFS 1013.31, Educational Plant Survey; Localized Need Assessment; PECO Project SpendingFS 768.28, Waiver of Sovereign Immunity in Tort Actions; Recovery Limits...Institutional Effectiveness | Employee Satisfaction Survey 2010Institutional Effectiveness | Graduate Satisfaction Survey (GSS) Report 2008-2010Institutional Effectiveness | Student Opinion Survey (SOS) Comparative ReportPreventative Maintenance Schedule and Control LogProject Priority List (PPL) 8.27.10Work Order Request - SchoolDude Software3.12.1Substantive change procedures and policyThe institution notifies the Commission of changes in accordance with the substantive change policy and,when required, seeks approval prior to the initiation of changes.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) is aware of its responsibility to notify the Commission onColleges (COC) of changes in accordance with the Substantive Change Policy and, when required, toseek approval prior to the initiation of changes. Since the last reaffirmation in 2002, SFCC hadinstituted changes without appropriate notice to the COC, but when made aware of the unreportedsubstantive change immediately notified SACS. In 2008 curriculum development and approval procedureswere revised to eliminate future oversight of substantive change requirements.The following table reflects notification of changes and the correspondence between SFCC and theCommission on Colleges.Type of Substantive ChangeAdding to existing relatedprogramsEmergency Medical Services (A.A.S.)NotificationLetterFebruary 18,2008ApprovalLetterApril 15,2008South Florida Community College Page 181 / 202

Project Priority List (PPL) 8.27.10Work Order Request - SchoolDude Software3.12.1Substantive change procedures and policyThe institution notifies the Commission of changes in accordance with the substantive change policy and,when required, seeks approval prior to the initiation of changes.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) is aware of its responsibility to notify the Commission onColleges (COC) of changes in accordance with the Substantive Change Policy and, when required, toseek approval prior to the initiation of changes. Since the last reaffirmation in 2002, SFCC hadinstituted changes without appropriate notice to the COC, but when made aware of the unreportedsubstantive change immediately notified SACS. In 2008 curriculum development and approval procedureswere revised to eliminate future oversight of substantive change requirements.The following table reflects notification of changes and the correspondence between SFCC and theCommission on Colleges.Type of Substantive ChangeAdding to existing relatedprogramsEmergency Medical Services (A.A.S.)Paramedic (CCC)Education Preparation Institute(Institutional Credit)Electrical Line Service Repair, (OC)Radiography (A.A.S.)Fire Science Technology (A.A.S.)Crossover Correctional toCorrectional Probation (OC)Clarification requestEducation Preparation InstituteChange of address for Desoto andHardee sitesAdd Lorida Schoolhouse siteList of all instructional sites teaching>50% of a programProgram name change,curriculum updateComputer Electronics Technology(OC)Agri-Business Specialization (A.A.S.)Request distance learningdelivery (>50%)Agri-business Specialization (A.A.S.)Citrus Specialization (A.A.S.)Landscape and HorticultureSpecialization (A.A.S.)Landscape and HorticultureNotificationLetterFebruary 18,2008ApprovalLetterApril 15,2008May 6, 2008 June 18,2008October 17,2008November10, 2008January 12,2009January 27,2009South Florida Community College Page 182 / 202

Agri-business Specialization (A.A.S.)Citrus Specialization (A.A.S.)Landscape and HorticultureSpecialization (A.A.S.)Landscape and HorticultureProfessional (CCC)Landscape and HorticultureTechnician (CCC)Computer Programming (CCC)Child Development and Education(A.A.S.)Secretarial (General, A.A.S.)Secretarial Specialist (General, CCC)Criminal Justice Technology (A.S.)Criminal Justice Technology (A.A.S.)Clarification request regardingdistance learning > 50% andadditional distance learning(>50%) requestsAccounting Paraprofessional (A.A.S.)Accounting Applications (CCC)Business Administration (A.S.)Business Management (CCC)Computer Information Systems(A.S.)Computer Programming and Analysis(A.A.S.)Networking Services Technology(A.A.S.)Educator Preparation Institute(Institutional Credit)Fire Science (A.A.S.)Add new certificatesMedical Assisting (OC)Phlebotomy (OC)Electrocardiography (OC)Request distance learning(>50%)Building Restoration, Preservationand Renovation (A.A.S.)Business Administration (A.A.S.)Computer Engineering Technology(A.A.S.)Construction Management, (A.A.S.)Dental Hygiene (A.A.S.)Drafting and Design Technology(A.A.S.)Hospitality and Tourism Management(A.S., A.A.S.)Request distance learning(>25%)Bio-Medical Electronic Systems(A.A.S.)Dental Assistant (OC)February 12,2009October 7,2009May 14,2009October 21,2009South Florida Community College Page 183 / 202

Hospitality and Tourism Management(A.S., A.A.S.)Request distance learning(>25%)Bio-Medical Electronic Systems(A.A.S.)Dental Assistant (OC)Electronics Engineering (A.S.)Emergency Medical Services (A.A.S.)Nursing, Transition LPN to RN (A.S.,A.A.S.)Nursing, Generic RN (A.S., A.A.S.)Secretarial, Medical (CCC)Add A.S. and A.A.S. Nursingprograms to Hardee and DesotositeProgram deletionsNursery OperationsMajor Appliance and RefrigerationRepairProgram DeletionMasonry ApprenticeshipRequest distance learning(>25%)Electronics Engineering (A.A.S.)Radiography (A.A.S.)October 20,2009December16, 2009June 21,2010January 5,2010April 5,2010August 16,2010Sources01.05.201001.12.200901.27.200902.12.200902.18.200804.05.201004.15.200805.06.200805.14.200906.18.200806.21.201008.16.201010.07.200910.17.200810.20.200910.21.200911.10.200812.16.2009SACS Approval for Distance Learning 2003SFCC Administrative Procedure 3021, Curriculum Development and Substantive Change Flowchart3.13.1Compliance with other Commission policiesThe institution complies with the policies of the Commission on Colleges.South Florida Community College Page 184 / 202JudgmentCompliant Non-Compliant Not Applicable

SACS Approval for Distance Learning 2003SFCC Administrative Procedure 3021, Curriculum Development and Substantive Change Flowchart3.13.1Compliance with other Commission policiesThe institution complies with the policies of the Commission on Colleges.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThis comprehensive standard is not addressed by the institution in its Compliance Certification Report.3.14.1Representation of status with the Commission: Publication of accreditation statusA member or candidate institution represents its accredited status accurately and publishes the name,address, and telephone number of the Commission in accordance with Commission requirements andfederal policy.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College is in compliance with this comprehensive standard because the name,address, and phone number of the Southern Association of Colleges and Schools are published in severalwidely read college publications and on the SFCC Web site, using language as required.Printed Publications• Student Handbook 2010-2011• Faculty Handbook• Adjunct Faculty Handbook• Employee HandbookGeneral Information and Program Brochures:• SFCC "Discover a New World," back panel• Associate in Arts Degree Program, back panel• Public Service Academy, back panelRegistration and Program Advertisements:• South Florida Community College, "Discover a New World"(July 23, 2010)Electronic Format• Web site, links to the accreditation page appear at the bottom of each Web page and at the homepage drop down, "About SFCC."• The College Catalog, Schedule of Classes, and the Corporate and Continuing Education trainingschedule are available as electronic documents (PDF) only and are found on the SFCC Web site.◦ College Catalog(2010-11), p.2◦ Schedule of Classes(Fall 2010), p.6South Florida Community College Page 185 / 202◦ Corporate and Continiuing Education training schedule (2010-11), back cover• Annual Report and College Plan(2008-09), back cover

Academic | Faculty HandbookNarrativeThis comprehensive standard is not addressed by the institution in its Compliance Certification Report.3.14.1Representation of status with the Commission: Publication of accreditation statusA member or candidate institution represents its accredited status accurately and publishes the name,address, and telephone number of the Commission in accordance with Commission requirements andfederal policy.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College is in compliance with this comprehensive standard because the name,address, and phone number of the Southern Association of Colleges and Schools are published in severalwidely read college publications and on the SFCC Web site, using language as required.Printed Publications• Student Handbook 2010-2011• Faculty Handbook• Adjunct Faculty Handbook• Employee HandbookGeneral Information and Program Brochures:• SFCC "Discover a New World," back panel• Associate in Arts Degree Program, back panel• Public Service Academy, back panelRegistration and Program Advertisements:• South Florida Community College, "Discover a New World"(July 23, 2010)Electronic Format• Web site, links to the accreditation page appear at the bottom of each Web page and at the homepage drop down, "About SFCC."• The College Catalog, Schedule of Classes, and the Corporate and Continuing Education trainingschedule are available as electronic documents (PDF) only and are found on the SFCC Web site.◦ College Catalog(2010-11), p.2◦ Schedule of Classes(Fall 2010), p.6◦ Corporate and Continiuing Education training schedule (2010-11), back cover• Annual Report and College Plan(2008-09), back coverOther PresentationSFCC posts a large-size, two-panel copy of the College's Mission and Core Values in full view ofstudents, employees, and visitors at several key locations on walls at each of its campuses andcenters. One such location is on the first floor of the Catherine P. Cornelius Student Services andClassroom Complex (Building B). Included in the informtion are the name, address, and phonenumber of the Southern Association of Colleges and Schools.South Florida Community College Page 186 / 202Sources

Classroom Complex (Building B). Included in the informtion are the name, address, and phonenumber of the Southern Association of Colleges and Schools.SourcesAcademic | Faculty HandbookAcademic | Faculty Handbook (Adjunct)Adjunct Faculty Handbook, pp 20-21Administrative | Employee HandbookAdvertisement, Discover a New WorldAnnual Report 2008-09Brochure, A.A. DegreesBrochure, Discover a New WorldBrochure, Public Service AcademyCorporate and Continuing Education ScheduleEmployee Handbook, p. 8Faculty Handbook, p. 3Schedule of Classes Fall 2010SFCC College Catalog, 2010-2011, p. 2SFCC Web Site Home PageStudent Handbook 2010-2011, p. 4Student Services | Schedule of Classes - Fall 2010Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20114.1Student achievementThe institution evaluates success with respect to student achievement, including as appropriate,consideration of course completion, state licensing examinations, and job placement rates.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) evaluates student achievement using multiple measures to trackstudent success at the institutional, program, and course level. Included in these measures are coursecompletion data, state licensing pass rates, and job placement information, as well as other significantdata collected that document student achievement and provide benchmark comparison. The tables belowprovide evidence of student outcome achievement.Credentials Awarded 2007-2010Source: Annual ReportsDegree 2006-07 2007-08 2008-09 2009-10Adult High School Diploma 3 1 1 4Advance Technical Diploma (ATD) 23 8 26 24Apprenticeship (APP) 7 8 26 24Asssociate in Applied Science (A.A.S.) 45 48 58 68Associate in Arts (A.A.) 194 194 190 279Associate in Science (A.S.) 2 2 4 6College Credit Certificate (PSVC) 12 14 16 15Educational Preparation Institute (EPI) N/A 5 13 11State of Florida High School Diploma (GED) 113 175 155 157Occupational Certificate (PSAV) 284 254 220 243TOTAL 683 710 691 819South Florida Community College Page 187 / 202At the institutional level, annual reporting of the Core Indicators of Effectiveness provides additionalinformation about student goal attainment, persistence, graduation rate, graduate satisfaction, success in

Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20114.1Student achievementThe institution evaluates success with respect to student achievement, including as appropriate,consideration of course completion, state licensing examinations, and job placement rates.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) evaluates student achievement using multiple measures to trackstudent success at the institutional, program, and course level. Included in these measures are coursecompletion data, state licensing pass rates, and job placement information, as well as other significantdata collected that document student achievement and provide benchmark comparison. The tables belowprovide evidence of student outcome achievement.Credentials Awarded 2007-2010Source: Annual ReportsDegree 2006-07 2007-08 2008-09 2009-10Adult High School Diploma 3 1 1 4Advance Technical Diploma (ATD) 23 8 26 24Apprenticeship (APP) 7 8 26 24Asssociate in Applied Science (A.A.S.) 45 48 58 68Associate in Arts (A.A.) 194 194 190 279Associate in Science (A.S.) 2 2 4 6College Credit Certificate (PSVC) 12 14 16 15Educational Preparation Institute (EPI) N/A 5 13 11State of Florida High School Diploma (GED) 113 175 155 157Occupational Certificate (PSAV) 284 254 220 243TOTAL 683 710 691 819At the institutional level, annual reporting of the Core Indicators of Effectiveness provides additionalinformation about student goal attainment, persistence, graduation rate, graduate satisfaction, success insubsequent and related course work, placement rates, licensure rates, and SFCC student performanceupon transfer to the university level. For those students continuing on to four-year institutions, resultsdemonstrate that SFCC students perform very well upon transfer.Transfer to Four-year Colleges and UniversitiesSource: State Accountability Report2004-05 2005-06 2006-07NMeanNMeanNMeanGPAGPAGPAFlorida Agricultural & Mechanical0 0 2 3.10 0 0UniversityFlorida Atlantic University 0 0 2 1.56 2 2.81Florida Gulf Coast University 12 2.82 16 2.97 19 2.88Florida International University 2 3.36 2 2.99 0 0Florida State University 3 3.59 3 2.59 10 2.56University of Central Florida 21 2.48 17 3.09 15 2.81South Florida University Community of Florida College 16 2.76 19 3.06 17 2.95 Page 188 / 202University of North Florida 0 0 0 0 1 3.01University of South Florida 40 3.34 45 3.05 37 3.08

Spring 2010 N 3651 2445 1285 465 875 64 524 2 16 646 79 10052Florida State University 3 3.59 3 2.59 10 2.56University of Central Florida 21 2.48 17 3.09 15 2.81University of Florida 16 2.76 19 3.06 17 2.95University of North Florida 0 0 0 0 1 3.01University of South Florida 40 3.34 45 3.05 37 3.08University of West Florida 1 3.78 1 2.89 0 0TOTAL 95 3.00 107 3.01 101 2.92Program Level PerformanceAs discussed in Core Requirement 2.5 and Comprehensive Standard 3.3.1.1, the College’s assessmentprocess reviews all educational programs for achievement of program outcomes. Some educationalprograms include outcomes relating to student achievement that are measured by licensure pass rates.Licensure pass rates are also reported in the annual Core Indicators of Effectiveness. The tablebelow shows the high level of pass rates experienced consistently over the past three years in thoseprograms that participate in national or state certification or licensure processes.Licensure/Certification Pass RatesSource: Core Indicator 112006-07 2007-08 2008-09 2009-10Nursing (ADN) 96 % 88 % 94 % %Practical Nursing (LPN) 94 % 94 % 100 % %Corrections 93 % 93 % 98 % %Cosmetology 100 % 100 % 100 % %Dental Assisting 90 % 100 % 100 %Dental Hygiene 100 % 100 % 90 % %Emergency Medical Technician(EMT)91 % 91 % 84 % %Law Enforcement 77 % 76 % 89 % %Paramedic 100 % 100 % 91 % %Radiography N/A N/A 100 % %%Course Level PerformanceEach term, the college provides a Grade Distribution Report that gives information regarding studentperformance in every course, by faculty listing, that indicates course completions and course grades.Additional reports provide a three-year course review for both Applied Sciences and Arts andSciences. These reports are grouped by course title and include numbers of students, sections,productive grade rates (A, B, or C) and retention rates. Overall, college grade distributions for the pastacademic year are included below. At the completion of each term a summary report is published thatincludes course level performance, course grades, and retention rates. This information is readilyavailable to all departments and disciplines through the Institutional Effectiveness intranet Web site andis used for departmental/discipline discussions, analysis and identification of improvement activities.2009-10 Course Completion SummarySource: College Grade Distribution ReportTerm A B C D F I W X N P S TotalSouth Florida Community College Page 189 / 202Fall 2009 N 3481 2486 1332 428 718 111 528 2 22 748 79 9935% 35.04 25.02 13.41 4.31 7.23 1.12 5.31 0.02 0.22 7.53 0.80

Source: College Grade Distribution ReportTerm A B C D F I W X N P S TotalFall 2009 N 3481 2486 1332 428 718 111 528 2 22 748 79 9935% 35.04 25.02 13.41 4.31 7.23 1.12 5.31 0.02 0.22 7.53 0.80Spring 2010 N 3651 2445 1285 465 875 64 524 2 16 646 79 10052% 36.32 24.32 12.78 4.63 8.70 0.64 5.21 0.02 0.16 6.43 0.79Job Placement RatesJob placement rates are reported annually through the Florida Education and Training PlacementInformation Program (FETPIP) as seen in the table below.Job Placement Rates 2005-2007Source: FETPIP Data2005 2006 2007Associate of Science (A.S.) and Associate of Applied Science (A.A.S.) 100 % 100 % 94 %Post Secondary Adult Vocational (PSAV) 85 % 83 % 79 %Post Secondary Vocational (PSV) 71 % 50 % 100 %SourcesGrade Distribution ReportInstitutional Effectiveness | Core Indicators of Effectiveness 2008-2010Three Year Course Review for Applied SciencesThree Year Course Review for Arts and Sciences4.2Program curriculumThe institution’s curriculum is directly related and appropriate to the purpose and goals of the institutionand the diplomas, certificates or degrees awarded.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) is a comprehensive community college that offers a wide rangeof postsecondary educational and technical programs that fulfill its mission and purposes. SFCC adheresto Florida Statutes (FS) and State Board of Education (SBE) Rule 6A-14.030 which define thelength, content, and title of the degrees, certificates, and diplomas offered.South Florida Community College Page 190 / 202In fulfilling its mission, the college offers three associate degrees: the Associate in Arts (A.A.),Associate in Science (A.S.), and Associate in Applied Science (A.A.S.). SFCC also offers the Applied

Three Year Course Review for Applied SciencesThree Year Course Review for Arts and Sciences4.2Program curriculumThe institution’s curriculum is directly related and appropriate to the purpose and goals of the institutionand the diplomas, certificates or degrees awarded.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) is a comprehensive community college that offers a wide rangeof postsecondary educational and technical programs that fulfill its mission and purposes. SFCC adheresto Florida Statutes (FS) and State Board of Education (SBE) Rule 6A-14.030 which define thelength, content, and title of the degrees, certificates, and diplomas offered.In fulfilling its mission, the college offers three associate degrees: the Associate in Arts (A.A.),Associate in Science (A.S.), and Associate in Applied Science (A.A.S.). SFCC also offers the AppliedTechnical Diploma (ATD), Adult High School diploma, occupational certificate (OC) and college creditcertificate (CCC). Below is a summary that provides examples of how the college curriculum aligns withthe college mission and purposes.Mission Purpose StatementCompleting an associate degree inpreparation for pursuing a baccalaureateor other professional degree orcredentialCompleting career and technical trainingto enter the workforce or to improvecareer circumstancesCompleting college preparatoryprograms of study including thoseleading to the high school diplomaObtaining basic skills in literacy,numeracy, and citizenship to prosper asa contributing member of societyRelated CurriculumThe college provides A.A. and A.S. degrees designed tofacilitate transfer to four-year institutions.The college provides ATDs, Apprenticeships, CCCs, OCs and avariety of A.A.S. programs that allow students to enter acareer or the workforce upon completion. Corporate andContinuing Education (CCE) provides additional customizedtraining opportunities for those who are already employedand wish to take classes. The Educator Preparation Institute(EPI) provides alternate teacher certification to those whoalready have a baccalaureate degree.Academic Foundations (developmental education)opportunities are available for pre-college students inreading, English and mathematics. High school students cancomplete their high school diploma through the SFCC AdultHigh School or the State of Florida High School Diploma(GED).Programs in Adult Basic Education (ABE) and English forSpeakers of other Languages (ESOL) assist students inacquisition of basic literacy, numeracy, language andcitizenship skills.Gaining personal, cultural, and globalawareness; appreciation; andunderstanding needed in a complexcontemporary societyGeneral education curriculum integrated into associate degreeprograms facilitates the development of personal, cultural,and global awareness and understanding.South Florida Community College Page 191 / 202Pursuing advanced academic preparation Partnerships with colleges and universities, whether 2+2

Gaining personal, cultural, and globalawareness; appreciation; andunderstanding needed in a complexcontemporary societyPursuing advanced academic preparationand credentials available throughpartnerships with colleges anduniversitiesParticipating in the social, cultural,environmental, and economicdevelopment of the communities servedby the collegeGeneral education curriculum integrated into associate degreeprograms facilitates the development of personal, cultural,and global awareness and understanding.Partnerships with colleges and universities, whether 2+2programs or on-campus four-year offerings provided at theSFCC University Center, assist students who have completedtheir associate degree to continue their educational efforts.The college provides an extensive cultural series that isavailable to the community. Community Education providesprograms such as children's summer enrichment camps,Lifetime Learners, sports camps, parenting classes, and manyother topics of interest to the community. The college isactive in partnering with the Economic DevelopmentCommission and the Heartland Workforce Board to providenecessary training. SFCC provides space for a Small BusinessIncubator in partnership with the University of South Florida.SourcesDBOT Policy 1.02, Vision, Mission, and Institutional Core ValuesSBE Rule 6A-14.030, Instruction and Awards in Community CollegesSFCC College Catalog 2010-2011, pp. 87-88Student Services | SFCC College Catalog 2010-20114.3Publication of policiesThe institution makes available to students and the public current academic calendars, grading policies,and refund policies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) makes available to students and the general public theacademic calendar and related student policies. The academic calendar is available on the College Website, in the SFCC College Catalog, Schedule of Classes, and Student Handbook. These documentsalso contain the majority of academic policies and are also available on the college Web site. Onlinepublications include policies on academic ethics, records maintenance and privacy, acceptable use oftechnology, communication devices, drug free college, infectious diseases, collection and use of socialsecurity numbers, and safety information. During the year, online publications are updated in responseto major changes. The online Schedule of Classes is updated daily to reflect changes that have occurredin the past 24 hours. Additionally, the SFCC Student Handbook is available in a print format once eachyear.Once the student enrolls, additional information is available through Panther Central (the online collegeportal) and Panther Den (the college course management system). General grading policies areavailable in the SFCC College Catalog and are applicable to all courses. Additionally, facultymembers publish an individual course syllabus that defines assignments and course grading criteria.The online version of the course syllabi and instructor's requirements can be found in the coursemanagement system (Panther Den) or will be provided to the student in a paper format during the firstweek of class. General guidelines for information to be included in course syllabi are available in theSouth Florida Community College Page 192 / 202

SFCC College Catalog 2010-2011, pp. 87-88Student Services | SFCC College Catalog 2010-20114.3Publication of policiesThe institution makes available to students and the public current academic calendars, grading policies,and refund policies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) makes available to students and the general public theacademic calendar and related student policies. The academic calendar is available on the College Website, in the SFCC College Catalog, Schedule of Classes, and Student Handbook. These documentsalso contain the majority of academic policies and are also available on the college Web site. Onlinepublications include policies on academic ethics, records maintenance and privacy, acceptable use oftechnology, communication devices, drug free college, infectious diseases, collection and use of socialsecurity numbers, and safety information. During the year, online publications are updated in responseto major changes. The online Schedule of Classes is updated daily to reflect changes that have occurredin the past 24 hours. Additionally, the SFCC Student Handbook is available in a print format once eachyear.Once the student enrolls, additional information is available through Panther Central (the online collegeportal) and Panther Den (the college course management system). General grading policies areavailable in the SFCC College Catalog and are applicable to all courses. Additionally, facultymembers publish an individual course syllabus that defines assignments and course grading criteria.The online version of the course syllabi and instructor's requirements can be found in the coursemanagement system (Panther Den) or will be provided to the student in a paper format during the firstweek of class. General guidelines for information to be included in course syllabi are available in theFaculty Handbook and the Adjunct Faculty Handbook.Refund policies are governed by State Board of Education (SBE) Rule 6A-14.0541, SFCC DistrictBoard of Trustee (DBOT) Policy 4.13, SFCC Administrative Procedure 4130, and FloridaStatutes (FS) 1009.22 and 1009.23. The refund policies and fees are announced in the online SFCCCollege Catalog, Student Handbook, and Schedule of Classes.SourcesAcademic | Faculty HandbookAcademic | Faculty Handbook (Adjunct)Academic Policy InventoryAdjunct Faculty Handbook, pp. 25-27Course SyllibiDBOT Policy 4.13, RefundsFaculty Handbook, pp. 47-48FS 1009.22, Workforce Education Postsecondary Student FeesFS 1009.23, Community College Student FeesSBE Rule 6A-14.0541, Student Fee RefundsSchedule of Classes Fall 2010, p. 7Schedule of Classes Fall 2010, pp. 16-18South Florida SFCC Community Administrative College Procedure 4130, SFCC Refund ProcedurePage 193 / 202SFCC College Catalog 2010-2011, p. 12SFCC College Catalog 2010-2011, p. 53

SBE Rule 6A-14.0541, Student Fee RefundsSchedule of Classes Fall 2010, p. 7Schedule of Classes Fall 2010, pp. 16-18SFCC Administrative Procedure 4130, SFCC Refund ProcedureSFCC College Catalog 2010-2011, p. 12SFCC College Catalog 2010-2011, p. 53SFCC College Catalog 2010-2011, pp. 48-49SFCC Web Site, CalendarStudent Handbook 2010-2011, p. 10Student Handbook 2010-2011, p. 36Student Services | Schedule of Classes - Fall 2010Student Services | Student Handbook 2010-20114.4Program lengthProgram length is appropriate for each of the institution’s educational programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe program length of each South Florida Community College (SFCC) educational program is appropriatefor the designated program type. Program length for all educational programs are determined by afaculty-driven curriculum development and review process, and complies with state requirementsregarding curriculum development and program length.SFCC complies with the State Board of Education (SBE) Rule 6A-14.030 which prescribes therequired length for Associate in Arts (A.A.), Associate in Science (A.S.), and Associate in Applied Science(A.A.S.) degrees. The standard credit-hour length of programs is defined according to the Department ofEducation annual publication Community College Programs with Standard Program Length. Withinthe associate degree programs, 36 hours must be general education courses for the A.A. degree, and 15-18 for the A.S. and A.A.S. degrees. Some associate degree programs require more than 60 hours forcompletion due to state, licensure, or certification standards such as Dental Hygiene, Nursing (GenericRN), and Radiography. One Applied Technology Diploma (A.T.D.), which is part of an A.A.S program, isprovided and requires less than 60 credit hours. Certificates include the occupational certificate (O.C.),college credit certificate (C.C.C.) and the Certificate of Professional Preparation (E.P.I.). C.C.C.'s are acomponent of an A.A.S. program and are measured in clock hours, whereas occupational are identified astechnical credit. Examples of degree programs and their respective lengths are presented in the tablebelow:ProgramAssociate in Arts (A.A.) DegreeAssociate in Science (A.S.) DegreeAssociate in Applied Science (A.A.S.) DegreeApplied Technical Diploma (A.T.D.)Occupational Certificate (O.C.)College Credit Certificate (C.C.C.)Educator Preparation Institute Certificate(E.P.I.)Credit or Contact Hour Requirement60 Credit Hours60-72 Credit Hours60-88 Credit HoursLess than 60 Credit HoursLess than 2100 Contact HoursLess than 60 Credit Hours21 Institutional Credit HoursCareer and Technical Education frameworks prepared at the state level provide guidelines for technicalprogram design and program length. Individual programs and their state-approved program lengths aredescribed further in 2.7.1. The number of credit or contact hours necessary to complete each SFCCeducational program is published in the SFCC College Catalog 2010-2011.South Florida Community College Page 194 / 202

Student Services | Schedule of Classes - Fall 2010Student Services | Student Handbook 2010-20114.4Program lengthProgram length is appropriate for each of the institution’s educational programs.JudgmentCompliant Non-Compliant Not ApplicableNarrativeThe program length of each South Florida Community College (SFCC) educational program is appropriatefor the designated program type. Program length for all educational programs are determined by afaculty-driven curriculum development and review process, and complies with state requirementsregarding curriculum development and program length.SFCC complies with the State Board of Education (SBE) Rule 6A-14.030 which prescribes therequired length for Associate in Arts (A.A.), Associate in Science (A.S.), and Associate in Applied Science(A.A.S.) degrees. The standard credit-hour length of programs is defined according to the Department ofEducation annual publication Community College Programs with Standard Program Length. Withinthe associate degree programs, 36 hours must be general education courses for the A.A. degree, and 15-18 for the A.S. and A.A.S. degrees. Some associate degree programs require more than 60 hours forcompletion due to state, licensure, or certification standards such as Dental Hygiene, Nursing (GenericRN), and Radiography. One Applied Technology Diploma (A.T.D.), which is part of an A.A.S program, isprovided and requires less than 60 credit hours. Certificates include the occupational certificate (O.C.),college credit certificate (C.C.C.) and the Certificate of Professional Preparation (E.P.I.). C.C.C.'s are acomponent of an A.A.S. program and are measured in clock hours, whereas occupational are identified astechnical credit. Examples of degree programs and their respective lengths are presented in the tablebelow:ProgramAssociate in Arts (A.A.) DegreeAssociate in Science (A.S.) DegreeAssociate in Applied Science (A.A.S.) DegreeApplied Technical Diploma (A.T.D.)Occupational Certificate (O.C.)College Credit Certificate (C.C.C.)Educator Preparation Institute Certificate(E.P.I.)Credit or Contact Hour Requirement60 Credit Hours60-72 Credit Hours60-88 Credit HoursLess than 60 Credit HoursLess than 2100 Contact HoursLess than 60 Credit Hours21 Institutional Credit HoursCareer and Technical Education frameworks prepared at the state level provide guidelines for technicalprogram design and program length. Individual programs and their state-approved program lengths aredescribed further in 2.7.1. The number of credit or contact hours necessary to complete each SFCCeducational program is published in the SFCC College Catalog 2010-2011.SourcesCommunity College Programs with Standard Program LengthSBE Rule 6A-14.030, Instruction and Awards in Community CollegesSFCC College Catalog 2010-2011, pp. 70-137Student Services | SFCC College Catalog 2010-2011South Florida Community College Page 195 / 2024.5

Community College Programs with Standard Program LengthSBE Rule 6A-14.030, Instruction and Awards in Community CollegesSFCC College Catalog 2010-2011, pp. 70-137Student Services | SFCC College Catalog 2010-20114.5Student complaintsThe institution has adequate procedures for addressing written student complaints and is responsible fordemonstrating that it follows those procedures when resolving student complaints. (See Commissionpolicy “Complaint Procedures for the Commission or its Accredited Institutions.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has adequate procedures for addressing student complaints orgrievances and maintains evidence that the procedures are followed.The SFCC District Board of Trustees (DBOT) has developed several policies to address studentcomplaints. DBOT Policy 1.09 addresses the authority of the President under Florida Statute (FS)1001.64 to establish procedures for due process that will ensure satisfactory resolution of grievancesfor students, faculty, and staff. DBOT Policy 1.10 ensures the college’s compliance with Floridalaws regarding equal opportunity and equity and freedom from discrimination. DBOT Policy 3.33identifies and defines disruptive and obstructive behavior and empowers the President to developprocesses and procedures to protect the rights of accused students. Each of the DBOT policies aresupported by SFCC Administrative Procedures.SFCC Administrative Procedure 1095 addresses concerns of discriminatory treatment and allows forappeals in the application of college rules and regulations. SFCC Administrative Procedure 1102details the grievance process, and SFCC Administrative Procedure 1103 provides instruction onreporting sexual misconduct and harassment. SFCC Administrative Procedure 3331 details themechanisms of appeal and due process for students who are accused of violations of college rules andregulations.The policies and procedures are summarized in the Student Handbook and the SFCC CollegeCatalog, and are disseminated online through the college Web site and in print. The complaint andappeal processes clearly indicate who to contact, the expected timeframe in which to report, expectedtimes of response, progressive levels of review, and the last contact point for resolution of the problem.All SFCC regulations regarding student rights, expression of grievances, and disciplinaryprocedures comply with College procedures and are applied in a fair and consistent manner. Studentcomplaints are logged and tracked to resolution, and the files are maintained in the Office of the Deanof Student Services.The college recognizes that many concerns and issues can be addressed and resolved by informaldialogue. Each fall and spring term, the Student Government Association (SGA) hosts a student forumwith the President and members of the President's Council. This is an informal forum where the studentshave the opportunity to ask questions and present concerns and/or issues directly to the collegePresident. The President submits to the students a summary (e.g., Spring Student Forum 2009, FallStudent Forum 2009, and Spring Student Forum 2010) of the issues presented and his response tothose issues and concerns.Students South Florida or Community other individuals College who wish to register a complaint against the college with the Southern Page 196 / 202Association of Colleges and Schools will find the address and phone number of the Commission onColleges published in a number of SFCC documents. Federal Requirement 4.6 demonstrates the degree

SFCC College Catalog 2010-2011, pp. 70-137Student Services | SFCC College Catalog 2010-20114.5Student complaintsThe institution has adequate procedures for addressing written student complaints and is responsible fordemonstrating that it follows those procedures when resolving student complaints. (See Commissionpolicy “Complaint Procedures for the Commission or its Accredited Institutions.”)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College (SFCC) has adequate procedures for addressing student complaints orgrievances and maintains evidence that the procedures are followed.The SFCC District Board of Trustees (DBOT) has developed several policies to address studentcomplaints. DBOT Policy 1.09 addresses the authority of the President under Florida Statute (FS)1001.64 to establish procedures for due process that will ensure satisfactory resolution of grievancesfor students, faculty, and staff. DBOT Policy 1.10 ensures the college’s compliance with Floridalaws regarding equal opportunity and equity and freedom from discrimination. DBOT Policy 3.33identifies and defines disruptive and obstructive behavior and empowers the President to developprocesses and procedures to protect the rights of accused students. Each of the DBOT policies aresupported by SFCC Administrative Procedures.SFCC Administrative Procedure 1095 addresses concerns of discriminatory treatment and allows forappeals in the application of college rules and regulations. SFCC Administrative Procedure 1102details the grievance process, and SFCC Administrative Procedure 1103 provides instruction onreporting sexual misconduct and harassment. SFCC Administrative Procedure 3331 details themechanisms of appeal and due process for students who are accused of violations of college rules andregulations.The policies and procedures are summarized in the Student Handbook and the SFCC CollegeCatalog, and are disseminated online through the college Web site and in print. The complaint andappeal processes clearly indicate who to contact, the expected timeframe in which to report, expectedtimes of response, progressive levels of review, and the last contact point for resolution of the problem.All SFCC regulations regarding student rights, expression of grievances, and disciplinaryprocedures comply with College procedures and are applied in a fair and consistent manner. Studentcomplaints are logged and tracked to resolution, and the files are maintained in the Office of the Deanof Student Services.The college recognizes that many concerns and issues can be addressed and resolved by informaldialogue. Each fall and spring term, the Student Government Association (SGA) hosts a student forumwith the President and members of the President's Council. This is an informal forum where the studentshave the opportunity to ask questions and present concerns and/or issues directly to the collegePresident. The President submits to the students a summary (e.g., Spring Student Forum 2009, FallStudent Forum 2009, and Spring Student Forum 2010) of the issues presented and his response tothose issues and concerns.Students or other individuals who wish to register a complaint against the college with the SouthernAssociation of Colleges and Schools will find the address and phone number of the Commission onColleges South Florida published Community College in a number of SFCC documents. Federal Requirement 4.6 demonstrates the Page degree 197 / 202to which the public and students are made aware of contact information in college publications.

To supplement the recruitment process, the College Web site, program brochures, advertisements,Students or other individuals who wish to register a complaint against the college with the SouthernAssociation of Colleges and Schools will find the address and phone number of the Commission onColleges published in a number of SFCC documents. Federal Requirement 4.6 demonstrates the degreeto which the public and students are made aware of contact information in college publications.The college provides several avenues for students to express concerns and grievances and also providesprocedures to assure that students are uniformly treated fairly and without prejudice.SourcesDBOT Policy 1.09, Grievance ProceduresDBOT Policy 1.10, Equal OpportunityDBOT Policy 3.33, Control and Discipline of StudentsFall Forum 2009FS 1001.64, Community College Boards of Trustees; Powers and DutiesSFCC Administrative Procedure 1095, Grievance Procedure: DiscriminationSFCC Administrative Procedure 1102, Student Grievance ProcedureSFCC Administrative Procedure 1103, Sexual Harrassment of Students and/or Admissions ApplicantsSFCC Administrative Procedure 3331, Student DisciplineSFCC College Catalog 2010-2011, p. 63 and p. 67Spring Forum 2009Student Complaint LogStudent Forum Spring 2010Student Handbook 2010-2011, pp. 65-67Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20114.6Recruitment materialsRecruitment materials and presentations accurately represent the institution’s practices and policies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College's (SFCC) recruitment materials and presentations accurately representthe college's practices, policies, and academic programs, as well as its accredited status with theSouthern Association of Colleges and Schools (SACS). The college exercises appropriate institutionalcontrol over such materials and presentations; therefore, it is in compliance with Federal Requirement4.6. All statements contained in recruitment materials are factually accurate and current.Recruitment MaterialsSFCC's three primary sources of information concerning policy and procedures, services available, andprograms and courses offered are the SFCC College Catalog, the Student Handbook, and theSchedule of Classes, which is published twice a year. Each of these publications is readily available onthe SFCC Web site. The SFCC Student Handbook is distributed also through the college's variouscampuses to students in a printed format. During the process of development, the College Catalog,SFCC Student Handbook, and Schedule of Classes are reviewed scrupulously by numerous experts inparticular subject matter, who ensure that all information portrayed in these publications accuratelyreflects South Florida the Community policies College and procedures governing SFCC's operation as an accredited institution within Page 198 the / 202Florida College System.

Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-20114.6Recruitment materialsRecruitment materials and presentations accurately represent the institution’s practices and policies.JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College's (SFCC) recruitment materials and presentations accurately representthe college's practices, policies, and academic programs, as well as its accredited status with theSouthern Association of Colleges and Schools (SACS). The college exercises appropriate institutionalcontrol over such materials and presentations; therefore, it is in compliance with Federal Requirement4.6. All statements contained in recruitment materials are factually accurate and current.Recruitment MaterialsSFCC's three primary sources of information concerning policy and procedures, services available, andprograms and courses offered are the SFCC College Catalog, the Student Handbook, and theSchedule of Classes, which is published twice a year. Each of these publications is readily available onthe SFCC Web site. The SFCC Student Handbook is distributed also through the college's variouscampuses to students in a printed format. During the process of development, the College Catalog,SFCC Student Handbook, and Schedule of Classes are reviewed scrupulously by numerous experts inparticular subject matter, who ensure that all information portrayed in these publications accuratelyreflects the policies and procedures governing SFCC's operation as an accredited institution within theFlorida College System.To supplement the recruitment process, the College Web site, program brochures, advertisements,press releases, videos, and any other marketing and recruitment materials are produced by or inconjunction with the Community Relations and Marketing Department. These materials are based oninformation contained in the College Catalog, the SFCC Student Handbook, and the Schedule of Classes.Each brochure is updated annually, when information about a program changes, or before the College'ssupply of it becomes depleted, whichever occurs first. Web site information about various programs andservices is updated at least annually or as specific information changes. Community Relations andMarketing Department staff work closely with division and department administrators and program chairsto keep information and images fresh, current, and accurate.Recruitment PresentationsSFCC's Enrollment Management Department partners with no fewer than eight college advisors in itseffort to provide outreach services and activities for prospective students and their parents. Designatedadvisors currently offer assistance at Avon Park, DeSoto, Hardee, and Sebring high schools; through thecollege Admissions and Financial Aid departments; and for limited-access allied health programs.Advisors are expected to participate in recruiting activities throughout the academic year. These activitiesare developed annually, scheduled at the same times each year, and logged onto a recruitmentcalendar that is shared through the Enrollment Management Department. Some of the regularlyscheduled events are campus information sessions, held in October and July; College for a Day for highschools seniors, held October through December; the College and Career Fair for high school students,held in February; Go Higher, Get Accepted financial aid program, held March through May; and EighthGradeSouth FloridaTransition,CommunityheldCollegeMarch through May. Other activities directed at encouraging prospectivePagestudents199 / 202to consider SFCC as their option involve presentations at schools and throughout the community, as wellas campus visits.

scheduled events are campus information sessions, held in October and July; College for a Day for highschools seniors, held October through December; the College and Career Fair for high school students,held in February; Go Higher, Get Accepted financial aid program, held March through May; and EighthGrade Transition, held March through May. Other activities directed at encouraging prospective studentsto consider SFCC as their option involve presentations at schools and throughout the community, as wellas campus visits.Standard procedures have been formalized and are available to all SFCC recruiters through theEnrollment Management Department. Recruiters may check out presentation support materials, such asCollege Catalogs, brochures, display boards, SFCC banners, college-branded table covers, prospectinformation cards, and SFCC logo pens. Because recruiters create the first impression of the college tothe outside world, they are reminded that when speaking with prospective students and their familymembers, they are to "provide the most accurate information possible so that the prospective student willbe able to make an informed decision about whether they would like to attend SFCC." Recruiters areasked to complete a report after each recruiting engagement that identifies serious candidates, notes anyadditional materials a prospective student requests, and provides the recruiter's evaluation of thatparticular event. The report is distributed to the Enrollment Management Department and other membersof the college community for further action.The Enrollment Management Department has developed a comprehensive follow-up communicationplan, with training for staff, that is comprised of targeted messages to students who are prospects, haveapplied to the college, have been accepted to the college, are undecided about SFCC, and who have notshown up for classes. The flow of information consists of distribution of brochures and postcards, as wellas follow-up phone calls as a means to continue the relationship with prospective students and promotethe academic programs and services that SFCC provides.SourcesAdvertisement, Dual EnrollmentCalendar of Annual Recruiting ActivitiesCall Out Dialogue ExamplesDental Hygiene VideoPosition Description, AdvisorPress ReleasesProgram BrochuresRecruiter Protocol and Staff DevelopmentSFCC Web SiteStudent Services | Schedule of Classes - Fall 2010Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-2011Timeline for Catalog Development4.7Title IV program responsibilitiesThe institution is in compliance with its program responsibilities under Title IV of the 1998 HigherEducation Amendments. (In reviewing the institution’s compliance with these program responsibilities,the Commission relies on documentation forwarded to it by the U.S. Secretary of Education.)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College Page 200 / 202South Florida Community College is in compliance with its program responsibilities under Title IV ofthe 1998 Higher Education Amendments.

Student Services | Student Handbook 2010-2011Timeline for Catalog Development4.7Title IV program responsibilitiesThe institution is in compliance with its program responsibilities under Title IV of the 1998 HigherEducation Amendments. (In reviewing the institution’s compliance with these program responsibilities,the Commission relies on documentation forwarded to it by the U.S. Secretary of Education.)JudgmentCompliant Non-Compliant Not ApplicableNarrativeSouth Florida Community College is in compliance with its program responsibilities under Title IV ofthe 1998 Higher Education Amendments.The U.S. Department of Education has affirmed South Florida Community College (SFCC) is eligible toparticipate in the Title IV programs and receive Title IV funds as indicated in the Program ParticipationAgreement (PPA) and the Eligibility and Certification Approval Report (ECAR). Title IV programsinclude, Federal Pell Grant, Federal Supplemental Educational Opportunity Grant (FSEOG), Federal TeachGrant, Federal Work Study (FWS), and Federal Direct Loan Program (FDLP). The college's PPA expires onSeptember 30, 2012.South Florida Community College has met its annual obligation of completing and submitting its FiscalOperations Report and Application to Participate (FISAP) each year. The FISAP is a requirementof the PPA per Section 668.14 of the Code of Federal Regulations, 34C.SFCC is in full compliance with all regulations required to administer Federal Title IV aid. SFCC providesbasic consumer information and financial aid information which is available as follows:• SFCC Financial Aid Web Page• SFCC College Catalog 2010-2011• SFCC Schedule of Classes• SFCC Student Handbook 2010-2011 (Drug-Free)• SFCC Student Handbook 2010-2011 (Safety Guidelines)• SFCC Security and Crime Statistics ReportThe college also has a drug abuse prevention program in operation which is accessible to each employeeand student at the college. The college maintains a drug free campus policy and has provided alcoholand drug free campus biennial reports from 2006 and 2008. Additional reports are on file and availableupon request.The college is on the electronic transfer method for federal funds and has not received anycorrespondence from the U.S. Department of Education concerning any problems orconcerns. The chart represents awards funded to eligible students for 2008-2009 and 2009-2010 fromthe Title IV Programs.The SFCC default rate for fiscal year 2008 was 12.6% with a .1% reduction from 2007. The FloridaDepartment of Education provides online tools to assist colleges to track delinquent borrowers. TheFinancial Aid Office communicates by letter to students who are delinquent to reiterate to them theimportance of repaying their loans in accordance with the federal regulations and to avoid going intodefault.South Florida Community College Page 201 / 202SFCC financial aid programs are audited annually by the State of Florida Auditor General's Office.The most recent completed audit for Fiscal Year Ended June 30, 2009 reported no significant non-

Financial Aid Office communicates by letter to students who are delinquent to reiterate to them theimportance of repaying their loans in accordance with the federal regulations and to avoid going intodefault.SFCC financial aid programs are audited annually by the State of Florida Auditor General's Office.The most recent completed audit for Fiscal Year Ended June 30, 2009 reported no significant noncompliancefindings. The college has received no federal or state financial aid audit findings in the lastfour years. (State of Florida - Compliance and Internal Controls over Financial and FederalAwards FYE 2006 (Page 381), State of Florida - Compliance and Internal Controls overFinancial and Federal Awards Report FYE 2007 (Page 322), State of Florida - Compliance andInternal Controls over Financial and Federal Awards Report FYE 2008 (Page 314) and State ofFlorida - Compliance and Internal Controls over Financial and Federal Awards Report FYE2009 (Page 428). The FYE 2010 audit field work has been completed and the annual report will besubmitted under separate cover upon reciept.SourcesStudent Handbook 2010-2011Student Handbook 2010-2011, Drug-Free, pp. 12-13Student Handbook 2010-2011, Safety Guidelines, pp. 39-452008 Cohort Default Rate Notification Letter2010 Crime Statistic Fire Safety ReportAwards Funded by Title IV ProgramsCohort Default Rate FY2007Compliance and Internal Controls over Financial and Federal Awards FYE 2006 (Page 381)Compliance and Internal Controls over Financial and Federal Awards Report FYE 2007 (Page 322)Compliance and Internal Controls over Financial and Federal Awards Report FYE 2008 (Page 314)Compliance and Internal Controls over Financial and Federal Awards Report FYE 2009 (Page 428)Drug Free Campus Policy 1.07Eligibility and Certification Approval Report (ECAR)Finance | Federal Summary Schedule of Audit Findings (SSPAF) 2009 FYEFISAP 0708 AYFISAP 0809 AYFISAP 0910 AYFISAP 1011 AYProgram Participation Agreement (PPA)Schedule of Classes, Fall 2010, pp. 16-17SFCC Biennial Alcohol and Drug Free Report 2006SFCC Biennial Alcohol and Drug Free Report 2008SFCC College Catalog 2010-2011, p. 68SFCC College Catalog, pp. 38-49SFCC Web Site, Financial AidStudent Services | Schedule of Classes - Fall 2010Student Services | SFCC College Catalog 2010-2011Student Services | Student Handbook 2010-2011Update Approval NoticeSouth Florida Community College Page 202 / 202