Paul D. Camp Community College
Institutional Effectiveness
2012-2013
Administrative Support Services
Section II of III
Paul D. Camp Community College
100 North College Drive
Franklin, VA 23851
The Office of Assessment & Institutional Research
757-569-6719 (office phone)
757-569-6795 (fax number)
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Table of Contents
Section III: Administrative Support Services (3.3.1.2).................................................................. 3
Institutional Advancement Department ........................................................................................ 4
Administrative and Financial Services Department .................................................................... 12
Computing Services Unit ............................................................................................................. 12
Financial Aid Office Unit ............................................................................................................ 22
Business Office Unit .................................................................................................................... 32
Purchasing and Procurement Unit ............................................................................................... 40
Bookstore Unit ............................................................................................................................. 48
Human Resources and Payroll Unit ............................................................................................. 51
Safety and Buildings and Grounds ............................................................................................. 55
Safety and Security Unit .............................................................................................................. 55
Buildings and Grounds Unit ........................................................................................................ 61
Division of Workforce Development........................................................................................... 67
Assessment and Institutional Research Unit ................................................................................ 73
Section II: Summary .................................................................................................................... 81
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3.3.1.2 ADMINISTRATIVE SUPPORT SERVICES
The Administrative Support Service Units participate in an annual assessment process.
Expected outcomes are identified and assessed; and improvements are made based on assessment
results and analysis of those outcomes. Narrative discussion and the following table format are
used by the administrative and educational support units of the College to document its
compliance with this requirement.
FORMAT ADMINISTRATIVE AND EDUCATIONAL SUPPORT UNITS REPORTS
Outcome
Assessment Methods &
Results Of Assessment
Use Of Evaluation
(Administrative Objective)
What were the findings of
Analysis Methods
Results (Action Taken to
What assessment tools
the Analysis (actual
improve service)
&/or methods will you use assessment results)?
What changes in process
to determine achievement
or procedures were made
of the outcome? Describe
as a result of the outcome
how the data from these
assessment process?
tools &/or methods will be
collected. Identify
procedure to analyze the
data.
Assessment Methods :
Analysis Procedure:
Each unit will be presented within its appropriate department. The Institutional
Advancement Department will be presented first, followed by the Administrative and Financial
Services Department, and the Division of Workforce Development. The Assessment and
Institutional Research (A&IR) Office is housed in the Instruction and Student Development
Department. However, the A&IR assessment and use of evaluation results are presented in this
section.
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INSTITUTIONAL ADVANCEMENT DEPARTMENT
The purpose of the Institutional Advancement Department is to promote the College’s
mission through its fundraising, public information, public relations, community relations,
government relations, marketing; and grant writing. A review of Institutional Advancement
marketing publications and reports verifies that the College documents the use of assessment
results and records follow-up information relating to unit improvement based on analysis of
results and actions taken. The following matrices demonstrate this process for Institutional
Advancement.
Outcome
(Administrative Objective)
Identify and apply for at
least six major grants for
the Foundation and the
College
INSTITUTIONAL ADVANCEMENT DEPARTMENT
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods
2012-13:
Grants applied and
An exhaustive list of
received.
funding opportunities has
Analysis Methods:
been received and is being
Review number of grants
utilized by the College for
applied for and received.
funding varied needs.
2011-12:
Grants applied for: 1Franklin Southampton
Charities; 2-Obici
Healthcare Foundation; 3Dominion Power for
PDCCC Foundation Golf
Tournament; 4Opportunity Inc. for Dual
Enrollment; 5-Camp
Foundation; 6-TDIP
Chancellor's grant; 7-CIF
Chancellor's grant
Workforce Lighting; 8CIF Chancellor's grant
SimMan 3G parts; 9Valley Proteins warehouse
supervisor grant; 10Virginia Health Workforce
Development (concept
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
We ended the fiscal year
for the Foundation and the
College exceeding by total
dollars secured as
compared to the previous
fiscal year. We also
expanded the grants
writing team to TWO
persons.
2011-12 Actions:
Continued writing
additional grants that
promote the college’s
mission.
Provided faculty with
grant writing workshops.
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Refine marketing /
recruitment practices of
the College
Develop promotional
pieces (especially program
brochures) & web-based
resources in support of
marketing and recruitment.
Assessment Methods:
Assess College investment
in active marketing and
outreach and increase.
Review of Faculty & Staff
Survey that is based on a
scale of Strongly Agree to
Strongly Disagree.
Analysis Methods:
Number of articles and
posting on the Web,
Facebook likes, website
traffic, Review of Student
Survey that is based on a
scale of poor to excellent.
paper); 11-Franklin
Southampton Charities
(letter of intent); 11 grants
were applied for by April
26, 2012. Results of 10
applications were known:
9 grants received, one
denied. Total value of
grants was over $1.6
million.
2012-13:
Through the newly
development Marketing
Enrollment Management
Team, a comprehensive
marketing, retention, and
recruitment plan has been
developed to guide
marketing, recruitment,
outreach, etc. activities of
PDCCC. The 2012-13
Student Survey ranked the
quality of the College's
web page 4.42 on a 5-pt.
Likert scale with 1 being
low vs. 4.11 in 2011-12.
This is an increase of
+0.31 points.
2011-12:
In the 2011-12 Student
Survey, 41% rated the
quality of the College Web
pages as Excellent; 30.1%
rated it Very Good; &
27.7% rated it Good.
98.8% rated the web site
as good or better vs.
97.3% in 2009-10.
2012-13 Actions:
This is an ongoing area of
engagement for the
College and as a result, we
consistently and
continually re-evaluate the
promotional needs of the
College.
2011-12 Actions:
Continued to posting daily
to Facebook page and
responding daily to
inquiries using staff.
A new Facebook page was
launched in April 2012.
PDCCC has reached a
milestone of 400 “likes”
since the page was
launched
A new PDCCC website
was launched in February
2012. The URL is
www.pdc.edu. More than
100,000 unique visits have
been received since the
updated page has been
launched
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2009-10:
In the 2010 Student
Survey, 46.1% rated the
quality of the College Web
pages as Excellent; 37.5%
rated it Very Good; &
13.7% rated it Good.
Faculty & Staff survey
results concerning
“recruitment activities”
went from 2% Strongly
Agreeing & 32% Agreeing
that practices were
adequate and appropriate
in 2007 to 7.5% Strongly
Agreeing & 35.8%
Agreeing in 2008.
Grow Foundation assets
Continue to add at least
$42,080 annually to
increase PDCCC
Foundation
Assessment Methods:
Successful Fundraising
Events.
Analysis Methods:
Review of Funds
Collected. Comparison of
dollars raised and
development/fundraising
activities.
2009-10 Actions:
A color copier was
purchased for the
Institutional Advancement
department for costeffective internal creation
of high-quality
promotional pieces for
recruiting, fund raising, &
college events.
A new PDCCC website
was launched in April
2008 at www.pdc.edu.
2012-13:
The Foundation and
College set a goal of $3
million for its Major Gifts
Campaign. We also during
the fiscal year expect to do
more friend-raisers, silent
auction, and development
calls to raise unrestricted
dollars as well as new
scholarships for the
college.
2012-13 Actions:
The Foundation and
College raised more than
$7 million through its
Major Gifts Campaign. To
do so, we held a variety of
events/activities and
conducted numerous
development calls. We
will continually assess
fundraising and
development opportunities
for the benefit of the
College and Foundation.
2011-12:
Foundation assets
continued to increase.
with current balances
totaling $602,818 as of
June 30, 2012.
Launched Foundation Web
site and incorporating best
practices to increase
Foundation assets.
2011-12 Actions:
Continued with
Foundation projects to
reach college goal of
$800,000 by end of
academic year and the
VCCS Achieve 2015 goal.
2009-10:
The 2009-2010 Annual
Fund realized $36,810.94
(that included $14,609.97
from the 2009-10 Golf
Tournament proceeds).
2009-10 Actions:
Foundation assets
continued to increase with
a total of $561,300 as of
June 30, 2010.
2008-09:
2008-09:
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The 2008-2009 Annual
Fund reaped $61,855.44
(included 26,105.22 from
2008-09 Golf Tournament
proceeds). This compares
to the 2007-2008 Annual
Fund raised $52,148.78
(included $20,207.36 from
the 2007-2008 Annual
Golf Tournament
proceeds).
Outcome
(Administrative Objective)
Develop strategic
fundraising plan.
Determine fundraising
priorities and a financial
goal for the College’s first
Major Gifts Campaign by
Fall 2007.
Launch Major Gifts
Campaign by Spring 2008
with a benchmark goal of
$3,000,000 by the end of
2012-13.
INSTITUTIONAL ADVANCEMENT DEPARTMENT
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods:
2012-13
Hold retreat to assess
A retreat of the PDCCC
philanthropic planning
Foundation’s Executive
opportunities. Conduct a Board was held on
Feasibility Study across
October 19, 2013.
the College’s service area
Production of literature,
with guidance from the
receipt of funding, online
Clements Fundraising
presence, and the meeting
Group.
of varied regional
stakeholders to promote
Analysis Methods:
the Foundation and to raise
Review & analysis of
awareness of the Major
Feasibility Study Results.
Gifts Campaign time was
College Foundation
completed.
Analytical Report. Retreat
completed.
2011-12:
By the end of 2011-12, the
Major Gifts Campaign has
received a total of
$1,678,450 or 55% of the
$3M benchmark goal by
the end of 2012-13. This
compares to $475,450
received by the end of
2010-11 or 16% of
benchmark vs. $187,264
or 5% of benchmark for
2009-10.
2007-08:
Feasibility Study
completed in June 2007.
Results of Feasibility
Study shared in August
Exceeding the VCCS Goal
of $420,082 for Dateline
2009, June 30, 2009
Assets totaled $499,468.
This compares to the goal
of $378,500, June 30,
2008 Assets totaled
$401,272.
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
This retreat served as the
means through which to
develop a formal/cohesive
strategic plan for the
Foundation is being
developed. The goal is to
complete by June 30,
2014.
2011-12 Actions:
We have continued to hold
meetings with key
community leaders and
have begun use of the tool
wealth engine to better
identify prospects for the
campaign. We are working
to build a once weekly
meeting schedule with
prospects.
2007-08 Actions:
Findings of the Feasibility
Study were used to
determine a target goal of
$5,000,000 for a Major
Gifts Campaign & three
campaign priorities: High7
2007.
Bids completed for
campaign consulting
services.
Need Academic &
Workforce Programs ($1
million Endowment);
Student Access &
Excellence Fund ($2
million); & Instructional
Technology Enhancement
Fund ($2 million).
The internal and first
phase of the College’s first
Major Gifts Campaign was
launched in February
2008.
The College’s Foundation set and exceeded annual fundraising goals. The following table
demonstrates the target amounts set for fiscal years 2007-2008 to 2012-2013:
FUNDRAISING (FOUNDATION TOTAL ASSETS)
Date
Target (Goal)
Amount
2012-2013
2011-2012
$600,000
$ 602,818
2010-2011
$550,000
$577,111
2009-2010
$500,000
$561,300
2008-2009
$420,802
$499,468
2007-2008
$378,722
$401,272
In 2011-2012, the key activities held include: 9th Annual golf tournament; holiday
reception/friend raiser event; and the execution of the College’s Annual Fund campaign. We also
continue to manage the College’s first-ever Major Gifts Campaign. (In 2010-2011, there was
100% participation from full-time college employees and members of the Local College Board
and the College’s Foundation Board.) By the end of 2011-12, the Major Gifts Campaign has
received a total of $1,678,450 or 55% of the $3M benchmark goal by the end of 2012-13. This
compares to $475,450 received by the end of 2010-11 or 16% of benchmark vs. $187,264 or 5%
of benchmark for 2009-10.
Additionally, a Marketing and Recruitment Task Force created and implemented a new
marketing plan. In 2011-2012, we have partnered even more closely with the Enrollment
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Management Team with the launch of a multi-faceted advertising and marketing campaign. It
has included online, print, radio, and web-based advertising. As part of this process, a new “I Am
Able” marketing brochure was created, along with new pop-up banners and other materials to
assist in communicating the positive message of PDCCC. Many new promotional pieces were
prepared internally and used for recruiting, fundraising and other promotional purposes. A new
College website was launched in April 2008. It was further freshened in February 2011 and the
site name was changed to www.pdc.edu. The site has been expanded, enhanced and user-ship has
dramatically increased. To date, since its launch, more than 100,000 unique visitors have come to
the site. We have further enhanced our social media activity with the launch of a new Facebook
page. The page has a great deal of student and community activity and fully represents the new
“social media age” we are in. A student “lead Facebook ambassador” has been tapped to assist
with page management. . We also are in the process of building a Foundation website to support
the growing activities of the PDCCC Foundation.
The College hired a part-time grant writer in May 2011 to increase the College’s capacity
to research and apply for grants. In the 11 months since the grant writer was hired, 11 new grants
have been applied for and 10 of those were funded. Faculty, including adjuncts, and staff were
encouraged to apply for the VCCS Paul Lee Professional Development grants. New routines
were established for grant reporting and grant tracking.
In 2012, a new Grants Coordinator has been hired. Due to her efforts, more than $1.6
million in grants were received by the College to support the major gifts campaign and other
initiatives of the College. We continued to encourage Faculty/Staff engagement and new
processes are being further encouraged.
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Also, the college hired a part-time Major Gifts Campaign manager in June 2011 to
increase the College’s ability to raise funds for the Paul D. Camp Community College
Foundation. Since then, the College has hired a marketing consultant team to complete needed
print materials for the major gifts campaign. A successful fundraising campaign held in honor of
the College’s 40th anniversary and the inauguration of its seventh president (the 40/7 Society
Campaign) raised $18,383 in gifts and pledges. This created an endowed scholarship and raised
additional awareness of the college and opportunities to give. The annual fund, launched in
December 2011, has receipts of $25,310.99 as of April 27, 2012. (This amount includes $16,567
in funds raised at the annual golf tournament in September 2011 and $231 raised at the antique
car show held in November 2011.
For 2011-2012, the College expects to meet and even exceed our $3 million target for the
Major Gifts campaign. We already are more than half of the way. The campaign will close out in
August of 2013 and we will have a celebration to commemorate that occasion on the Franklin
campus.
For 2012-13, the Institutional Advancement has focused on four main areas:
Marketing:
A Marketing and Recruitment Task Force has been created and we have implemented a new
PDCCC marketing plan. The plan which directs PDCCC’s marketing efforts is attached. The plan
leverages several key areas such as: Advertising; Social Media (Facebook, YouTube, Twitter and Flickr
pages); Print (catalog, brochures, publications, etc.); Web management (pdc.edu and
pdcccfoundation.org); Community Engagement (numerous community events and activities); and
Interactive.
Grants Management:
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To assist with the development needs of the College, two part-time grant writers have been
employed. The goal is for them to increase the College’s capacity to research and apply for grants. Their
collective efforts have paid off tremendously, with an average of $1.25 million being raised through
grants each year. We also developed and implemented new processes to best manage grant development,
submission, reporting and grant tracking.
Development/Fundraising:
Through activities such as the Annual golf tournament; holiday reception; friend raiser events;
and the execution of the College’s Annual Fund campaign, the Foundation/College must remain fully
focused on raising dollars. The Foundation has seen unparalleled growth in its assets of the course of the
last 19 months. Alumni engagement will be a key part of efforts in the coming months and years. Also,
targets for fundraising will be increased to reflect a more ambitious program of activity.
Public Relations/Media Relations
Through active engagement, PR/Media Relations/Community engagement activities have
increased dramatically in the last year. Through media releases, the development of publications,
brochures, etc. to promote the College; web site utilization; student engagement; and other activities, the
impact of PR efforts has been fully felt throughout the College and the community. The College gets
exposure regularly on the editorial pages of our local newspapers and as a result has an enhanced brand
image throughout the community.
The previous matrices, table and discussion provide evidence that the Institutional
Advancement Department identified outcomes, analyzed assessment data, identified strategies,
and used the data driven-results for improvement. The Foundation experienced continued growth
in its yearly total assets, bolstered by successful annual funds, golf tournaments and new
potential annual friend-raising and fund-raising events.
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ADMINISTRATIVE AND FINANCIAL SERVICES DEPARTMENT
The units within the Administrative and Financial Services Department include
Computing Services, Financial Aid, Purchasing and Procurement, Business Office and
Bookstore, Human Resources and Payroll, Safety and Security, and Buildings and Grounds.
Each of these units will be discussed individually in the following section and evidence
presented indicating that each unit participates in assessment, evaluation, and use of data to
improve its functioning.
Computing Services Unit
The Computing Services Unit is responsible for the information technology services
provided on all campuses. This responsibility includes the College instructional computer
laboratories, which have educational support functions that are managed by the Instruction and
Student Development Department. However, the computer laboratories will be discussed in this
section of the report. Open computer laboratories are available for students and faculty on both
the Franklin and Hobbs campuses, as well as the College’s Center in Smithfield. Laboratory
assistants who are supervised by Computing Services network support technicians are available
in the laboratories Monday through Friday.
The College uses a PeopleSoft Student Information Systems (SIS) software application to
manage student data. Two of the critical self-service functions of this system are class
registration and fee payment. The percentage of students using these self-service functions has
increased steadily. An additional analysis of student and graduate survey data revealed that
students are being trained sufficiently to use SIS and are being provided increased levels of
service. Based on the fact that the percentages of students using the class registration and fee
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payment self-service options increased each year from 2005 through 2009, it was concluded that
students are sufficiently satisfied with the system as they continue to use it.
Annually, VCCS Colleges must complete an Information Technology Plan for the fiscal
year. The plans are based on the published Chancellor’s Expectations. The Chancellor’s
Expectations and the Technology Plan Template are examined and revised each biennium (or
annually if required) by the VCCS Technology Council to ensure that they are properly aligned
with current goals and technologies. The Technology Council constitutes the forum for analyzing
from a system-wide perspective such information technology issues and matters as funding
models, annual planning documents, operating policies and guidelines, and proposed
requirements and directives for college-specific plans. The Technology Council also reviews the
work of the VCCS stakeholder groups, ensuring coordination between and among these groups.
The Technology Council is comprised of at least one college representative, and each college has
one vote.
The Chancellor’s Expectations were implemented to set minimum standards for colleges
and the System Office regarding technology infrastructure, services and support. Over the last
several years, this document has served a useful function within the VCCS to ensure that all
campuses provide a high level of service to students, faculty and staff. The requirements within
the Chancellor’s Expectations flow through to the Technology Plan Template used by colleges to
outline projects, actions, and procurements necessary to accomplish the Chancellor’s
Expectations for technology each year.
The College has completed an Information Technology Plan each year and submitted it to
the VCCS Information Technology Services’ Vice Chancellor for review. The plan includes the
College’s Mission and guiding principles; strategic priorities; achievements; any unmet
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expectations from the previous year; and operational requirements with actions plans. The action
plan includes the responsible person, start and end dates for the project, expected costs and
priorities. It also includes a spending plan that must balance with the expected costs in the
operational requirements.
The VCCS evaluates each college plan and provides a summary to the College President.
The approval of the plan also results in the release of technology funds to the College. These
funds include the Technology fee that is based on a dollar amount per student credit hour. The
Technology fee funds released to the College are based on the College’s expected enrollment.
The Commonwealth of Virginia General Assembly provides a Technology General Funds
allocation to assist the colleges with maintaining their technology. The Commonwealth of
Virginia General Assembly also offers bonds each year to provide the Equipment Trust Fund
monies to colleges to maintain a four-year replacement cycle of equipment. One-half of the
funds must be used for technology equipment replacement. The remaining half can be used for
technology equipment or instructional equipment.
The College has maintained a “Good Plan” rating for each of the last three years as
demonstrated in the tables below. This rating has enabled the College to maintain a technology
infrastructure and environment that has provided excellent levels of instructional and
administrative technology services to students, faculty and staff.
Rating
Good Plan
FY
2008
Good Plan
2009
INFORMATION TECHNOLOGY PLAN
VCCS General Comments
Overall, the plan was clear and indicated that Paul D. Camp is working to meet the
Chancellor’s Technology Expectations.
PDCCC is meeting the Chancellor’s Technology Expectations. PDCCC would benefit
greatly from the implementation of Altiris. The Altiris software product suite provides
Inventory Management, Patch Management, Imaging, Remote Access, and Software
Deployment. Over the next year the College should put in place a plan of action that would
lead to the implementation and deployment of the primary components of the product suite.
System Office ITS will monitor and provide any assistance needed to ensure a seamless
implementation. ITS and AS&R will monitor additional items listed under Areas for
Follow-up throughout the year.
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Good Plan
2010
Good Plan
2011
Good Plan
2012
Excellent
Plan
2013
Legend:
Excellent plan
PDCCC is meeting the Chancellor’s Expectations. PDCCC has expressed preliminary
interest in participating in the Security Log and VoIP projects. There will be minimal
expenditures required by PDCCC in order for System Office ITS to provide Security Log
and VoIP services. System Office ITS will monitor and provide any assistance needed to
ensure all components of Altiris is being utilized. ITS will also monitor additional items
listed under Areas for Follow-up throughout the year.
PDCCC is doing a nice job meeting the Chancellor’s Technology Expectations, although
there are a couple of unmet expectations. PDCCC will need to work with System Office
ITS closely this year on the PeopleSoft SIS/HR v9.0 upgrade. In addition, ITS will monitor
and provide any assistance needed to ensure enterprise systems scheduled for deployment
work as designed. ITS will also monitor additional items listed under Areas for Follow-up
throughout the year.
PDCCC is doing a good job meeting the Chancellor’s Technology Expectations. The
coming year will provide several opportunities for the college to work closely with System
Office ITS staff. ITS will also monitor areas to ensure completion of special initiatives, and
is available to provide any assistance needed.
PDCCC is doing an excellent job meeting the Chancellor’s Technology Expectations. The
coming year will provide several opportunities for the college to work closely with System
Office ITS staff and are detailed below. ITS will also monitor areas to ensure completion of
special initiatives, and is available to provide any assistance needed.
Good Plan
The plan included detailed descriptions of projects and actions. The spending plan aligned
with critical items in the technology plan.
The plan was clear. The spending plan items were included.
Average Plan
The plan needs additional information or questions answered before approval can be given.
Resubmission
Required
The plan does not clearly indicate what projects and actions will be done, nor is there
alignment between the tech plan and the spend plan.
The Commonwealth of Virginia State Comptroller issued Directive 1-07, Agency Risk
Management and Internal Control Standards (ARMICS), which mandates that all state agencies
perform an annual assessment of agency internal control systems. The ARMICS process
provides agency documentation of the annual assessment, correcting deficiencies in internal
controls identified during the assessment, then the certification by the agency head and fiscal
officer. In May 2008, the VCCS engaged Cherry, Bekaert & Holland, L.L.P, one of the largest
regional CPA firms headquartered in the Southeast, to facilitate on-site visits to all colleges to
assist the colleges in the Information Technology ARMICS process. This included completing
internal control surveys and questionnaires and developing internal control documentation.
The College’s Computing Services unit conducts its Information Technology assessment
each year in April/May. A review of the assessment report from the Computing Services unit
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confirms that its assessment and evaluation cycle is active. For example, the department
demonstrated an increase in first contact resolution for technical support calls. Evidence
supports this goal from an outcome, assessment, use of results standpoint, and this information is
reflected in the following matrices.
Outcome
Implement new ISO 27002
IT Security standards and
guidelines.
Implement the VCCS
shared services Enterprise
Active Directory (EAD).
VCCS will create an
enterprise directory for
faculty, staff and students
at all colleges, which will
COMPUTING SERVICES UNIT
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods :
2012-13:
ISO 27002 IT Security
Completed –
standards and guidelines
Implemented the VCCS
ISO 27002 IT Security
Analysis Procedure:
Standards and
Implementation of new
Guidelines based on
ISO 27002 IT Security
VCCS documents in
standards and guidelines
2012-13. Evaluated each
standard and guideline.
Implemented required
processes and procedures
related to each. The new
ISO 27002 standards
require the monitoring of
security hardware and
software logs, project
management reporting,
physical security, and
many other security
items to assist in the
protection of college
data.
Assessment Methods :
VCCS shared services
Enterprise Active
Directory (EAD)
Analysis Procedure:
Implementation of the
2011-12:
CompletedBusiness Impact Analysis,
Risk Assessment,
Continuity of Operations
Plan, Disaster Recovery
Plan, Asset Inventory and
Security Officer Employee
Work Profile.
12/14/2011:
2012-13:
Completed –
Completed the
implementation of the
VCCS Enterprise Active
Directory for fall 2012
classes. Students now log
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
Continuous review per
VCCS guidance. The
Business Impact
Analysis, Risk
Assessment and Disaster
Recovery plans will be
updated next year per
the two year required
evaluation of security
plans.
2011-12 Actions:
In progress Standards and Guidelines
based on VCCS
documents
2012-13 Actions:
No further action required.
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allow colleges to deploy a
common login and
authentication for services
such as computer labs,
wireless, printing and
more.
Continue with the
implementation of the
PeopleSoft SIS and HR
upgrade version 8.9 to
HRMS/CS version 9.0.
VCCS shared services
Enterprise Active
Directory (EAD)
Assessment Methods :
HRMS/CS version 9.0.
Analysis Procedure:
Implementation of the
PeopleSoft SIS and HR
upgrade version 8.9 to
HRMS/CS version 9.0.
on to college computers
using their
MyPDCCC/MyVCCS
username and password.
This provides a single
signon for all VCCS and
college IT resources.
2011-12:
In progress Franklin EAD server
configured and physically
installed in server room.
Sent VCCS request for
Suffolk EAD server.
SyCom IT consultants
engaged and completed
health check of current
active directory in
preparation for EAD
implementation.
2012-13:
Completed –
PeopleSoft SIS/HRMS
upgrade to Version 9.0
was completed in March
2012. The implementation
of new functionality was
completed in fall 2012.
This included the update
of college catalog setup to
allow for the new student
planner for academic
advising.
2011-12 Actions:
Waiting on VCCS to
deliver Suffolk EAD
server.
2011-12:
In progress Implementation team
selected and approved by
administrators.
IT SIS staff, Debra Gagner
and Patti Hathaway,
attended SIS 9.0 testing
sessions for admissions,
advising and student
finance subsystems. Also
attended HR/Payroll
testing session.
IT SIS staff, Debra
Gagner, Patti Hathaway
and Bev Davenport, have
attended all WebEx
upgrade sessions.
2011-12 Actions:
Continuing with the
upgrades to SIS and HR to
HRMS/CS version 9.0.
2012-2013 Actions:
No further action required
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PDCCC will proceed with
the development and
implementation of a new
PDCCC website.
PDCCC will upgrade
Workforce Development
technology. Conduct an
evaluation of PDCCC
WFD needs, meet with a
vendor to evaluate
possible solutions, develop
hardware and software
upgrade paths, deploy new
technology, and provide
training to staff.
Assessment Methods :
New PDCCC website.
Analysis Procedure:
Implementation of a new
PDCCC website.
Assessment Methods :
Upgrade to Workforce
Development technology.
Analysis Procedure:
Completion of upgrade to
Workforce Development
technology. Completed
evaluation of PDCCC
WFD needs, evaluated
possible solutions, develop
hardware and software
upgrade paths, deploy new
technology, and provide
training to staff.
2012-13:
Completed –
New PDCCC website was
implemented February 27,
2012. Additional
department pages such as
security, bookstore and
distance education were
added to provide
additional important
student information for fall
semester. These pages
were completed at the end
of July 2013.
2012-13:
No further action required.
2011-12:
The Ivy Group (TIG) was
engaged to build new web
site.
Committee meetings are
being held to work with
TIG in design and
implementation…
completed home page,
interior page, employee
directory, class schedule
search and news releases
and dates of interests
pages.
Completed first draft of
web content. Web content
managers, faculty and staff
and students are
reviewing.
2012-13:
Completed –
A new videoconferencing
system was implemented
on May 30, 2013 in the
WFD Technology Theater.
Rooms 204-206 training
rooms were upgraded to
include a new sound
system, Blu-Ray player
and SMART Podium. A
new portable wireless
mircrophone system with
lapel and handheld
microphone was installed
at the end of April 2013.
New digital signage
displays were installed and
2011-12:
In progress: Completing
the review of the Web
content manager’s draft.
2012-13 Actions:
No further action required.
18
implemented in the front
hallways in April 2013.
Increase student
satisfaction with computer
labs.
Assessment Methods :
Student Survey.
Graduate Surveys.
Faculty & Staff Survey.
Analysis Procedure:
Student, Graduate &
Faculty & Staff surveys
(based on a 5-point Likert
scale with one being low
and 5 being high). Surveys
were reviewed for
questions regarding
computer labs. These
groups were asked to rate
the quality of services
provided in the computer
labs. The percentages for
all services were compared
to the computer labs.
Calculations were made to
determine where the
computer labs rated
compared to the other
services.
Upgrade the college’s
administrative computing
system.
Assessment Methods :
Evaluation of queries &
reports of students that
2011-12:
Evaluation of needs was
completed and AVI SPL
was engaged to provide
solutions and a quote.
AVI SPL met with IT staff
and college VPs to discuss
expectations and solutions.
WFD Technology Theater
surround sound system
was installed.
WFD Conference hall
recording system was
installed.
2012-13:
In 2012-13, the Graduate
Survey rated computer
labs 4.33 vs. 4.24 in 201112 vs. 3.90 in 2010-11.
The quality of the
computer labs has had a
steady increase over the
past few years.
2011-12 Actions:
In progress – Continuing
with Workforce
Development technology
upgrade.
2011-12:
The Graduate Survey rated
computer labs 4.24 vs.
3.90 in 2010-11. In 201112, the Faculty & Staff
Survey rated the computer
labs 4.21.
2011-12 Actions:
Continued to make
computer improvements as
the need arise and funds
are available.
2009-10:
The computer labs quality
has been rated in the top
25% in the “excellent”
category of the services &
processes evaluated to
include bookstore,
business office,
admissions, & so forth.
2009-10 Actions:
New computers are
installed every 3 to 4 years
according to plan.
2009-10:
The percentage of students
using the class enrollment
2012-13 Actions:
Upgraded all computers to
Windows 8 Operating
System.
Software is updated as
new versions become
available.
Computer lab assistant
hours are monitored &
increased based on need &
funding. Lab assistants are
trained to use updated or
new software so that
appropriate assistance is
provided to students.
2009-10 Actions:
SIS brochures on how to
enroll & pay were created
19
Outcome
(Administrative Objective)
Update technology so that
faculty, staff &students
will have access to
administrative systems,
electronic teaching,
learning & student
services resources &
opportunities.
enrolled for classes using
SIS self-service functions
during each semester for a
three year period.
& payment SIS selfservice functions increased
steadily between 2005 &
2009.
Evaluation of queries &
reports of students that
paid for classes using SIS
self-service functions
during each semester for a
three year period.
For students who enrolled
in classes, increases
ranged from 22.34% in
2005 to 46.64% in 2009.
For students who paid for
classes, increases ranged
from 5.22% in 2005 to
COMPUTING SERVICES UNIT
Assessment & Analysis
Results Of Assessment
Methods
Analysis Procedure:
14.30% in 2009. Students
Reports are generated for
that receive financial aid
each term in the academic
through grants &
year providing the number scholarships do not use the
of students that register &
self-payment option. Close
the number of students that to 50% of the College’s
paid for classes using the
students receive grants &
system’s self-service
scholarships.
functions. Percentages are
compared to the previous
years to determine the
increase or decrease in
use.
Assessment Methods :
Technology Plan
developed & evaluated.
Analysis Procedure:
The VCCS & colleges
review the Chancellor’s
Expectations &
Technology Plan template
each biennium. Updates
are made to reflect
changing technologies,
VCCS & college goals.
The College evaluates
each technology goal &
related strategy in the
Technology Plan to
determine if the College
currently meets the
strategy. A plan of action
for each strategy that must
be maintained or for a
strategy that has not been
2009-10:
The review of the
College’s Technology Plan
by the VCCS has resulted
in a “Good Plan” rating.
The College has
maintained a “Good Plan”
rating for each of the last
three years. This rating
proves that the College is
maintaining a technology
infrastructure &
environment that has
provided excellent levels
of instructional &
administrative technology
services & opportunities to
faculty, staff & students.
& placed on the college’s
Online Services website.
SIS software was
upgraded on a regular
schedule maintained by
the VCCS. Any changes to
self-service functions were
evaluated & brochures
were updated & posted.
Students receive SIS
training via the student
development (SDV)
Use Of Evaluation
Results (Action Taken)
courses & ITE 115
courses. Instructors were
notified when SIS
functions changed.
2009-10 Actions:
The College purchased
new computers for labs &
students providing current
technology.
New Cisco switches were
purchased to maintain a
robust infrastructure to
support data, voice &
video systems.
Administrative &
instructional software was
maintained to the version
no less than 18 months
within the latest release
providing faculty, staff &
students with current
systems.
20
met is developed. Funds
are allocated in the budget
process to support the
actions. The Technology
Plan is approved by the
College President &
submitted to the VCCS for
review.
The previous matrices present evidence that Computing Services is a service-oriented
unit that provides high-quality technical support, computing systems, and network infrastructure
for the College. The implementation of the SchoolDude Help Desk software provides the
Computing Services Unit with the data necessary to improve educational support services. It also
increases our faculty and staff access to information and provides improved communication. The
help desk ticket statistics reviewed since the implementation of the system revealed a decrease in
the number of tickets from 1039 in 2008-2009 to 987 in 2009-2010. This trended data further
supports that this strategy is successful. This is a validation that computing service has improved
Information Technology (IT) customer service and faculty and staff productivity. Computing
Services had an excellent rating by the Virginia Community College System (VCCS) on its
Technology Information Plan for FY14. This is a rating increase from a good rating for FY13,
FY12, and FY11.
The next section will present a few unit-specific objectives for the Financial Aid Office.
21
Financial Aid Office Unit
The mission of the Financial Aid Office “is to strive to meet the educational needs of
students in our service area who possess different interests and abilities and to make higher
education available to individuals who have varying financial needs. The Financial Aid Office
has three primary functions: (1) Managing and disbursing local, state, and federal funds in
compliance with the appropriate regulations, policies, and procedures; (2) Providing efficient and
equitable services to students; and (3) Maintaining accurate records”
The Financial Aid Office provides financial aid services to students through traditional
financial aid grants and scholarships. Students are given opportunities to receive assistance in
understanding the process and applying for aid through the Financial Aid Office when a series of
annual financial aid workshops are held throughout the state. In addition to filing the FAFSA for
grant aid each fall and spring semester, scholarship listings are made available to students via the
College website The booklet provides a list of scholarships, requirements, procedures for
applying for each one, and a scholarship application. The College’s Foundation, Faculty
Association, Classified Personal Association, local funds account, and area organizations
annually award scholarships to the College’s students through this process.
A review of Financial Aid reports verifies that the College documents the use of
assessment results and records follow-up information relating to unit improvement based on
analysis of results and actions taken. The following matrices demonstrate this process for the
Financial Aid Office.
22
Outcome
(Administrative Objective)
To improve efficiency &
maintain compliance at
90% or higher.
FINANCIAL AID OFFICE
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods
2012-13:
State Auditor of Public
No audit points when
Accounts (APA) Audit.
auditor came back to
review in early October.
Assessment Procedure:
Audit Points show areas
2011-12:
where improvement is
One audit point regarding
needed.
budgets not being updated
from 2010-11.
2009-10:
100% compliant: No audit
points for 2005-06 or
2008-09 (FA audited every
three years) therefore the
results show outstanding
adherence to the policies
& procedures required by
the state & federal
governments.
Increase parent & student
awareness of financial aid
resources.
Assessment Methods
Number participants at
events compare yearly.
Participations in events.
Analysis Procedure:
Compare FAFSAs filed
one year to the next.
2012-13:
PDCCC participated in the
November 12, 2012
College Night in VA.
Attendance stayed
consistent with previous 2
years.
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
Reviewed our budgets in
PeopleSoft and ensured
they were accurate.
2011-12 Actions:
We reviewed our budgets
in PeopleSoft in late May,
after final tuition amount
is determined.
2009-10 Actions:
Reviewed the audit points
given to the other 7
colleges that are reviewed
in the same document, to
ensure we are meeting all
criteria.
Held training sessions with
financial assistants on
audit points.
2012-13 Actions:
PDCCC is a host for 2014
Super FAFSA week, and
assisting Southampton
High School as well.
Total FAFSAs filed in
AY2013 increased to 2504
from 2406 in AY2012..
Total college headcount
decreased from 2549 in
AY2012 to 2213 in
AY2013.
2011-12:
PDCCC participated in the
November 5, 2012 College
Night in VA.
2011-12 Actions:
PDCCC is hosting the
February 2013 Super
Saturday outreach efforts.
FAFSAs increased by
10%, even though
numbers at College Night
did not increase.
23
2010-11:
Attendance at College
Night in Virginia held
steady from 2008-09
through 2010-11, while
local high school outreach
nights dropped to just a
few students dipped in
2008-09.
FAFSAs increased by
10%, even though
numbers at College Night
did not increase.
Our percentage of awarded
students has steadily
increased in the last 3
years (41.4% in 2010-11
versus 33.4% in 2007-08).
Attendance has plateaued
at these events, even as
FAFSAs filed continue to
rise each year. Over 90%
of PDCCC students
applied for financial aid in
2010-11.
2007-08:
270 Participants at events
in 2007-08 versus 237
Participants at events in
2006-2007.
Annual HS Financial Aid
Night attendance rose
from an average of
30-35 in 2006-07 to
50-60 in 2007-08.
Increase number of
financial aid recipients by
changing budget &
Assessment Methods
Query PeopleSoft
Information System for
2010-11 Actions:
Again concentrated on
bringing the students to
campus by advertising
extensively with local high
schools in early October.
Determined bringing more
students to the events held
at a PDCCC campus was
preferable to going out
into the community to
several smaller events.
Began holding Super
Saturday at both campuses
instead of alternating each
year
2007-08 Actions:
Invited to participate in a
newly created event,
College Night in Virginia,
held in partnership
statewide with several
other entities.
Participated in local high
school counselors annual
Financial Aid Night.
Attendance at the annual
College Night in Virginia
rose from 27 in 2007-08 to
over 200 participants in
each of the following two
years.
Information sessions held
with Isle of Wight
Department of Social
Services, counselors, new
student orientation & a Job
Fair.
Increased number of
FAFSAs filed each year.
Only held events at
PDCCC, not out in the
community.
2012-13:
Percentage of students
awarded dropped slightly
2012-13 Actions:
Continued to protect large
amount of state grant for
24
packaging strategies.
numbers & amount of
Commonwealth Grant
awarded before & after
changes were made.
Analysis Procedure:
Review the numbers
before & after changes
were made.
by 1.5% compared with
14% decrease in
enrollment.
summer.
2011-12
287 students awarded
$232,162 in Fall/
Spring.135 students
awarded $144,093 in
summer. This was a
reduction in the number of
students due to reduced
funding from the Feds and
larger amounts to a smaller
number of students.
2011-12 Actions:
Changed packaging
philosophy at request of
Dr. Conco to protect a
large amount of VSFAP
funds for summer students,
due to loss of Summer Pell
Grant 2 award.
2010-11:
581 students awarded
$384,879
2010-11 Actions:
Continued with bundling
student awards and using
only 4 types of budgets.
2008-09:
572 students awarded
$295,314.00 vs. 344
students in 2007-08.
2008-09 Actions:
No longer prorated
Commonwealth Awards
according to enrollment
level, but gave a
standardized amount > 6
credits of enrollment per
semester.
Reduced types of budgets
from 16 to 4.
Lower maximum
Commonwealth Grant
Award.
Higher range of expected
family contribution.
Increase security of
personally identifiable
information (PII) on
Satisfactory Academic
Progress (SAP) appealsincluding HIPAA
protecting information-by
changing business process
to keep most appeals
within one office on
campus instead of routing
it to several offices around
campus.
Assessment Methods
Assessed how many SAP
appeals had to be routed.
Analysis Procedure:
Analyzed how many total
SAP appeals were made.
2009-10:
53 appeals determined in
2009-10; 19 were from
Suffolk Campus, the rest
were from Franklin &
remained in one office
while being determined.
Results showed a 64%
decrease in the chance that
a SAP appeal could be lost
or misplaced.
2009-10 Actions:
SAP appeals are no longer
routed between several
offices for approvals.
SAP appeals are approved
& maintained in the
Financial Aid offices only.
This increased
confidentiality of student
information & lowered
risk of it being lost in
intercampus mail or
misplaced by sending to
someone who is out of the
office.
25
Increase number of Free
Applications filed for
Federal Student Aid
(FAFSAs) from the
previous year.
Assessment Methods
Query in PeopleSoft
Student Information
System for the number of
FAFSAs on file each year.
2012-13:
Increased FAFSAs filed
to above the enrollment
level. Total FAFSAs filed
in AY2013 increased to
2504 from 2406 in
AY2012. vs. 2323 in
AY2011.
2012-13 Actions:
Used the same
advertisement strategy, but
also participated in Open
House.
2011-12:
Fall/Spring semester, we
are already showing 73
more FAFSAs filed over
the prior year in that same
timeframe.
2011-12 Actions:
Continue to advertize
events in local newspapers
& on PDCCC’s website.
2010-11:
2,323 FAFSAs were filed
for an additional 19.3%
increase.
2010-11 Actions:
Advertised events in local
newspapers & on
PDCCC’s website.
2009-10:
1, 947 FAFSAs were filed
for a 43.7% increase.
2009-10 Actions:
Held financial aid outreach
events spring & fall
semesters on each campus.
2007-08:
1,354 FAFSAs were filed.
Outcome
(Administrative Objective)
Increase percentage of
students who are getting
aid.
FINANCIAL AID OFFICE
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods:
2012-13:
Number receiving FAFSA Headcount was 2213;
aid. Analysis Procedure:
FAFSAs filed was 2504,
Compare number of
for 113% of filed FAFSAs
FAFSAs to headcount to
and 45.5% awarded
determine percentage of
students vs. 94.4% filed
student body who filed a
FAFSAs and 45.5%
FAFSA and awarded aid.
awarded students in 2011Compare to previous years 12.
to see if we are increasing.
2011-12:
Headcount was 2549;
FAFSAs filed was 2406,
for 94.4% of filed
FAFSAs and 45.5%
awarded students.
2010-11:
Headcount was 2558;
FAFSAs filed was 2323,
for a 90.8% of filed
FAFSAs and 41.4%
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
For summer, “saved” more
state grant aid for students
who had used all Pell
2011-12 Actions:
For summer, “saved” more
state grant aid to offset the
loss of Pell 2 (additional
summer award), which
resulted in more students
being awarded than
previous year.
2010-11 Actions:
Continued to invite
general public even if not
26
awarded students.
2009-10:
Headcount was 2515;
FAFSAs filed 1997, for a
79.4% of filed FAFSAs
and 40.7% awarded
students.
2008-09:
Headcount was 2487;
FAFSAs filed 1629, for a
65.5% of filed FAFSAs
and 34.4% awarded
students. This compares to
the 2007-08 headcount of
2318 with 1354 FAFSAs
filed for a 58.4% of filed
FAFSAs and 33.4%
awarded students.
planning to attend
PDCCC. Encourage all
students to apply for
financial aid when arrive
at the college.
2009-10 Actions:
Continued to invite
general public even if not
planning to attend
PDCCC.
2008-09 Actions:
Invited general public
even if not planning to
attend PDCCC.
PDCCC will provide 2 credits of Health/PE to Veteran students upon provision of their
DD214.PDCCC will encourage Veterans to provide a copy of their military learning transcript to
Admissions for review of potential course credit. Award information reported does not reflect Veteran
Assistance programs, which cover approximately 100 Veterans and dependents. Some Veteran students
are counted, but only if they have a mixture of award types, such as Veterans Aid plus Pell Grant.
The previous matrices present evidence that the Financial Aid Office is working
strategically by packaging financial aid to meet student financial needs and providing
personalized quality services to our students and the community the College serves. This is
further supported by the following table which presents an overview of financial aid awards from
the 2007-2008 to the 2011-2012 academic years. With $500,000 less in awards to give, the
percentage of students with aid only dropped 1.5% in 2012-13 over the previous year.
27
PERCENT OF STUDENTS WITH FINANCIAL AID
Annual
Financial % Curr.
% All
Unduplicated Curricular
Aid
Student Students
Funds
Headcount
Students Students
on FA
on FA
Awarded
2213
1412
1006
71.2%
45.5%
$3,746.067
2549
1650
1199
72.6%
47.0%
$4,294,980
2558
1634
1060
64.9%
41.4%
$4,407,781
2515
1531
1024
66.9%
40.7%
$3,752,464
2487
1440
855
59.4%
34.4%
$2,641,383
2318
1362
775
56.9%
33.4%
$2,370,972
In addition, student and graduate rating for the quality of Financial Aid has improved over time
as depicted in the next table.
FINANCIAL AID QUALITY RATINGS:
Quality Unit/Function 2007-2008 2009-2010
2010-2011
Student Survey
4.08
4.24
4.27
Responses
Quality Unit/Function
Graduate Survey
Responses
2007
3.87
2010
3.93
2011
3.91
2011-12
3.94
2012-13
4.19
2012
3.95
2013
3.96
In the past, the College participated in the Annual Financial Aid Night hosted by the
counselors at area high schools. Attendance at this event rose from an average high of 50 to 60 in
2007-2008 to less than 10 participants per event in 2008-2009. In 2009-2010, it was determined
that bringing more students to the events held on one of the College’s campus was preferable to
going to several smaller events within the community. At the Annual College Night in Virginia
event hosted by the College, attendance rose from 27 participants in 2007-2008 to over 200 in
each of the following three years. For 2012-2013, the focus again was to concentrate on
bringing the students to the College. This task was accomplished by advertising extensively with
local high schools beginning in early October.
28
In 2009-2010, the College began holding a Super Saturday focused on providing
Financial Aid assistance at both campuses instead of alternating campuses each year. As a
result, the number of FAFSAs filed each year increased. In 2007-2008, the Financial Aid Office
received the following response on the graduate survey: the College needed to “. . . offer more
financial aid.” The College made an effort in 2008-2009 to increase the awarding of the limited
Commonwealth Grant funds to more of its students. The Commonwealth Grant strategy was
changed on our S5 report sent to the State Council of Higher Education in Virginia (SCHEV)
showing the following changes: (a) a lower maximum award and (b) a higher range of Expected
Family Contribution (EFC). Additionally, the process was changed so the College no longer
pro-rated the award as Pell Grant is done, according to level of enrollment. Students received
funding for up to six credits per semester instead of a much higher amount; more funds were
available for students with higher total family income, but who still show a great deal of unmet
need; and a decreased burden on financial aid staff was evident at the time of disbursement for
students enrolled in seven to eleven credits. The results of these changes were seen immediately.
For 2011-12, the summer additional Pell Grant went away, so we “protected” over $130,000 in
Commonwealth Grant, to be sure we could fund tuition for summer students. In 2012-13, we
again saved over $110,000 of VSFAP (Commonwealth and VGAP) funds to be available for
summer students.
As part of the Chancellor’s Achieve 2015 goal on affordability, colleges were tasked to
“increase the number of students who receive financial assistance”. The three ways to obtain
more funds is to recruit more students to apply, encourage them to enroll full-time, and offer new
types of aid. In summer 2010, due to the new “year-round Pell” rule, the College mass awarded
all continuing students at full-time enrollment for the first time instead of awarding actual
29
enrollment after the fact. As a result of these changes, the College saw a sixty percent (60%)
increase in the number of FTEs at the College over the previous summer, and a twenty-eight
percent (28%) increase in headcount for the same period of time. Our percentage of awarded
students has steadily increased for 4 years (47.0% in 2011-12 versus 33.4% in 2007-08) before
taking a slight dip in 2012-13 (45.5%), corresponding with a similar drop in enrollment.
Financial Aid staff continued to reach out during Super Saturday and College Night in
Virginia to increase the amount of FAFSAs filed each year, and in 2012-13, FAFSAs filed
actually exceeded the number of students who enrolled. Out las audit (Summer 2012) showed
one audit point (budgets in the SIS had not been updated over the previous year, but a follow-up
audit (Fall 2013) showed this has been corrected. Additionally, the Auditor of Public Accounts
(APA) audits have shown no audit points for the past two audit cycles in 2005-2006 and again in
2008-2009. This meets the Federal Office of Management and Budgets (OMB) Compliance
Supplement A-133 single audit requirements.
Loan default rate is consistently 0% for the last six years and the College does not
currently participate in Federal student loan programs. However, the College is looking at
implementing Federal Stafford Loans for the 2015-16 academic year in part because increases in
tuition, fees, and books have outpaced increases in Pell Grant. For example:
Year
2008-09
Maximum fulltime Pell Grant
$2366.00
Tuition and fees
for 12 credits
$1033.80
Average book
cost per semester
$700.00
Difference
remaining
$632.20
2013-14
$2833.00
$1585.80
$900.00
$347.20
This chart shows a difference of $285.00 in award versus charges in 5 years’ time for the
minimum number of credits required (12) to be considered a full-time student. There is not
30
sufficient remaining funds for students to increase to 15 credits of enrollment (equal to 1 FTE),
based on these figures (3 credits of tuition/fees currently costs $379.95). Also, SCHEV is no
longer offering CSAP funds for the 2013-14 academic year, and the Department of Education
has not offered ACG Grant since the 2008-09 academic year. In addition to Pell Grant increases
not keeping pace with charges, other funds are diminishing as well.
The next section will present a few unit-specific objectives for the Business office,
Purchasing and Procurement, and the Bookstores.
31
Business Office Unit
The Business Office and Purchasing and Procurement Offices oversee the fiscal assets
and liabilities for the College and provide students with the necessary services to fulfill their
financial obligations to the College’s commitment to an affordable education. Prior to November
2007, the College had no formal written narratives of its business processes for the following
areas: Accounts Receivable, Cash and Investments, Deposits, Budgetary Process, Financial
Statement Preparation, Financial Aid, Fixed Assets, Grants, Payroll Procedures, Purchasing,
Accounts Payable, and Policy Initiation and Control Environment.
In September of 2007, the College formed a committee comprised of members from
Financial Aid, Admissions, Workforce Development, Computing Services, Human Resources,
Payroll, Business Office, and the Vice President of Financial and Administrative Services. The
committee’s focus was to write a set of Business Process Narratives and design an accompanying
matrix, which identified each unit’s work processes and possible risk areas. The narratives and
matrix were completed in November and December of 2007 and sent to Cherry, Bekaert and
Holland Accounting Firm for review.
A review of reports from the Business Office and VCCS verifies that the College
documents the use of assessment results and records follow-up information relating to unit
improvement based on analysis of results and actions taken. In February of 2007, Cherry,
Bekaert and Holland sent a team to evaluate the narratives against the College’s actual practices
for the 2007-2008 fiscal year. They reviewed documents between July 2007 and December of
2007. A number of audit points were identified in their testing review. The audit points and the
College’s responses and action taken to improve its processes are depicted in the following
matrices.
32
As a follow up to the Cherry, Bekaert, and Holland review the College reviews our
internal Business Office practices annually. The Agency Risk Management and Internal Control
Standards (ARMICS) review conducted by the Business Office staff examines all Business
Office processes. As the Business Office policies are updated based on the ARMICS findings.
Outcome
(Administrative Objective)
PDCCC will interview and
select a company to run
the bookstore.
To reduce the risk of a
compromised accounting
system & insure the
accuracy & reliability of
the financial statements by
taking systematic &
proactive measures to
ensure the reliability of our
financial reporting &
compliance with laws &
regulations; & identifying
& taking corrective
measures for areas at risk
for weakness.
BUSINESS OFFICE
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods:A
2012-13:
completed contract with
The student satisfaction
the selected bookstore
survey on the bookstore’s
operator. Student
performance was very
Satisfaction Survey
positive. In 2012-13, the
Analysis Procedure:
Student Survey rated the
Student Survey using a 5quality of the Bookstore
pt. Likert scale with one
4.49 vs. 4.02 in 2011-12.
being low.
This is an increase of
+0.47 from last year.
Assessment Methods
VCCS Internal Auditors
conducted an Agency Risk
Management & Internal
Control Standards
(ARMICS) Certification
Audit.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
& revise procedure.
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
Continued monitoring the
bookstore and student
satisfaction surveys on the
bookstore’s performance.
2011-12:
Completed. Barnes and
Noble took over as the
PDCCC bookstore
provider in October of
2011.
2012-13:
The VCCS Internal Audit
Division conducted a
Business Office Review
for PDCCC.
2011-12 Actions:
Monitor the bookstore and
the student satisfaction
surveys on the bookstore’s
performance.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC input into the
VCCS financial
statements.
2011-12 Actions:
PDCCC Financial
Statements were submitted
to the VCCS as required
on a timely basis.
2008-09:
College examined their
Financial Statements on an
2008-09 Actions:
The Business Office
reengineered these
2012-13 Actions:
At year end we brought in
a specialist from Thomas
Nelson Community
College to assure that
PDCCC’s financial
statement filings were
accurate and fairly
represented.
33
annual basis to determine
whether there had been
any changes in their
significant fiscal processes
that should cause a
reevaluation of the
Business Narratives &
Matrixes.
processes. The various
units reviewed their
significant processes &
updated the Business
Narrative & Matrixes for
changes that have
occurred.
Two major changes that
have required an updating
of the narratives &
matrixes are the changes in
Financial Aid processing
for Summer & in the
Human Resources &
Payroll area for the new
PeopleSoft HRMS system.
To reduce the risk of a
compromised accounting
system & insure the
accuracy & reliability of
the Payroll by taking
systematic & proactive
measures to ensure the
reliability of our financial
reporting & compliance
with laws & regulations; &
identifying & taking
corrective measures for
areas at risk for weakness.
Assessment Methods
Review FY Audit Report.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
& revise procedure.
2012-13:
VCCS Internal Audit
Conducted a Business
Office Review.
2012-13 Actions:
Additional HRMS training
was provided to staff.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC payroll processes.
2011-12 Actions:
PDCCC continues to use
the state required HRM
System for payroll. All
hourly employees now
enter their work hours
directly into the HRM
System and supervisor
approvals are now done
online eliminating the step
of keying balances by the
Payroll Department.
2008-09:
No Payroll audit points
found in FY2007-2008
Internal Audit: Payroll
Officer prepares payroll
reconciliation on the
Commonwealth Integrated
Personnel & Payroll
System (CIPPS) Gross Pay
Certification Control Form
& the Business Manager
reviews & approves the
reconciliation. Electronic
signoff is performed in the
CIPPS system. A manual
signoff on the payroll
certification logs for
physical documentation
was kept.
2008-09 Actions:
The payroll certification
Officer now signs & dates
a copy of each electronic
certification log. Signed
copies are returned to the
payroll office for filing &
a signed copy is retained
in the Business Office.
34
To reduce the risk of a
compromised accounting
system & insure the
accuracy & reliability of
the Accounts Receivable
by taking systematic &
proactive measures to
ensure the reliability of our
financial reporting &
compliance with laws &
regulations; & identifying
& taking corrective
measures for areas at risk
for weakness.
Assessment Methods
Review FY Audit Report.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
& revise procedure.
2012-13:
The VCCS Internal Audit
Division conducted a
Business Office Review
for PDCCC.
2012-13 Actions:
As a result the Cash and
Accounts Receivables
policies and procedures for
PDCCC have been
rewritten.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC accounts
receivable procedures.
2011-12 Actions:
All required Accounts
receivable reports were
filed in a timely manner.
Additional safeguards
were added to assure that
accounts receivable
balances remain current
for reporting and
collection purposes.
2009-10:
No Accounts Receivable
audit points found in
FY2007-2008 Internal
Audit: after the add/drop
period, Bookstore &
Student Emergency Loan
charges are keyed to the
applicable student
accounts by the Business
Manager. Postings to the
accounts were visually
checked in the system &
no physical documentation
was kept.
2009-10 Actions:
After the add/drop period,
Business Managers key
charges into the system. A
file is maintained with a
copy of the charge slip &
screen prints of the posted
charge on the SIS student
account.
The Business Office
maintains a spreadsheet of
past due accounts.
All past due bookstore
accounts were invoiced
according to due diligence
requirements & were then
entered into the Virginia
Debt Set Off System of the
Treasury Department.
These were then written
off the receivables for the
bookstore at June 30,
2009.
The general ledger
interface report from the
SIS system was entered
into AIS on a daily basis &
was reconciled to the
various AIS departments
& accounts each month.
To reduce the risk of a
compromised accounting
system & insure the
accuracy & reliability of
the Budgetary Process by
taking systematic &
proactive measures to
Assessment Methods
Review FY Audit Report.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
and revise procedure.
2012-13:
The VCCS Internal Audit
Division conducted a
Business Office Review
for PDCCC.
2012-13 Actions:
PDCCC Policy 405 and
associated procedures for
Budgeting were updated.
2008-09:
2008-09 Actions:
35
ensure the reliability of our
financial reporting &
compliance with laws &
regulations; & identifying
& taking corrective
measures for areas at risk
for weakness.
To reduce the risk of a
compromised accounting
system & insure the
accuracy & reliability of
the Cash & Investments by
taking systematic &
proactive measures to
ensure the reliability of our
financial reporting &
compliance with laws &
regulations; & identifying
& taking corrective
measures for areas at risk
for weakness.
To reduce the risk of a
compromised accounting
system & insure the
accuracy & reliability of
the Fixed Assets by taking
systematic & proactive
measures to ensure the
reliability of our financial
reporting & compliance
with laws & regulations; &
identifying & taking
corrective measures for
areas at risk for weakness.
To reduce the risk of a
compromised accounting
Assessment Methods
Review FY Audit Report.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
& revise procedure.
Assessment Methods
Review FY Audit Report.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
and revise procedure.
Assessment Methods
Agency Risk Management
No Budgetary audit points
found in FY2007-08
Internal Audit: Review &
signoff of entry of
approved budget & later
transfers & changes into
the AIS system.
Budget sign-off sheets are
now prepared with
signatures of individuals
keying or uploading a
spreadsheet, reviewing the
spreadsheet & posting the
spreadsheet.
2012-13:
The VCCS Internal Audit
Division conducted a
Business Office Review
for PDCCC.
2012-13 Actions:
PDCCC Policy 436 and
associated procedures for
the PDCCC Investment
Program were updated.
2008-09:
No Cash & Investments
audit points found in
FY2007-2008 Internal
Audit: Local Government
Investment Pool (LGIP)
transactions were entered
in a timely basis &
balances could be
accurately viewed in the
Administrative
Information System (AIS)
Trial Balance Report.
2008-09 Actions:
All LGIP interest is now
centrally done by the
Business Manager. The
business manager keys the
transactions; they are
reviewed by business
office personnel & then
posted each month.
2012-13:
The VCCS Internal Audit
Division conducted a
Business Office Review
for PDCCC.
2012-13 Actions:
PDCCC Policy 420 and
associated procedures for
the PDCCC Fixed Asset
Inventory were updated.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC fixed assets
procedures.
2011-12 Actions:
PDCCC conducted its
biannual inventory. No
material errors were found.
2008-09:
No Fixed Assets audit
points found in FY200708 Internal Audit: Timely
signoff on Fixed
Asset Information System
(FAIS) input
documentation.
2012-13:
PDCCC Policy 420 and
2008-09 Actions:
Business Manager reviews
fixed assets to be entered
into the FAIS system,
date, and sign the
documents after which the
Program Support
Technician enters the data
into the system.
2012-13 Actions:
PDCCC had three findings
36
system & insure the
accuracy & reliability of
the monthly purchase card
statements by taking
systematic & proactive
measures to ensure the
reliability of our financial
reporting & compliance
with laws & regulations; &
identifying & taking
corrective measures for
areas at risk for weakness.
& Internal Control
Standards (ARMICS)
Certification Audit.
Analysis Procedure:
Conduct analysis of
noncompliant audit points
& revise procedure.
associated procedures for
the PDCCC Fixed Asset
Inventory were updated.
relating to PCard policies
and procedures that have
been addressed in the
updating of PDCCC
Policies 410 and 457.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC purchase card
procedures.
2011-12 Actions:
Purchase card accounts are
reconciled monthly by the
Purchasing Officer and
approved by the Business
Manager.
2008-09:
Audit points found &
corrected from FY2008-09
ARMICS Audit:
-
-
The monthly purchase
card statements are
signed off by the
supervisory personnel
&
a reconciliation error
had occurred in the
Student Service Fund
that was not corrected
for several months.
2008-09 Actions:
The purchase card
statements are examined
for signoff when received
in the Business Office &
are not reconciled or filed
until all signatures are in
place.
The local bank accounts
including the Student
Services Fund are
reconciled each month &
require sign-off by the
Business Manager.
The Business and Purchasing and Procurement Offices conduct an annual Agency Risk
Management and Internal Control Standards (ARMICS) Certification Audit. The previous
matrices present evidence that the implementation of the ARMICS Internal Control Procedures is
an annual process that reduces the risk of a compromised accounting system and ensures the
accuracy and reliability of the financial statements. It enables the College to take systematic and
proactive measures to ensure the reliability of our financial reporting and compliance with laws
and regulations. It also helps the College to identify and take corrective measures for any areas at
risk of nonmaterial or material weakness.
37
In Fiscal year 2009, the College as required by the VCCS, conducted an internal audit
using the testing procedures set up by Cherry, Bekaert and Holland in 2007. Copies of all
documents pulled were maintained and testing grids completed. A Certification of Completion
with findings was sent to the VCCS Systems Office and Chancellor. No material weaknesses
were found in the College’s practices at that time. The Internal Control Audits are conducted on
an annual basis, and a Certification Statement signed by the President and Vice President of
Financial and Administrative Services is then sent to the Chancellor stating whether any
weaknesses were found. The Certification Statement must indicate whether the weaknesses were
material or non-material. In either case, a corrective plan of action must be attached to the
statement with an estimated time of implementation.
When the VCCS Internal Auditors conducted the ARMICS Certification Audit for 20082009, two management points were noted in the audit report. The management points were
addressed by the College, and a target implementation date was given. These two points were
significantly less than the number of management points noted by the Cherry, Bekaert and
Holland review of 2007-2008. The VCCS review of the ARMICS for the fiscal year that ended
June 30, 2009 showed two issues for the College. One issue involved an annual review of our
significant fiscal processes for any changes, and the second issue was a review of our business
narratives and matrix for any new or changed procedures implemented during the year. Further
review by the VCCS Internal Auditors showed that the audit points from the Cherry, Beckert and
Holland review had been adequately addressed.
During the 2011-12 academic year the PDCCC ARMICS review was conducted by
Business Office personnel. Based on this review two policies were changed and the procedures
38
for bank reconciliations were updated. As part of the 2012-13 ARMICS review it has been
recommended that PDCCC procedures be examined for currency as well as breadth.
As part of the 2012-13 VCCS Reengineering initiative PDCCC will partner with Thomas
Nelson Community College to regionalize many of the Business Office functions.
The next section will present a few unit-specific objectives for the Purchasing and
Procurement Unit.
39
Purchasing and Procurement Unit
The procurement activity of the College enables it to function on a daily basis with the
necessary and required resources. Procurement procedures are defined as written in the Code of
Virginia and stated in The Agency Surplus and Supply Manual and the Virginia Department of
Accounts Commonwealth Accounting Policies and Procedures (CAPP) Manual. Within State
Purchasing, there are several processes required for each purchase transaction made. The use of
the Virginia Total Electronic-Procurement Solution is one of those processes. This system is the
College’s purchasing system, and its use is mandated by the State of Virginia. It is a web-based
system used by state agencies, colleges, universities and many local government entities. The
Virginia Total Electronic-Procurement (eVA) Solution is used to announce bid opportunities to
vendors, invite bidders, receive quotes and place orders for goods and services. This system
does not apply purchasing guidelines but is a tracking tool for buyers and vendors to assist in
following the Virginia Procurement Guidelines.
The eVA system affords the College the ability to function in a stable and reliable
environment. Such things as new technology, supplies, vending contracts, and copier rental
contracts are procured through the web-based eVA system. The increase in the number of
trained eVA users has allowed for quicker turnaround in the procurement of goods and services.
Additionally, it has afforded eVA users the ability to track their own purchases, including the
ability to see the total purchase price of goods and services for reliable budget management.
Additionally, within State Purchasing requires that each purchase transaction made
considers the Virginia’s Small, Women and Minority (SWAM) Business Program initiative. In
2004-2005, additional SWAM guidelines were put in place by the Virginia Governor’s Office.
Vendors have to become certified through a process at the Virginia Department of Minority and
40
Business Enterprise (DMBE) and then their status is uploaded into eVA. A vendors SWAM
status can also be looked up at DMBE’s website. SWAM guidelines have always been in place
within the Code of Virginia, but it was mandated in 2004-2005 that each agency must have a
SWAM plan in place. A SWAM Plan must be completed annually with specific written
initiatives and goals. As per language in Executive Orders 29 and 33, the Commonwealth of
Virginia as a whole, shall aspire to a 40% goal of discretionary spending with qualified SWAM
Sources. The plans are developed each year using a set of criteria approved by the Attorney
General’s Office, as they are written in the Code of Virginia, and then sent to the DMBE and
Virginia Department of Education. The table below reflects the College’s aspired SWAM goals
and the actual expenditure goals.
SWAM GOALS AND ACTUAL EXPENDITURES
SWAM
FY 2008
PDCCC Goals
Actual Expenditures
Minority Business
Enterprise
5%
6.12%
Women Business
Enterprise
5%
8.07%
Small Business
Enterprise
15%
22.17%
TOTAL
%
36.36%
FY 2009
PDCCC Goals
Actual Expenditures
6%
13.62%
7%
6.94%
17%
21.16%
41.72%
FY 2010
PDCCC Goals
Actual Expenditures
6%
10.17%
7%
5.50%
17%
26.05%
41.72%
FY 2011
PDCCC Goals
Actual Expenditures
8%
21.54%
5%
3.71%
19%
19.95%
45.2%
FY 2012
PDCCC Goals
Actual Expenditures
15%
21.72%
5%
4.02%
19%
16.03%
41.77%
FY 2013
PDCCC Goals
Actual Expenditures
18%
5.33%
5%
3.83%
17%
15.51%
24.67%
As shown in the table above, for the past years the College has met and exceeded the
Commonwealths Goals and its own goals. This achievement was made possible by researching
applicable vendor resources and qualifications and passing this along to every eVA user
throughout the College and by utilizing DMBE and eVA’s website and incorporating this into
each departments purchasing request. The Lead Buyer, also the SWAM Diversity Champion for
41
the College, carefully monitors all purchase requests to verify procurement requirements and
goals in addition to SWAM. According to the Agency Procurement and Surplus Property
Manual (APSPM) and the Code of Virginia, an agency’s Chief Procurement Officer and lead
buyer must have the certification of Virginia Contracting Officer (VCO). This requirement in
written in the position description but depends on the percentage of purchasing responsibilities
and duties of the lead buyer. An individual, who assists the lead buyer and meets certain
purchasing procurement requirements, can also be certified as a Virginia Contracting Assistant
(VCA). The College’s VCO provides frequent mandatory one-on-one end-user training and
participates in training sessions to maintain a high skill level in contract and procurement
practices.
Additionally, a Department of Accounts (DOA) Compliance Review was conducted at
the College in May of 2010. Based on the DOA review of February 2005, it was noted that the
College had a significant number of findings for both Travel Vouchers and Petty Cash vouchers.
In the DOA Compliance Review of 2009–2010, the College showed a significant improvement
in travel vouchers. This was due to the placement of more emphasis on travel regulations in the
CAPP manual and a more extensive review of travel vouchers by the Business Manager. Review
of petty cash regulations, and a stricter policy on what constituted a legitimate petty cash
purchase, reduced findings for petty cash vouchers to zero. The College saw significant
improvement in their DOA compliance review of 2010 over the review of 2005 and continues to
provide staff with travel regulation updates, one-on-one assistance with travel vouchers and
review of vouchers by the Business Manager.
The Purchasing and Procurement Unit participates in the PDCCC annual ARMICS
review. During the 2011-12 academic year review it was recommended that the Purchasing and
42
Procurement Unit place a renewed emphasis on the use of SWAM vendors. It is expected that
those numbers will increase during the 2012-13 academic year.
As the following matrices demonstrate, the Purchasing and Procurement Unit does
establish outcomes, assesses those outcomes, and use the results by taking action to improve its
operations.
Outcome
Use the Virginia Total eProcurement Solution
(eVA) 100% of the time as
mandated by the State of
Virginia to improve
efficiency & maintain
compliance & increase
users to 40 individuals.
PURCHASING & PROCUREMENT UNIT
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods:
2012-13:
eVA Records.
VCCS Internal Audit
Conducted a Business
Analysis Procedure:
Office Review.
Analyzed through the eVA
tracking of the number of
2011-12:
purchases completed & the The annual Agency Risk
analysis of PDCCC usage
Management and Internal
of SWAM vendors.
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC eVa procedures.
2009-10:
Began using eVA in 1999
to announce bid
opportunities to vendors,
invite bidders, receive
quotes & place orders for
goods & services.
The number of orders
placed & quotes received
increased 100%.
2008-09:
Between 2007 & 2008,
eVA usage was granted to
additional users who
received training on
entering electronic
purchase requisitions. eVA
users increased to 44
individuals.
To improve reliability of
budget reports for
budgetary management of
Assessment Methods:
Budget Report.
2012-13:
VCCS Internal Audit
Conducted a Business
Use Of Evaluation
Results
2012-13 Actions:
100% of online purchases
were made in eVA.
2011-12 Actions:
PDCCC continues to
encourage the use of the
Virginia eVa system by
College users.
2009-2010 Actions:
Additional users were
trained & by the end of
FY10 & the beginning of
FY11, PDCCC had 44
trained eVA users.
Began to encumber funds
within the Administrative
Information System (AIS)
budget module.
2008-2010 Actions:
Purchased training
documents were
developed, updates &
reminders were sent to the
eVA users, & users were
provided one-on-one
training in their office
when needed.
2012-13 Actions:
New report forms were
created and disseminated.
43
funds & improve
reliability of financial
statements.
To improve efficiency &
maintain compliance
accuracy & reliability of
financial statements by
taking systematic &
proactive measures to
ensure the reliability of
financial reporting &
compliance with laws &
regulations & identifying
& taking corrective
measures for any areas at
risk of nonmaterial or
material weakness.
Analysis Procedure:
Budget Report Review &
Analysis.
Assessment Methods:
Agency Risk Management
& Internal Control
Standards (ARMICS)
internal control
procedures.
Analysis Procedure:
Review AP &
procurement records.
Office Review.
Training and procedural
instructions were provided
to budget managers to
improve their ability to
monitor their budgets.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC budgetary
procedures.
2011-12 Actions:
Encumbering balances in
AIS provided budget
managers with improved
abilities to monitor
budgets.
2009-10:
After examining the
budget & the need for
budget managers to have a
better understanding of
how much of their funds
had been used or obligated
decided to begin to
encumber funds in the
Administrative
Information System (AIS)
occurred in February 2009.
2009-10 Actions:
Improved budget reports
allowed budget managers
to maintain a stringent
watch on their budgetary
funds.
2012-13:
VCCS Internal Audit
Conducted a Business
Office Review.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC accounts payable
Management began the
implementation of fund
encumbrance.
Detail Department
Statement reports now
show not only what has
been purchased & paid for
but also requisitions &
purchase orders
encumbered with budget
funds. This task provides
the department managers
better information on
budget funds.
2012-13 Actions:
Additional assistance was
brought in from a sister
VCCS institution to help
with year-end financial
statement preparation.
2011-12 Actions:
The PDCCC budget
process timeline was
adjusted to begin earlier
allowing more planning
time for budget managers.
44
procedures.
To improve efficiency &
maintain compliance
accuracy & reliability of
accounts by taking
systematic & proactive
measures to ensure the
reliability of financial
reporting & compliance
with laws & regulations &
identifying & taking
corrective measures for
any areas at risk of
nonmaterial or material
weakness.
Assessment Methods
Compliance Review.
Analysis Procedure:
Compare Department Of
Accounts (DOA)
Compliance Review and
recommendations.
2009-10:
Accounts Payable (AP) &
procurement records were
reviewed as part of the
audit on internal control &
no weaknesses other than
some procurement card
logs not having the
supervisor signature were
found.
2012-13:
VCCS Internal Audit
Conducted a Business
Office Review.
2009-10 Actions:
The business office
checked for signatures on
purchase logs as they were
turned into the office &
are not processed or filed
until signatures are
received.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC procedures.
2011-12 Actions:
The Purchasing
Department continues to
reconcile purchase cards
on a monthly basis,
encumber purchases in
AIS, and encourage the
use of eVa by system
users.
2010-11:
College received
satisfactory performance
rating with key State
expenditure policies
governing
decentralization.
2010-11 Actions:
Information concerning
CAPP manual topics for
Travel Procedures, Petty
Cash procedures, Small
purchase card procedures
& Disbursement
procedures were reviewed
with Business Office Staff
Business Office Staff are
now required to have a
signed requisition for any
petty cash disbursements
before money or a check is
provided. Petty Cash
transactions are limited to
emergency situations only.
Travel vouchers are now
reviewed by the Business
Manager and Vice
President of Financial &
Administrative Services.
Review detected no noncompliant performance
measures related to the
Memorandum of
Understanding (MOU) for
Decentralization.
Review of the vouchers for
compliance with State
policies & procedures of
the Commonwealth
Accounting Policies &
Procedures (CAPP)
Manual found only 21
compliance findings for a
4.6% error rate There were
13 findings for travel, 3 for
petty cash, 1 for small
purchase credit card
(SPCC) and 4 for vendor
payments.
2012-13 Actions:
Purchasing Policies and
Procedures were reviewed
and updated.
All travel vouchers are
reviewed by the Business
Manager before being
posted to the AIS system
for compliance with CAPP
Manual regulations.
45
To improve efficiency &
maintain compliance
accuracy & reliability of
Procurement procedures
by taking systematic &
proactive measures to
ensure the reliability of
financial reporting &
compliance with laws &
regulations & identifying
& taking corrective
measures for any areas at
risk for weaknesses.
Assessment Methods
Virginia’s Small, Women
& Minority (SWAM)
Business Program
initiative guidelines.
Number of orders in each
category and amounts.
Analysis Procedure:
Compare & contrast orders
& amounts with State
mandated numbers.
In July of 2010, PDCCC
had a DOA Compliance
review for the period July
1 2009 through June 30,
2010 generally complied
with the applicable
sections of the CAPP
Manual. No formal
written corrective action
plan was required. The
total findings for this
review were 8. There
were 4 travel voucher
findings, 3 vendor
payment findings & 1
SPCC finding. There were
no findings for Petty Cash.
PDCCC reviewed these
findings to determine
action that could be used
to address these issues.
2012-13:
VCCS Internal Audit
Conducted a Business
Office Review.
AP vouchers are reviewed
by the Business Manager
before being posted to
monitor for due dates.
2011-12:
The annual Agency Risk
Management and Internal
Control Standards testing
was conducted in all areas
of the Business Office.
This review included
examinations of the
PDCCC procedures.
2011-12 Actions:
PDCCC continues to
exceed established goals.
2008-09:
Have met & exceeded the
State’s Goal of 40% usage.
2004-2005:
Each agency mandated to
have a SWAM plan in
place. This plan must be
approved by the Attorney
General’s Office &
Department of Minority
Business Enterprise
(DMBE).
The State of Virginia
apparitional SWAM goals
are 40% usage of all
discretionary spending
being purchased with
2012-13 Actions:
Purchasing Policies and
Procedures were reviewed
and updated.
2008-09 Actions:
Met & exceeded goals by
our buyers using
technology based system
for procurement of goods
& services. Continued
using the plan.
The Virginia Contracting
Officer (VCO) carries out
a lot of one on one enduser training & continually
takes part in training to
maintain a high skill level
in contract & procurement
practices.
2004-2005 Actions:
SWAM plans with goals
developed & initiated.
Plan approved by the
Attorney General’s Office
& DMBE.
46
SWAM registered vendors
as defined by the (DMBE)
guidelines.
The previous matrices present evidence that the procurement office continuously used
assessment data to provide efficient and timely procurement services that maximized the
College’s resources while developing and managing guidelines, policies, and procedures.
SWAM plans are completed annually, and new goals established based on the
performance of the previous year. The College has been analyzing other units and budget
managers that can be trained in eVA usage and the use of procurement cards. The Business
Office and the Purchasing and Procurement unit continue to evaluate the College’s SWAM goals
and procurement card processes and goals.
The next section will present a few unit-specific objectives for the Bookstore Units.
47
Bookstore Units
Bookstores, which are located on each college campus, sell all required textbooks,
supplies, and materials the students need for their courses. The bookstores also provide
additional merchandise based on student, faculty, and staff needs. A review of the Bookstore
reports verifies that the unit documents the use of assessment results and records follow-up
information relating to improvement based on analysis of results and actions taken. The
following matrix presents two bookstore administrative outcomes.
Outcome
(Administrative Objective)
PDCCC will interview and
select a company to run
the bookstore.
To enhance & improve the
level of financial
effectiveness, services &
satisfaction currently being
provided by Bookstore.
BOOKSTORE UNITS
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods: A
2011-12:
completed contract with
Completed. Barnes and
the selected bookstore
Noble took over as the
operator. Analysis
PDCCC bookstore
Procedure: The new
provider in October of
bookstore up and running
2011.
Assessment Methods
2012-13:
Student Survey
In 2012-13, the bookstore
Graduate Survey
satisfaction on the Student
Analysis Procedure:
Survey was 4.49 vs. 4.02
Review Student and
in 2011-12 vs. 4.15 in
Graduate Surveys based
2010-11. This is the
on a rating of poor to
highest rating in the past
excellent with 1 being low three years and above the
and 5 being high.
benchmark of 3.50. In
2012-13 the Graduate
Survey satisfacion was
4.25 vs. 4.01 in 2011-12
vs. 3.72 in 2010-11 vs.
3.49 in 2007. The 2012-13
rating is the highest in the
past few years.
2011-12:
In 2011-12, the bookstore
satisfaction for students
was 4.02. In 2011-12, the
Graduate Survey
satisfaction was 3.50 vs.
3.49 in 2007.
2009-2010:
Received an excellent or
very good rating from 63%
of the students taking the
survey in 2009-2010. This
Use Of Evaluation
Results (Action Taken)
2011-12 Actions:
Barnes and Noble is
operating the PDCCC
Bookstore for the next
three years.
2012-13 Actions:
The bookstore is fully run
by a third party (Barnes
and Nobles) which
provides many more
service to students. It is
continued to be monitored
by student and graduate
surveys, etc.
2011-12:
Monitor the graduate and
student satisfaction
surveys in reference to the
bookstore being operated
by a third party.
2009-10 Actions:
The bookstore personnel
conducted training, read
the book Who Moved My
Cheese, expanded hours
during registration to
coincide with other
offices, & held staff
meetings.
These efforts created
collaboration among staff
& better customer service
48
compares to excellent or
very good rating from
54.1% of the students
taking the survey in 20072008.
Received an excellent or
very good rating from
59.8% of the graduates
taking the survey in 2010.
This compares to an
excellent or very good
rating from 53.7% of the
graduates taking the
survey in 2007.
Outcome
(Administrative Objective)
Provide used books in the
College bookstore.
BOOKSTORE UNITS
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods
Review used book sales.
Analysis Procedure:
Compare the number of
used books sold in Spring
of 2010, to the number
sold in Spring of 2011.
to students. Student needs
for required textbooks &
material are met in a
timely & friendly manner.
The College currently has
a Request for Proposal
(RFP) for Bookstore
Use Of Evaluation
Results (Action Taken)
Management & Operation
Services. Seeking
qualified contractor to
furnish management,
labor, equipment, goods &
supplies necessary to
manage & operate a
professional Bookstore
that will provide the
highest caliber of services
to the students.
2012-13:
Continued doing buyback
of textbooks from students
and resale of these
textbooks in future term
offerings.
2012-13 Actions:
Expanded the used books
policy into a rental of new
and used textbooks into a
program call Dynamic
Pricing.
2011-12:
Began selling used books
in the bookstore.
2011-12 Action:
Continue buying back and
sell used textbooks from
students.
2010-11:
In Spring of 2010, the
bookstore did not offer to
sell used books to
students.
2010-11 Actions:
Deans assessed which
Spring 2011 class
textbooks were eligible for
resale & recommended the
textbooks eligible for
resale.
In Spring of 2011, the
bookstore purchased &
sold 58 used books to
students.
MBS Direct, used book
vender, comes to each
49
campus at the end of each
semester to purchase used
books from PDCCC
students.
The bookstore manager
then purchases the salable
used books from the used
books vender, MBS
Direct.
Students were offered used
books at a much lower
cost than new, saving the
student on the cost of their
Spring semester fees.
The previous matrices present evidence that the Bookstore provides convenient service
and is an economical source for student textbook purchases. Student survey ratings for the
quality of service the Bookstore provides have improved. The staff continues to research and
identify ways the unit can further increase the satisfaction of the College’s students. One goal to
provide better service to the students is to carry soft goods, such as College logo t-shirts and
sweatshirts, more pens, pencil, notebooks with the College logo, and computers, software and
other giftware normally found in college bookstores. The College has approved use of a qualified
contractor to furnish management, labor, equipment, goods and supplies necessary to manage
and operate a professional Bookstore, thus leading to a higher caliber of services to the students.
Barnes and Noble College won the contract and has begun operations as of October 2011.The
College’s overall goal is to enhance and improve the level of financial effectiveness, services and
satisfaction currently being provided on campus.
The next section will present a few unit-specific objectives for the Human Resources and
Payroll Units.
50
Human Resources and Payroll Units
The purpose of the Human Resources and Payroll Unit strives to serve faculty and staff
and to recruit and retain a highly-competent and diverse workforce that supports the mission,
goals, and values of the College. A review of Human Resources and Payroll reports verifies that
the unit documents the use of assessment results and records follow-up information relating to
unit improvement based on analysis of results and actions taken. The following matrices
demonstrate this process for Human Resources and Payroll.
Outcome
(Administrative Objective)
Increase full-time teaching
faculty by 2 positions. To
Hire one FT Nursing
faculty and one FT Speech
faculty.
HUMAN RESOURCES & PAYROLL UNIT
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods:
2012-13:
Number of FT positions.
Hired the full time nursing
Analysis Procedure: New and full time speech
positions advertised and
faculty during 2012-2013.
filled. Compare number
Hired a full time nurse that
of teaching faculty to
started 04/25/2013, and
previous year.
another full time nurse that
started 06/25/2013.
Human Resources/Payroll
will become less paper
dependent.
Assessment Methods
Payline Report.
Employee Work Profiles
Promote Green Initiatives-place Classified
Employee Work Profiles
in the Departments folder
for supervisors to have
access and revise.
Analysis Procedure:
Review Reports on how
many notices full time
salaried employees are
receiving.
Goal to reach 100%
elimination of printed
earning notices and EWP’s
Send out EWP's in paper
format and add paperless
format to the Departments
folder. At the end of the
2011-12:
In 2010-11, the college
had 19 full-time teaching
faculty. In 2011-12 we
have 21 full-time teaching
faculty. Faculty increased
by 2.
2012-13:
Classified EWPs are
located paperless on the
Common Shared Drive for
easy access by supervisors.
Printed earning notices
were stopped as of May
15, 2013
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
Hiring one full time
faculty member in
Electronics to start January
2014.
This search was not
successful as the final
candidate received another
job offer and declined our
interview/job offer. We
are currently recruiting for
this position to start
August 2014.
2011-12 Actions:
Continue to monitor the
need for additional faculty.
2012-13 Actions:
Currenty working on
placing job applicants
information in shared
drive folders cutting down
on the use of paper job
application packets,
resumes, etc. Search
committees will then
review the application
packets online via the
shared drive. All
interview questions,
screening sheets, and other
51
for all full-time salaried
employees.
review cycle, compare
how many supervisors
used the paperless format
as compared to the paper.
recruitment paperwork
will be kept paperless on
the shared drive. Continue
to ensure that all new hires
sign up for direct deposit,
and that they are trained
on the use of Payline for
printed payroll notices.
2011-2012:
Out of 24 supervisors, 5
(20%) selected to us the
paperless EWP format to
make revision to the
employee profile.
2010-11:
As of 2010 have reached
goal of 100% elimination
of printed earnings notices
for all full-time salaried
employees & 100% of
full-time salaried
employees are receiving
Direct Deposit.
In 2009 mandatory for all
full-time employees
receive Direct Deposit &
stop receiving printed
earnings notices.
All notices made available
on-line through the
Department of Accounts
website (Payline).
2011-12 Actions:
Encouraged faculty during
in-service/faculty meetings
to use paperless EWP
format. In 2012-13
evaluation year fully
promoted the use of
paperless EWP's to
supervisors by not sending
out the paper version.
2010-11 Actions:
Trained full-time & parttime employees on the use
of Payline (electronic
payroll statements).
Mandated part-time
employees use Direct
Deposit or EPPI Card &
stop printed payroll
statements.
In 2008 54% of the full
time salaried employees
were receiving printed
earning notices.
Create an environment that
decreases or captures &
resolves grievances
effectively, expeditiously
in a transparent manner.
Assessment Methods
Number Grievances filed.
Analysis Procedure:
Review of reports.
2012-13
One (1) grievance was
filed in 2012-2013.
Employee accepted a
position with another
employer prior to the
completion of the
grievance procedure.
2012-13 Actions:
Maintained an “open
door” human resources
office to listen to
complains, performed
mediation between
complaining parties to
help solve problems, and
held office hours on both
campuses for maximum
exposure to faculty and
staff.
52
Worker’s Compensation
claims—to decrease the
amount of employee
accidents at the College by
5% each year.
Assessment Methods
Committee minutes.
Review Reports.
Analysis Procedure:
The total amount of
accident’s reported each
calendar year.
2009-10:
No grievances were filed
in 2007, 2008, 2009 or
2010.
2009-10 Actions:
Maintained an “open
door” human resources
office to listen to
employee complaints,
performed mediation
between complaining
parties to help solve
problems, & held office
hours on both campuses
for maximum exposure to
faculty and staff.
2012-13:
PDCCC reported 2
employee accidents. This
was a decrease of 1 for
previous year.
2012-13 Actions:
Continued to monitor area
for any safety concerns.
2011-12
PDCCC reported 3
employee accidents. This
was a decrease for the
previous year of 5.
2010-11
During the 2010-11
academic year PDCCC
reported 5 employee
accidents. This was an
increase from the previous
year. Most were for
falling.
2011-12 Actions:
Continue with
maintenance inspections of
traffic areas and put up
signs when identified.
2010-11 Actions:
Put up wet floor signs
ASAP when reported and
did visual inspections of
area to avoid falls.
2009-10:
In 2009 PDCCC reported
3 employee accidents vs. 4
in 2008, and 4 in 2007.
2009-10 Actions:
Safety & Security
committee was formed &
met on a quarterly basis; a
safety element was
included in all full-time
classified evaluations.
Followed-up on all
previous accidents.
Follow up on all previous
accidents.
PDCCC decreased
employee accidents by
25% from 2007 to 2009.
The previous matrices present evidence that the Human Resources and Payroll Unit
strives for continuous improvement to serve faculty and staff and to recruit and retain a highlycompetent and diverse workforce that supports the mission, goals, and values of the College.
53
Additional strategies to maintain faculty and staff confidentiality within the Human
Resources unit, included replacement of social security numbers with an employee number and
records security training for Human Resources staff. By employing customer service strategies,
using proper management practices, and enhancing communication and access, we adverted
several employee complaints throughout the year. Worker’s Compensation claims and the
number of employee accidents at the College have been small and decreasing. The small number
of employee accidents and decreasing trend provides evidence of a safer environment for
employees and students.
The next section will present a few unit-specific objectives for the Safety and Buildings
and Grounds Unit.
54
Safety and Buildings and Grounds
The College’s objective regarding Safety and Buildings and Grounds is to provide a safe
and aesthetically pleasing environment conducive to teaching, learning and working. This
section of the report will first address assessment of the measures to ensure Safety and Security,
followed by Building and Grounds. A review of safety reports verifies that the College
documents the use of assessment results and records follow-up information relating to unit
improvement based on analysis of results and actions taken. This assessment through use of
evaluation results is depicted in the following matrices.
Safety and Security Unit
Outcome
(Administrative Objective)
Purchase surveillance
camera system for the
college to create an
integrated surveillance
system to improve campus
security force
responsiveness to
emergencies.
SAFETY & SECURITY UNIT
Assessment & Analysis
Results Of Assessment
Methods
Assessment Methods
2012-13:
Installation of Security
The BETA tests were
Cameras
successful and verified the
employment plan. A total
Analysis Procedure:
of 57 cameras both
Completion of installation internal and external were
of security cameras
determined as necessary to
provide the
desired/required coverage
of all college
facilities/campuses. A
total of 27 cameras
primarily targeting
entrances and exits and
high volume parking lot
areas.
2011-12:
Began the process of
adding three additional
security cameras to
augment existing system.
System integration was
achieved. Surveillance
coverage of campuses
improved by 100%
Continuity Plan
Assessment Methods
State Preparedness
Assessment
2012-13:
State Assessors approved
the plan.
Use Of Evaluation
Results (Action Taken)
2012-13 Actions:
A plan to incrementally
add cameras and integrate
them into the overall
system has been developed
to meet fiscal year
planning goals.
2011-12 Actions:
Completion the installation
of Security Cameras by
May 2013. A staged
implementation plan was
selected for this project.
Purchase of additional
cameras in each of the
next three fiscal years will
complete project.
2012-13 Actions:
Use the results of table top
and functional exercises to
55
Analysis Procedure:
Assessment of Plan
verify policies and
procedures in the plan and
use any lessons learned to
improve or modify the
plan.
2011-12:
State assessment
completed and college
received a 100% rating
Community Emergency
Response Team (CERT)
certification for emergency
planner by June 15, 2013
Assessment Methods
Course Certification
2012-2013:
Two staff members have
been certified by the state.
Analysis Procedure:
Completion of course
certification
2011-12:
Obtain 3 state Community
Emergency Response
Team CERT) certifications
and one state certified
CERT instructor.
One certification has been
obtained and we are
awaiting class openings to
fill the remaining two.
Projected completion date
remains viable.
2011-12 Actions:
College has revamped
Continuity Plan to
conform with Governor’s
directive #41
2012-2013 Actions:
Maintain two certified
staff members and as
necessary provide training
to raise the number to the
required 2 for the college.
2011-12 Actions:
Govenor has directed that
emergency coordinators at
each Institute of Higher
Education obtain CERT
certification to meet state
goals of a ready Virginia.
Continue with the
Community Emergency
Response Team
certification by May 2013.
Obtain 6 staff qualified in
CPR, First Aid, AED in
2012.
Automate Material Safety
Data Sheet (MSDS)
inspection by February
2013
Assessment Methods
Automated Material Safety
Data Sheet (MSDS)
Analysis Procedure:
Physical inspection
2012-13:
Inspection by college
safety officer found
existing records and
management to be
unsatisfactory and out of
compliance with OSHA
standards.
2012-13 Actions:
College purchased a
computer based service
automating the
management of records
and increasing access to
chemical safety data to all
employees, staff, faculty
and students.
2011-12:
Inspection being made of
Material Safety Data Sheet
(MSDA) in progress
2011-12 Actions:
HAZMAT safety requires
maintenance of MSDS for
each chemical employed
by academic or buildings
and grounds. Inspection
by the safety office is
Material inventory was
completed on 15
56
Establishing emergency
lighting in college
facilities
Assessment Methods
Installation of lighting
Analysis Procedure:
Physical inspection
November and Computer
Services Manager is
seeking license for
software with expected
completion in February.
2012-13:
Emergency Lighting at
all college facilities was
incomplete. Inspection
identified all short falls.
2011-12:
Lighting is being mounted,
inspection pending the
completion of installation
Install interior locks on
classrooms and offices
By June 2013
Assessment Methods
Installation of locks
Analysis Procedure:
Physical inspection
2012-13:
Solution to the basic
problem of being able to
secure offices and
classrooms to satisfy
planned lockdown of the
college in response to a
gunman on campus was
changed from interior
locks to using door
wedges as the barricade
against intrusion by an
armed individual.
2011-12:
Installation in progress
Began replacing manual
locks on exterior doors, (7)
at main Franklin Campus
with electronic locks and
computerized control
system.
underway. In progressComplete the inspection of
MSDS and obtain
software.
2012-13 Actions:
Where required new
emergency lighting was
installed and the annual
fire department inspection
program expanded to
include the new lights.
2011-12 Actions:
Emergency lighting in
offices, severe weather
shelters is required to
ensure safety of personnel
during evacuations or
power outages. Inspection
completed upon
completion of mounting
the lighting.
2012-13 Actions:
Institute a policy study and
examine a change from
school lockdown in a
gunman situation to the
FBI's recommended "Run,
Hide, Fight". Review after
action reports where
schools who follow this
later policy have used it,
Atlanta Middle School
results will soon be
published and used in my
review of the policy
change. A policy change
would lessen the need for
interior locks.
2011-12 Actions:
In progress-Complete the
installation of interior
locks in classrooms and
offices by June 2013.
Complete installation of
electronic locks on spaces
containing, HIPPA,
FERPA, high value items
57
Implementation of a
college wide mass
College Emergency
Notification System to
meet federal and state
requirements by June
15, 2013
Improve college’s ability
to execute Lockdown
operations in the event of a
physical threat on any
campus by June 15, 2013.
Assessment Methods
Installation of ENS system
Analysis Procedure:
Completion of Emergency
Notification System (ENS)
Assessment Methods
Installation of the
Lockdown operations
system
Analysis Procedure:
Completion of Lockdown
operations system
and cash at Suffolk and
Smithfield campuses.
2012-13:
Vendor tests/
demonstrations have
assisted in developing a
comprehensive plan fore
number numbers and
placements of speakers,
monitors and transmission
equipment.
2012-13 Actions:
A vendor has been
selected and contract
negotiations are near
completion for the
installation of the system
at the Main Franklin
Campus. A three year
Fiscal Year program has
been developed to
complete installation at the
remaining campus
locations. Completion of
entire project anticipated
in 2016.
2011-12:
In the process of adding
audio mass notification
capability. Enhancement
would add exterior and
interior alarms with voice
capability on all three
campuses. Work continues
on finding an affordable
solution, vendors are
providing information and
cost estimates. Projected
completion date remains
viable.
2011-12 Actions:
Work continues on finding
an affordable solution,
vendors are providing
information and cost
estimates. Projected
completion date remains
viable.
2012-13:
Solution to the basic
problem of being able to
secure offices and
classrooms to satisfy
planned lockdown of the
college in response to a
gunman on campus was
changed from interior
locks to using door
wedges as the barricade
against intrusion by an
armed individual.
2012-12 Actions:
Institute a policy study and
examine a change from
school lockdown in a
gunman situation to the
FBI's recommended "Run,
Hide, Fight". Review after
action reports where
schools who follow this
later policy have used it,
Atlanta Middle School
results will soon be
published and used in my
review of the policy
change. A policy change
would lessen the need for
interior locks.
2011-12:
The planned improvement
is the addition of interior
lock capability in all class
2011-12 Actions:
Complete the purchasing
process and install.
58
rooms and office spaces.
Implement at least 60% of
safety & security standards
from the VCCS report:
“Focus on Emergency
Preparation and
Management.”
Assessment Methods
Project Completion.
Implement PDCCC Alert
for emergency messages
to cell phones & desk top
computers – Review
security standards to
exceed 60%
VCCS security standards.
Vendor proposal is with
purchasing and under
review. Projected
completion date remains
viable.
2009-10:
Installation was complete
by June 2009.
VCCS Reports.
Committee Minutes.
System is operational &
has been tested for
inclement weather;
Analysis Procedure:
Installation complete.
Review VCCS Reports.
Review Committee
Minutes.
2009-10 Actions:
Implemented PDCCC
Alert for emergency
messages to cell phones &
desk-top computers
Emergency alerts &
closings have improved
communication time
between the College & its
students & staff. For
example, tornado warnings
are sent out within seconds
of the official warning
instead of minutes.
84% of the standards have
been implemented.
Compare process with
VCCS security standards.
Reviewed other methods
of quick communication to
student & staff if cell due
to cell towers bogging
down during an
emergency.
Provide digital display
capability at each campus.
Assessment Methods
Project Completion.
VCCS Reports.
Committee Minutes.
2009-10:
Installation was complete
by June 2009.
Analysis Procedure:
Installation complete.
Review Committee
Minutes.
Review security standards
to exceed 60%.
2009-10 Actions:
Digital displays are
located in the hallways of
both campuses.
Displays are used for
weather, safety, & college
information.
The previous matrices present evidence that the Safety and Security Unit continues to
find ways to provide a safe and secure environment for students, faculty, and staff by decreasing
the time it takes to send out emergency notifications.
59
A review of Buildings and Grounds reports verifies that the College documents the use of
assessment results and records follow-up information relating to unit improvement based on
analysis of results and actions taken.
The next matrices present documentation for the Buildings and Grounds Unit.
60
Building & Grounds Unit
Outcome
(Administrative
Objective)
Increase in graduates
in the HVAC
programs by
Renovation of
Business & Industry
Lab to begin a new
HVAC program &
construct an
instructional lab.
BUILDINGS & GROUNDS UNIT
Assessment &
Results Of Assessment
Analysis Methods
Assessment
Methods
Project Progress.
2010-11:
In 2011 awarded 24 Career Studies
Certificates in HVAC.
Committee Minutes.
2009-10:
A new HVAC instructional lab was
completed April 2, 2008 & was housed in
the newly renovated business & industry
lab.
Graduate Rates.
Analysis Procedure:
Renovations
completion.
In 2010 awarded five (5) Career Studies
Certificates in HVAC.
Use Of Evaluation
Results (Action
Taken)
2010-11:
HVAC’s Advisory
Committee continued
to promote the
HVAC program.
2009-10 Actions:
Renovated unused
classroom space for
use as credit courses
in HVAC.
Program initiated.
Renovation of
Welding Lab.
Assessment
Methods
Project Completion.
Graduate Rates.
Analysis Procedure:
The Welding Lab &
Business & Industry
renovations were
completed in
January 2008.
PDCCC will complete
the six-year capital
outlay plan in
compliance with the
VCCS Achieve 2015
goals.
Assessment
Methods
Six year outlay plan
document
Analysis Procedure:
Completion of sixyear outlay plan
2012-13:
In the Summer of 2013, the Regional
Workforce Center coordinated training of
14 students to enter the Newport News
Ship Building workforce as entry level
welders.
2012-13 Actions:
Utilization of
Welding Lab for
more Workforce
Training.
2011-12:
In 2012, 2011, and 2010 PDCCC awarded
8 Career Studies Certificates each year in
Welding. This is twice as many as in 2008.
2011-12 Actions:
Continue to promote
Welding to the
community and dual
enrollment using
brochures and visits
to high schools.
2008-09:
In 2009, PDCCC awarded 4 Career
Studies Certificates in Welding vs. 3 in
2008.
2008-2009 Actions:
Renovation
completed in 2008
2012-13:
PDCCC is still awaiting approval of
Capital Outlay Plan.
2011-12:
Completed plan and submitted to the
President and his Advisory Council by
December 18, 2012. It includes a major
renovation request for the PDCCC
Franklin Campus.
Renovation of the
welding lab allowed
students to learn in an
environment that was
current with industry
standards
2012-13 Actions:
Awaiting approval of
plan.
2011-12 Actions:
Advisory Council
will made decisions
on the renovation
request.
61
Upgrade the Suffolk
bookstore by
December 18, 2012.
A PDCCC
Sustainability
mission statement
will be written and
vetted by
appropriate College
committees no later
than December 18,
2012.
Assessment
Methods
Upgraded Suffolk
Bookstore
Analysis Procedure:
Completion of the
upgrade to the
Suffolk bookstore.
Assessment
Methods
Sustainability
mission statement
Analysis Procedure:
Completion of a
Sustainability
mission statement.
2011-12:
Completed the bookstore upgrade in
Suffolk by Dec. 18th, 2012.
2011-12 Action:
No further action
needed at this time
since upgrade is
complete.
2012-13:
Sustainability Committee met once with
the new program coordinator. The Mission
statement is being edited for submission.
2012-13 Actions:
The new Sustainable
Program coordinator
is surveying the
college sustainable
needs.
2011-12:
PDCCC Sustainability Committee met
four times.
2011-12 Actions:
In progress, put the
test sustainability
web page into
production.
Mission statement has been drafted
and under review and now vetted by
appropriate committee.
David Felton has created a test
sustainability web page for review for
the PDCCC Sustainability Committee.
The link is
http://test.pdc.edu/about/environmentalsustainability/
A PDCCC sustainability oriented web
page has been incorporated into the
PDCCC College web site
VCCS Civil Rights
Review on facilities
Assessment
Methods
VCCS review of the
College’s facilities
for civil rights
violations.
Analysis Procedure:
Completion of
review and action
plans
2012-13:
The VCCS Civil Rights findings were
corrected in August 2013.
2011-12:
The VCCS Civil Rights Review of
facilities was completed. A few
facilities actions were received in the
VCCS Civil Rights Review.
2012-13 Actions:
No further action is
required at this time.
2011-12 Actions:
PDCCC will submit
a plan to address
the required and
recommended
facilities actions
received in the
VCCS Civil Rights
Review. The
estimated date of
completion for the
ADA projects found
62
in the VCCS Civil
Rights Review is
June 15, 2013.
Franklin Digital Sign
Maintenance
Reserve Plan by
December 18, 2012
Assessment
Methods
Construction of
Franklin Digital
Sign
2012-13:
Analysis Procedure:
Completion of
Digital Sign
A proposal from the Canon Design Group
for updating and supervising the
construction and installation of the new
digital sign has been received. Once the
drawings are complete it must be approved
at various levels including the VCCS State
Board and the Virginia Architectural
Review Board (ARB) before construction
can begin.
2012-13:
The Maintenance Reserve Plan has been
submitted to VCCS and is awaiting
approval.
Assessment
Methods
Development of a
Maintenance
Reserve Plan
Analysis Procedure:
Completion of a
Maintenance
Reserve Plan
Replace building signs
on the Franklin
Campus and the
Center in Smithfield
Improve
communication—
implement a web
based (School Dude)
communication
system for building &
grounds maintenance
requests.
Project is waiting on appropriating of
funding.
2011-12:
2011-12:
PDCCC completed a maintenance reserve
plan. It has been submitted to the President
and his Advisory Council. The
Maintenance Reserve Plan is due to the
VCCS in February 2013. The PDCCC
Maintenance Reserve Plan will be based
on the current FICAS Reports. We are
awaiting instructions for filing from the
VCCS.
Assessment
Methods
Number FTEs
Signs posted
Committee Minutes
Analysis Procedure:
Review Committee
Minutes
2009-10:
Franklin Campus-2007-08 FTE was 372;
in 2009-10 FTE was 515
Assessment
Methods
Increase in usage of
web based system.
2012-2013:
School Dude is used to monitor
maintenance requests and to communicate
back to the customer as to its status of
completion. Web base system reduced the
amount of paper usage as a part of the
college Sustainable program.
Analysis Procedure:
Comparison of the
amount of buildings
& grounds School
Dude request from
Center in Smithfield: 2007-08 FTE was
100; in 2009-10 FTE was 102
2012-13 Actions:
No action required at
this time.
2011-12 Actions:
In progress- Obtain
the approval from the
various levels to
complete the project.
2012-13 Actions:
No further action is
required at this time.
2011-12 Actions:
The Maintenance
Reserve Plan is due
to the VCCS in
February 2013. The
PDCCC Maintenance
Reserve Plan will be
based on the current
FICAS Reports. We
are awaiting
instructions for filing
from the VCCS.
2009-10 Actions:
New signs were
placed on the
Franklin Campus &
the Center in
Smithfield.
Validated signs
posted.
2012-13 Actions:
Maintenance
continues to utilize
School Dude process.
More details to how
much reduction in
paper usage will be
addressed by the new
Energy Manager.
63
2008 through 2010.
2009-10:
Web based system was implemented in
October 22, 2008.
From November 2008 until October 2009,
B & G had 1,184 web-based requests.
From November 2009 until October 2010,
B & G had 1,493 web based requests. A
26% increase in usage.
2009-10 Actions:
New web based
maintenance
communication
system allowed
maintenance requests
to go through one
centralized system
instead of multiple
systems (email, cell
phone, office phone,
etc.).
The new system
allowed for better
communication,
tracking &
The previous matrices present evidence that the Buildings and Grounds Unit provides a
safe and clean environment in which teaching and learning may be properly conducted and
maintains buildings and grounds of the College to ensure that these facilities support the
College’s mission throughout the useful life of the structure. The College is keeping cost down
by assessing its energy savings reports each year and sending findings to the President’s
Advisory Council and PDCCC’s Board. Other facility projects in 2011-12 that are in their early
stages is the renovation of Suffolk HVAC system (VCCS is negotiating with Schneider Electric);
the renovation of Suffolk LRC (Designs have been approved by BCOM); the renovation of
Franklin LRC (Designs have been approved by BCOM), renovation of Franklin’s Water Tower
(Information provided to VCCS for completion), and renovation of the Franklin Conference
Room and Franklin room 129 (VEC is providing draft designs).
One of the goals for Safety and Buildings and Grounds was to improve safety and the
physical environment of the College. One of the desired outcomes was to implement at least 60%
of the safety and security standards of the VCCS. The results of an independent evaluation by the
Safety Committee revealed that the College implemented 84% of the VCCS standards, including
64
an emergency messaging service to cell phones, computers, and digital display systems for the
halls of each campus. In addition, the following facility improvement plans were completed as
planned during the year 2008-2009: (1) replacement of fascia on the roof of the main building of
the Franklin Campus; (2) completion of the HVAC Laboratory renovations to support the HVAC
Certificate Program; and (3) completion of the Nursing Skills Laboratory on the Suffolk Campus
for the Nursing Program.
The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics
Act requires the distribution of an annual security report to all current faculty, staff, and students
and notice of its availability to prospective students, faculty, and staff. The College provides
access to this information on the College’s website. The annual security report includes statistics
for the previous three years concerning reported crimes that occurred on campus, in certain offcampus buildings or property owned or controlled by the College, and on public property within,
or immediately adjacent to and accessible from the campus. The report also includes institutional
policies concerning campus security, such as policies concerning alcohol and substance abuse,
the reporting of crimes, sexual misconduct, sexual assault, and other matters. These policies are
also found in the College’s Catalog, which is also available online. A review of the Campus
Security data show (depicted below) no criminal violations reported to the police on either of the
College campuses over the past three years.
CAMPUS SECURITY & DATA ANALYSIS
Criminal Offense Location
2008
2009
2010
Franklin
On campus
0
0
0
Public Property
0
0
0
Suffolk
On campus
0
0
0
Public Property
0
0
0
2011
0
0
0
0
2012
0
0
0
0
Data Source: http://ope.ed.gov/security/InstList.aspx Retrieved
October 1, 2012
Note: Suffolk Campus includes PDCCC’s site at Smithfield
65
The previous matrices presented evidence that the College is meeting its outcomes that
relate to campus safety and security. However, the College continues to implement strategies to
ensure the safety and security of its faculty, staff, and students. In December 2010, the College
employed an Emergency Planner. This individual is responsible for the College’s safety policies
and procedures to increase faculty and staff awareness of safety policies and procedures; ensure
selected staff members receive safety training; ensure safety statistics are more visible on the
College’s website; and, develop and launch a safety and security Web page for use by the
faculty, staff, and students. The Emergency Planner requested college participation in the
Nursing Program Annual Spring Disaster Drill. This drill has been conducted since 2005 in
collaboration with Southampton Memorial Hospital, Franklin Police and Emergency Services,
and the Nursing Program faculty and students. In addition, he was able to secure two students to
serve on the College’s Violence Prevention Committee, as required by a new Virginia State Law.
The Campus Security Force has been recertified by the VA Department of Criminal Justice
Services for the calendar year 2012 and certification of emergency coordinators in the State’s
Community Emergency Response Team (CERT) is scheduled for completion in 2012 in
accordance with Govoner’s Executive Order #41 (2011). In 2011-12, the college increased its
College Security Force and add an additional Emergency Planner to the College Emergency
Response Team (1 new hire covers both). There are four security personnel certified by the state
working for the College.
The next section will present a few unit specific objectives for the Division of Workforce
Development.
66
DIVISION OF WORKFORCE DEVELOPMENT
The purpose of the Division of Workforce Development (WFD) includes workforce
training, workforce services and community services. The Division provides job profiling, job
candidates’ assessment and skill gap training to companies within the College's service area. In
addition, the Division’s Workforce Center administers Career Readiness Certifications to ensure the
readiness of job candidates. A review of WFD reports verifies that the division documents the
use of assessment results and records follow-up information relating to improvement based on
analysis of results and actions.
Outcome
(Administrative Objective)
WFD Water Mitigation
Project.
Increase the annual fulltime equivalent (FTE)
credit enrollment from the
previous year.
DIVISION OF WORKFORCE DEVELOPMENT
Assessment & Analysis
Results Of Assessment
Use Of Evaluation
Methods
Results (Action Taken)
Assessment Methods
2012-13:
2012-13 Actions:
Construction of WFD
WFD has received
Construction began in Fall
Water Mitigation Project
completed drawings for
2013 and the completion
the WFD Water Mitigation date will be in late Spring
Analysis Procedure:
Project. The job has been
2014.
Completion of WFD
awarded.
Water Mitigation Project.
2011-12:
2011-12 Actions:
WFD has received the first Changes and additional
draft of drawings for the
drafts for review are being
WFD Water Mitigation
made including the
Project. There will be
addition of a walking path
changes and additional
and other amenities. The
drafts for review including construction is anticipated
the addition of a walking
for late Spring of 2013 and
path and other amenities.
should be completed by
The job has been awarded
late spring 2014.
with construction
beginning fall 2013 and
completion late spring
2014.
Assessment Measure:
2012-13:
2012-13 Actions:
Enrollment Comparison by The Workforce
Started two new programs:
Location Report. Analysis Development Center
(1) Physical Therapy
Procedure: Using
generated 11 full-time
Assistant Program is
PeopleSoft use a query to
equivalent (FTE) students
beginning and (2) the
generate the workforce
taking credit classes. This
Logistic Career Studies
development FTE for the
compares 23 FTE in 2011- program is starting in early
year.
12 vs.42 FTE for 2010-11
Spring 2014.
and 24 FTE for 2009-10.
The decrease was partly
due to the fact the college
as a whole decreased in
enrollment due to the
67
economy picking up and
students going back to
work, instead of job
training. Part of the
decrease was also due to
(1) the WFD moving its
HVAC program to the
Academic side of the
house and (2) The Multicraft Diploma program
with Southside Va
Community College was a
onetime event due to the
International Paper Mill
closure in Franklin.
2011-12:
The Workforce
Development Center
generated 23 full-time
equivalent (FTE) students
taking credit classes. This
compares to 42 FTE for
2010-11 and 24 FTE for
2009-10. The decrease was
partly due to the fact that
the HVAC program was
moved from the WFD to
the academic side of the
house since the program
was fully developed.
Workforce Development
Center (WFD) is adequate
& appropriate to the
College mission with a
benchmark performance
rating of 3.0 on a 5-pt.
Likert scale with 1 being
low.
Assessment Methods:
Faculty & Staff Survey.
Employer Customer
Satisfaction Surveys.
Analysis Procedure:
Review Faculty & Staff
Survey based on a 5 point
Likert scale from 1 to 5
with 1 being the lowest.
Percent satisfied or very
satisfied on employer
survey.
2011-12 Actions:
Workforce now offers the
Pharmacy Tech classes
beginning Fall 2012.
Students are in the process
of being accepted into the
program and registering
for classes. Completed
Warehouse and
Distribution Career
Studies Certificate series
at the Western Tidewater
Regional Jail. Presented a
new career studies
program on Logistics to
the Educational Programs
Committee.
2012-13:
For 2012-13, the quality
service rating by faculty &
Staff was 4.05 vs. 4.14 in
2011-12 vs. 3.79 in 201011. This is well above the
benchmark set at 3.00.
81% of faculty and staff
see the WFD as adequate
and appropriate to the
college's mission vs.
66.7% in 2010-11.
2012-13 Actions:
Increased qualified faculty
in Warehouse Distribution
teaching areas. Did some
renovations at the WFC to
improve its appearance.
Continued with surveys to
employers and in-house
faculty and staff to obtain
feedback to make
improvements.
2011-12:
For 2011-12, the quality
service rating was 4.14 vs.
3.79 in 2010-11. 88.6% of
faculty and staff see the
WFD as adequate and
2011-12 Actions:
Continue with surveys to
employers and in-house
faculty and staff to obtain
feedback to make
improvements.
68
appropriate to the college's
mission vs. 66.7% in
2010-11.
2009-10:
In 2009-10, thirteen
employers who have used
workforce services from
PDCCC, completed an
anonymous online survey
of customer satisfaction.
92.3% indicated they were
very satisfied and 7.7%
indicated they were
satisfied.
Increase the number of
employers who used
college facilities to
conduct business related
activities from the
previous year.
Increase the number of
Career Readiness
Certifications Awarded
(CRC) from the previous
year.
Assessment Measure:
Workforce FY Report.
Analysis Procedure:
Number of employers
served.
Assessment Measure:
CRC Data for Virginia and
Workforce FY Report.
Analysis Procedure:
Number of CRC awarded
and type.
2009-10 Actions:
Revised survey to pinpoint
opportunities for
improvement.
Continue monitoring
customer satisfaction
levels.
2012-13:
There were 52 employers
who used the college
facilities in 2012-13. This
compares to 37 in 2011-12
vs. 47 employers in 201011. This is an increase of
15 employers from last
year.
2012-13 Actions:
Continued to offer a
variety of technology
courses. Maintained the
quality of the WFD center
itself in a high level of
readiness, maintenance,
and renovation.
2011-12:
There were 37 employers
who used the college
facilities. This compares to
47 employers in 2010-11.
In 2010-11, the
unemployment rate was
very high and employers
used the facilities for
retraining, etc.
2011-12 Actions:
Partnered with the Suffolk
Center for the Cultural
Arts to complete (1)
cultural awareness session
at the WFD for middle and
high school students
regarding the History of
Drumming from Africa to
New Orleans. Offered
training and additional
services to companies
involved in the
International Paper
Franklin Mill repurposing.
2012-13 Actions:
Use special VCCS funding
to develop the PDCCC
Career Development
Center to offer additional
free testing. Wrote a grant
to fund the cost of taking
the series of tests.
2012-13:
There were 113 CRC
awarded in 2012-13 vs. 37
CRC in 2011-12. vs. 29
CRC in 2010-11. This
represents an increase of
205% (76) over 2011-12.
Of the 113 CRC in 201213, 34.5% (39/113) were
Bronze, 16.8% (19/113)
were Gold, and 48.7%
(55/113) were Silver vs.
27% Bronze, 21.6% Gold,
69
and 51.4% Silver in 201112.
Increase the revenues
received for non-credit
customized training from
the previous year.
Assessment Measure:
Workforce FY Report.
Analysis Procedure: The
amount of revenue
generated.
2011-12:
There were 37 CRC
awarded. 21.6% were
gold, 51.4% were silver,
and 27% were Bronze.
This compares to 29 for
2010-11 with 3.4% gold,
58.6% silver, and 37.9%
bronze. This represents an
increase of 8 (28%) CRC
over last year.
2011-12 Actions:
Met with (3) school
superintendents about
CRC and selected CTE
administrators.
Southampton County has
expressed great interest
and plans to proceed in
2012 with Career
Readiness Certification
testing. Renee Brown is
exploring on-line testing
option. In conjunction with
a committee of the
Regional Workforce
Development Council,
developed and
implemented expanded
Workplace Readiness
Skills curriculum in local
high school.
2009-10:
Increased number of
certificates by 469% over
previous year with 26.2%
gold, 61.1% silver, and
12.7% bronze.
2012-13:
There was $82,471
generated for non-credit in
FY 2013. This compares
to $58,311 in FY2012 vs.
$26,462 for FY 2011. This
is an increase of $24,160
over FY2012.
2009-10 Actions:
Continue marketing Career
Readiness Certificate
credentials to displaced
workers in presentations &
on the web sites.
2012-13 Actions:
Expanded computer
training course offerings.
Increase number of 1st line
supervisor courses.
Offered specialized
robotics training.
2011-12:
There was $58,311
generated for non-credit in
FY 2012. This compares
to $26,462 for FY 2011.
2011-12 Actions:
Completed non-credit
Basic Math and Business
Writing Courses for
supervisors. Completed
needs assessment and are
providing quote on
Problem Solving and
Decision Making, Conflict
Resolution, and Diversity
Awareness for 100 first
line supervisors at the
Smithfield Packing North
Plant. Added one course to
Maintenance Training
70
Institute. Completed
training for (6) neverserved companies and (1)
company not served within
the past two years using
Governor and General
Assembly designated
funds for non-credit
instruction.
The previous matrices present evidence that through continuous and proactive
assessments, WFD responded to the community’s needs with targeted business, social, and
educational solutions. The following table demonstrates the placement rates of graduates employed
or transferred after completing courses. Because of the national economy, it was difficulty for the 2012
graduates who were looking for a job to find one in their area. The College has an office of the Virginia
Employment Commission (VEC) located inside the PDCCC’s Workforce Center. It also has obtained
additional funding in 2012-13 to help graduates obtain jobs.
Year
2013
2012
2011
2010
2009
PLACEMENT RATE IN THE WORKFORCE
% of graduates employed or transferred
67.9%
66.4%
72.6%
79.6%
81.5%
The College has increased the number of participants in workforce activities over 3-year
averages as depicted in the following table. There was a slight dip in the average, however, for
2010-2012 when the average fell due to the poor economy and high unemployment. In 20102011, it was again over 3,000 with 3,058. However, in 2012-13, it has fallen back down due to
the economy and high unemployment to 2065. It is expected to increase in 2013-14 as the
economy improves and unemployment decreases.
71
3-YEAR PARTICIPANT AVERAGE
2001-2004
2,014
2005-2008
3,300
2006-2009
3,624
2010-2012
2,842
The next table shows that, overall, students are satisfied with the non-credit classes taken at the
WFD Center. The WFD student satisfaction ratings have exceeded the Center’s goals every year.
The high ratings can be attributed to the College’s effort to identify and employ highly-qualified
instructors with actual employment experience in their respective areas of expertise.
Workforce Development Student Satisfaction
Term
Non-Credit Classes
Fall 2012
3.96
Fall 2011
3.81
Fall 2010
3.78
Fall 2009
3.85
Fall 2008
3.90
Fall 2007
3.73
Fall 2006
3.76
Fall 2005
3.79
Fall 2004
3.68
Note: Student Satisfaction Report based on a 4-point scale from 1-4 with 1 below low.
The next section will present a few unit-specific objectives for the Assessment and
Institutional Research (A&IR) Office.
72
ASSESSMENT AND INSTITUTIONAL RESEARCH UNIT
The Assessment and Institutional Research (A&IR) Office is housed within the
Instruction and Student Development Department. This office satisfies state mandates on the
collection of outcomes data for system- and state-level reports, in addition to maintaining data
for college-wide planning and assessment purposes. Assessment data maintained by A&IR
includes, but is not limited to, course completion rates, program productivity reports, and
graduate core competency tests results. A review of A&IR reports verifies that the College
documents the use of assessment results and records follow-up information relating to unit
improvement based on analysis of results and actions taken. The Assessment Department
supports the college mission by providing data in support of the college's goals to (1) provides
curricula in university parallel programs that facilitate transfer to senior institutions; (2) provides
career and technical programs that are responsive to the needs of students and employers; (3)
provides a developmental studies program to help students meet college-level learning
expectations; (4) provides support for partnerships for the development, growth and renewal of
the service region, and (5) provides adequate personnel, financial resources, facilities and
technology to support its programs and services. The following matrix presents documentation
on how the A&IR Office provides requested data in a timely manner to faculty, staff,
administrators, and other stakeholders for their use in decisions making regarding actions to
improvement program and units.
73
ASSESSMENT & INSTITUTIONAL RESEARCH OFFICE
Outcome
(Administrative Objective)
Research and Assessment
is adequate & appropriate
to the College mission with
a benchmark performance
rating of 3.0 on a 5-pt.
Likert scale with 1 being
low.
Assessment &
Analysis Methods
Assessment Methods
Faculty & Staff Survey.
GAP Analysis.
Focus Groups.
Analysis Procedure:
Review Faculty & Staff
Survey based on a 5
point Likert scale from
1 to 5 with 1 being the
lowest.
GAP Analysis:
Stakeholders listed
characteristic factors of
present situation (what
is), cross-lists factors of
what should be (future),
& highlight the gaps
that exist & need to be
filled.
Focus Groups: Held
focus group with
faculty, staff, &
administrators
Results Of Assessment
2012-13:
For 2012-13, the quality
service rating was 4.09 vs.
4.00 in 2011-12 vs. 3.92
in 2008-09, and 3.66 in
2007-08.
2011-12:
For 2011-12, the quality
service rating was 4.00 vs.
3.92 in 2008-09, and 3.66
in 2007-08.
Use Of Evaluation Results
(Action Taken)
2012-13 Actions:
Updated SAS statistical
software license. Created new
Graduate, Student, and
Faculty surveys for 2013-14.
Began using Question
Information Navigator
(QUINN) dashboards to help
administrators in decisionmaking.
2011-12 Actions:
Updated SAS statistical
software Package from 9.0 to
9.2.
Modified Graduate, Student,
and Faculty surveys to
include a number of
technology upgrades and
services to students.
2010-11:
The 2010-11 performance
rating was 4.0 compared
to the 2006-07 the
performance rating of 3.7
2007-08:
The GAP Analysis on the
College’s policies &
procedures identified need
to have better ways to
track student groups for
course completion rates,
graduation rates, grade
distribution.
Two Focus Groups
composed of (1) support
services staff & (2)
classified staff was held to
identify college
weaknesses. None were
reported for assessment &
research.
This goal has improved
when comparing 2006-07
survey data with 2010-11
data by +0.3 points.
2010-11 Actions:
Updated SAS statistical
software Package from 8.2 to
9.0.
Used a color printer to better
present data to its various
stakeholders.
Various queries & crystal
reports developed in
PeopleSoft to provide the
data needed.
VCCS & SCHEV worked
together to make enhance
data availability to colleges in
regard to transfer
stakeholders.
2007-08 Actions:
Wrote Achieving the Dream
grant for over $450,000 to
help the College in its
strategies to improve student
success based on data &
assessment support.
74
ASSESSMENT & INSTITUTIONAL RESEARCH OFFICE
Outcome
Assessment &
Results Of Assessment
Use Of Evaluation Results
(Administrative Objective)
Analysis Methods
(Action Taken)
their perceptions,
opinions, & needs as it
relates to data &
assessment.
Assessment results are used
for the improvement of
programs & services with a
benchmark performance
rating of 3.0 on a 5-pt.
Likert scale with 1 being
low.
Assessment Methods
Faculty & Staff Survey
Analysis Procedure:
Review Faculty & Staff
Survey based on a 5
point Likert scale from
1 to 5 with 1 being the
lowest.
2012-13:
For 2012-13, the
performance rating was
3.66 vs. 3.61 for 2011-12.
This is a slight increase
from 2011-12 and a
significantly higher that
the 3.20 for 2007-08. It is
above the benchmark set
at 3.0.
2012-13 Actions:
Developed continuous
improvement codes for unit
assessments to better identify
type of improvements made
in academic, educational
support, and administrative
support services. Continued
to help faculty and staff with
their program assessments
and other data requests.
2011-12:
For 2011-12, the
performance rating was
3.61 vs. 3.79 for 2010-11.
This is a light decrease
from 2010-11, but
significantly higher than
the 3.20 for 2007-08.
2011-12 Actions:
Continued to help faculty and
staff with their program
assessments and to provided
data for grants.
2010-11:
The performance rating
was 3.70 for 2010-11
compared to the 2006-07
the performance rating
was 3.20.
Relevant information from
A&IR, such as that
required for decision
making, is readily available
with a benchmark
performance rating of 3.0
on a 5-pt. Likert scale with
Assessment Methods
Faculty & Staff
Surveys.
Analysis Procedure:
Review Faculty & Staff
Survey based on a 5
2010-11 Actions:
Placed program & services
data on college web page
Placed program working
documents on a common
drive for faculty to access &
enter data
This goal has improved
when comparing 2006-07
survey data with 2010-11
data by +0.5 points.
Faculty professional
development training
provided to faculty on
assessment, & face-to-face
mentoring.
2012-13
For 2012-13, the
performance rating was
3.73 vs. 3.85 in 2011-12
vs. 3.70 in 2010-11. This
is a decrease of - 0.12
points from last year, but
Program faculty did annual
program assessments in
addition to their 5-year
Program Assessment Report.
2012-13 Action:
Instituted a new software
Question Information
Navigator (QUINN) with
dashboards to help
administrators in their
decision-making by making
75
1 being low.
point Likert scale from
1 to 5 with 1 being the
lowest.
still above the 2010-11
score. It is also above the
benchmark score set at
3.0.
data available quickly needed
to the user.
2011-12:
The 2011-12 performance
rating was 3.85 vs. 3.70 in
2010-11. This is an
increase of +0.15 points.
2011-12 Action:
Continue to update the
assessment web pages to
provide data information for
faculty and administrators in
their decision-making.
Updated SAS statistical
software Package from 9.0 to
9.2. Modified Graduate,
Student, and Faculty surveys
to include a number of
technology upgrades and
services to students.
2010-11:
The performance rating
for 2010-11 was 3.7
compared to the 2006-07
the performance rating of
3.4.
2010-11 Actions:
Developed an A&IR web
page.
This goal has improved
when comparing 2010-11
survey data with 2006-07
data by +0.3 points.
Placed Benchmark Report on
the College A&IR web site.
.
Requests made to A&IR
are completed in a timely
manner with a benchmark
performance rating of 3.0
on a 5-pt. Likert scale with
1 being low.
Assessment Methods
Faculty & Staff
Surveys.
Analysis Procedure:
Review Faculty & Staff
Survey based on a 5
point Likert scale from
1 to 5 with 1 being the
lowest.
2012-13:
For 2012-13, the
performance rating was
3.97 vs. 3.88 in 2011-12
vs. 3.80 in 2010-11. There
were 56 reports with
100% completed in a
timely manner. There
were zero complaints to
supervisor or president.
Percent of IR reports
completed by requested
time.
2011-12:
For 2011-12, the
performance rating was
Placed Fact Book on the
College A&IR web site,
Used Achieving the Dream
data in making changes:
(1) Added another level in
Developmental English & (2)
increased placement test cutscores.
Placed a number of resource
documents & assessment
tools on the A&IR web site to
assist administration in
making decisions.
2012-13 Actions:
No additional action at this
time. Continued to maintain a
log of data request and
completion dates.
2011-12 Actions:
Continued to maintain a log
of data request. Responded to
76
Zero Complaints to
supervisor or president.
3.88 which is consistent
with 2010-11 rating of
3.80. There were 54
reports with 100%
completed in a timely
manner. There were zero
complaints.
all requests by faculty in a
timely manner and normally
within a few days and/or
communicate with them as to
when the information is
available.
2010-11:
The performance rating
by faculty & staff was
3.80 compared to the
2006-07 the performance
rating by faculty & staff
of 3.60. This is an
increase of +0.2 points.
There were no complaints
made to supervisor or
president for not
completing data requests
in a timely manner.
2010-11 Actions:
The A& R Office maintained
a log of data request & due
dates for reports to better
serve customers in a timely
manner.
2009-10 Actions:
Kept better logs as to the data
requests and completion
dates.
2009-10:
Of the 2009-10 reports
completed, 97% (28/29)
were completed by the
requested date compared
to 2006-07 with 92%
(22/24).
ASSESSMENT & INSTITUTIONAL RESEARCH OFFICE
Outcome
Assessment &
Results Of Assessment
Use Of Evaluation Results
(Administrative Objective)
Analysis Methods
(Action Taken)
Assessment
Methods
2012-13:
2012-13
Actions:
A&IR plays a significant
Faculty
&
Staff
For
2012-13,
the
Created
a
matrix by program
role in making college
Surveys.
performance
rating
was
by
location
by year to better
improvements with a
3.84 vs. 3.91 for 2011-12
identify when a locations
benchmark performance
Analysis Procedure:
vs. 3.80 for 2010-11. this
surpasses the 50% thrshole
rating of 3.0 on a 5-pt.
Review Faculty & Staff is slight decrease of -0.07 where individual could obtain
Likert scale with 1 being
Survey based on a 5
from last year, but an
an award.
low.
point Likert scale from
increase from 2010-11. It
1 to 5 with 1 being the
is also above the
lowest.
benchmark set at 3.0
2011-12:
For 2011-12, the
performance rating was
3.91 vs. 3.80 for 2010-11.
This is an increase of
+0.11 points.
2011-12 Actions:
Continued to update the
assessment Web pages to
provide faculty and staff in
their decision-making by
providing daily enrollments
by courses to assists in
recruitment efforts and class
cancellations and
comparative data on program
77
enrollments, graduates, and
retention.
2010-11:
The performance rating
for fall 2010 was 3.8
compared to 2006-07 with
3.6. This was an increase
of +0.2 points.
.
Create new Web page for
assessment and IR
Begin to use Productivity
Analysis System (PAS)
reports to identify faculty
proficiency levels
AtD Committee will
develop and implement
AtD strategies.
Assessment Methods:
Creation of new
Assessment and IR web
page. Analysis
Methods: Completion
of Assessment and IR
web pages.
Assessment Methods:
Document how to run
PAS reports; Attend
PAS training; and Run
PAS reports for Deans.
Analysis Methods:
Provide overall faculty
proficiency from last
fall to Deans for
comparisons.
Assessment Methods:
Document the AtD
strategies and
2012-13:
All six web pages
pertaining to assessment
and IR continue to be
updated with no
complaints. Any broken
links are fixed within 3
days of notifications.
2010-11 Actions:
All areas of the College used
data to assist them in making
decisions. Faculty & staff
have a data driven mind-set
before decisions are made.
Professional development
training & one-on-one
mentoring on assessment
helped in this process.
For example, A&IR collected
daily enrollments to assist in
recruitment efforts & in
budgeting projections.
Developmental data provided
the evidence needed to justify
creation of a second level of
developmental writing
courses & to increase
placement cut-scores. The
Fact Book & Benchmark
Report are on the web to
improve on quick access to
data needed to make
decisions.
2012-13 Actions:
Added footer to the web page
to better identify access to
Gainful Employment
Disclosure Information for
students quicker access and to
comply with Federal
Regulations.
2011-12:
In 2011-12, created new
web page for Assessment
and IR. Maintaining six
web pages.
2011-12:
In 2011-12, documented
how to run PAS Reports.
Attended one PAS
training sponsored by
VCCS; Ran various PAS
reports for the college.
2011-12 Actions:
Continuing to maintain and
update new web page to keep
it current.
2012-13:
Due to limited resources
in money/staff and a
2012-13 Actions:
Due to limited funds, it was
decided to use the $10,000
2011-12 Actions:
Other individuals were
trained on PAS in order to
adjust the data in PAS to
account for team teaching,
X1, and teaching multiple
sections at the same time.
College began using PAS
reports in decision making.
78
implementation.
Analysis Methods:
Survey Results of
college culture of
institutional
effectiveness, Written
Report of results to
AtD, and interventions
with results
downloaded to AtD
web site.
decrease in enrollment,
the college decided to
focus more on other areas
which directly affected
retention and enrolment.
membership cost of
Achieving the Dream (AtD)
in other areas which would
directly help students success.
2011-12:
In 2011-12, completed
AtD Annual Report and
loaded onto AtD Web
portal the results of three
interventions focused on
in 2011-12. These
included (1) Tutoring; (2)
Va Wizzard, and (3)
English Redesign.
2011-12 Actions:
Continued in longitudinal
study of tutoring strategies
for improving course
completion and retention
rates.
Modify SAS program to
generate data results over a
five year period.
The previous matrices present evidence that the A&IR Office is adequate and appropriate
to support the College’s mission. The next table presents the results of the faculty and staff
survey from 2006-2007 to 2012-2013 academic years. The ratings indicate that faculty and staff
are satisfied with the services provided by the A&IR Office.
FACULTY & STAFF SURVEY RESULTS
Performance Criteria
2006- 2010- 20112007
2011
2012
Actions of all units of the College are consistent with the Colleges Mission
3.70
3.90
3.97
Providing assessment data for unit & program improvements
3.20
3.70
3.61
Relevant information is readily available to all stakeholders internal and
3.40
3.70
3.85
external
Reports and data requests are made in a timely manner.
3.60
3.80
3.88
A & IR Office plays a significant role in making college improvements.
3.60
3.80
3.91
Using a 5-point scale with one representing the lowest score with 3 being the benchmark
201213
3.71
3.66
3.73
3.97
3.84
Assessment data is used by faculty and staff in making Program, Administrative Support,
and Educational Support Units’ improvement. The faculty and staff have consistently rated the
actions of the A&IR office above its benchmark. The interventions that have resulted in the
faculty and staff perceptions include, but are not limited to, the following: writing and receiving
funding for a $450,000 AtD grant; updating the statistical software used in the A&IR Office;
placing information on the College’s website pertinent to faculty and staff; and one-on-one
79
mentoring have provided relevant information to all internal and external stakeholders. The
creation of a new assessment and institutional research web site in 2011-12, placing the
College’s Fact Book and Benchmark Report on the College’s website, beginning to use the
Productivity Analysis System (PAS) Reports in decision making, and assessment resource books
in the College library, played a significant role in improvements. The A&IR Office maintains a
log of requests and due dates that helps ensure requests are responded to in a timely manner. The
Virginia Community College System (VCCS) has provided the Virginia community colleges the
Question Information Navigator (QUINN) software to assist administrators in their decision
making by the use of dashboards to quickly provide current data on a number of relevant areas.
Faculty, staff, and administrators believe that the A&IR Office plays a significant role in
assisting the College to make improvements. The Director has provided professional
development training on the importance of assessment, quick access to data using the College
Assessment website, and encouraged a data-driven mind-set in decision making by all
stakeholders. In summary, the A&IR Office does collect outcomes data for system and state level
reports, in addition to maintaining data for college-wide planning and assessment purposes.
80
Section Summary
The College has increased enrollment by responding to community needs and
successfully targeting potential student populations. This allowed the College to meet the VCCS
Chancellor’s Dateline 2009 goals, since the annual FTEs for 2008-2009 stood at 915. This is a
five percent increase over the previous last year’s 868 FTE and represents a record enrollment
for the College. In addition, the College implemented strategies to increase its 900 FTE in credit
enrollment. The actions taken by the College included the creation of new promotional literature,
a new College website, a new enrollment management team, new tracking capacity, and
community outreach efforts. All these plans were implemented and annual FTEs improved in
2009 from 869 to 915. The College is continuing with the Chancellor’s Achieve 2015 goals, the
College has, for example, increased its annual full-time equivalent students (FTE) in 2010-2011
to 1098. The College matched it again in 2011-2012 with 1095 FTE. However, due to the
improvement in employment and the economy in 2012-13, the enrollment declined to 922 FTE
for 2012-13. This was a decrease of 15.7% from 2011-12. As a result, new programs and an
emphasis on recruitment and retention will be made for 2013-14.
81
Conclusion
The Institutional Effectiveness Report (1) summarizes the institution’s assessment of the
outcomes (including student learning outcomes) of its educational programs (Section I). The
report focuses on the extent to which the intended outcomes have been met and provide evidence
of institutional or program improvement based on an analysis of the results of the assessments,
and actions taken; and (2) summarizes the institution’s assessment of the outcomes of its
administrative support (Section II) and educational support programs (Section III). The report
focuses on the extent to which the intended outcomes have been met and provide evidence of
institutional or program improvement, based on an analysis of the results of the assessments and
actions taken.
The Institutional Effectiveness Report provides many general items that reflect the
culture of assessment present at the College and also provides evidence of its continued
commitment to both student learning outcomes and the assessment and analysis of student
learning. More importantly, the report shows the College’s commitment to the use of data
analysis for action steps to improve the institution as a whole, thereby enhancing its
effectiveness.
The backmap of institutional goals shows how the college’s educational programs,
educational support services, and administrative services are aligned with its institutional goals.
82
Backmap to Institutional Goals to Achieve Its Mission
Unit
Administration of Justice AAS
Administrative & Financial Services
Administrative Support Tech. AAS
Admissions and Records Office
Assessment and Institutional Research
Bookstore Office
Buildings and Grounds
Business Administration AA&S
Business Office
Computing Services
Counseling, Advising, & Recruitment
Distance Education
Division of Workforce Development
Dual Enrollment Program
Early Childhood Development AAS
Education AA&S
Financial Aid Office
General Studies AA&S
Human Resources and Payroll
Industrial Technology AAS
Institutional Advancement Dept.
Learning Assistance & Testing Center
Learning Resources Center
Management AAS
Nursing AAS
Purchasing and Procurement
Safety & Building & Grounds
Safety and Security
Student Activities
Student Support Services Program
Science AA&S
Goal
1
Goal Goal
2
3
X
Goal
4
Goal
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Goal Goal Goal
6
7
8
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Goal
9
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
To achieve the college’s mission of providing diverse learning opportunities to enhance the quality of life for students and the
community. The college has the following goals:
Goal 1: The college provides access to higher education for students and promotes their success and goal attainment.
Goal 2: The college provides curricula in university parallel programs that facilitate transfer to senior institutions.
Goal 3: The college provides career and technical programs that are responsive to the needs of students and employers.
Goal 4: The college provides a developmental studies program to help students met college-level learning expectations.
Goal 5: The college provides workforce training, services and lifelong learning opportunities.
Goal 6: The college provides skills and values students need to function effectively in their world.
Goal 7: The college provides support for partnerships for the development, growth and renewal of the service region.
Goal 8: The college provides adequate personnel, financial resources, facilities and technology to support its programs and
services.
Goal 9: The college provides emergency preparedness planning, training, and promotion.
83
As stated in the opening of this report, the College is committed to enhancing its
academic excellence. The College’s commitment to excellence begins with its academic
programs. The College’s systems for assuring excellence in student learning continue to evolve
and mature. The College has committed significant resources to this end and will continue to do
so.
This document shows evidence that the College is using assessment results to improve
the overall quality and effectiveness of the institution. In addition, the report provides evidence
that positive progress has been realized. Students are clearly recognizing the value that they see
in all of the College’s operations. The College believes that its graduates say it best, as evidenced
by the following comments taken from our graduate surveys:
GRADUATE STUDENT SURVEY RESPONSES
PAUL D. CAMP COMMUNITY COLLEGE IS LIKE….
“…the Harvard of Hampton Roads,”
“…a first date, you don’t know the person but later you begin to fall in love,”
“…a college with a desire to serve and better their community,”
“…home away from home. Like one big family,”
“…a shot of vitamin B for the brain,”
“…a stairway leading to a better future.”
“…getting a quality education right at your back door.”
“…the light that leads the way to your dreams.”
“…an old Chevy truck. It’s not too complicated, very reliable, and is a valuable
tool that prepares you for work.”
“…your first baby steps. You may start off a bit wobbly, but with much practice
and hard work, you are able to stand tall and walk independently.”
“…a mountain. The climb may be long and difficult at times, but it is all worth it
when you reach the top.”
“…the missing piece to the puzzle I have struggled to complete.”
“…Paul D. Camp Community College is like coke. It is the real thing.”
The assessment audit of all academic, educational support, and administrative support
units further demonstrate that PDCCC’s assessment is comprehensive.
84
Paul D. Camp Community College Assessment Audit
Master List of All Assessment Units (in Alphabetical Order)
Codes for Instructional Programs: 1. Curricular Change; 2.
Course Revision; 3. Pedagogy; 4 Assessment Methodology;
5. Assessment Criteria; 6. Process Revision; 7. Budget; 8.
Development/Training; 9. Enhanced Recruitment; 10. Other;
11. Enhanced Technology
Unit
Administration of Justice ASS
Administrative Support Tech. AAS.
Admissions and Records Office
Assessment & Institutional Research
Bookstore Office
Unit Type
Academic Program
Academic Program
Educational Support
Administrative
Administrative
Support
200910
Report
Yes
Yes
Yes
Yes
Yes
Codes for Non-Instructional Programs: A. Revised Service; B. Revised
Process; C. New Policy; D. New Process; E. Informed Budget; F.
Assessment Method; G. Assessment Criteria; H.
Consultant/Contractor; I. Create/Modify Instruction; J.
Development/Training; K. Enhance Technology Initiative; L. Enhance
Communication; M. Other;
2011-12
2012-13
Explanatory Notes
Report
Yes
Yes
Yes
Yes
Yes
Result
Codes
9, 2
9. 2
J
K, J, L
A
Report
Yes
Yes
Yes
Yes
NA
Result
Codes
2,4,9
2,3,7,11
B,D,H,K
B, E, K
NA
In 2012-13, a third party,
Barnes and Noble, began
operating the Bookstore for
Paul D. Camp Community
College.
Buildings and Grounds
Administrative
Yes
Yes
E
Yes
K,C,D
Business Administration AA&S
Academic Program
Yes
Yes
9, 3
Yes
2
Business Office
Administrative
Yes
Yes
A, K
Yes
A
Computing Services
Administrative
Yes
Yes
K, J
Yes
K
Counseling, Advising, & Recruitment
Educational Support
Yes
Yes
B, J, L
Yes
A, B, L
Distance Education
Educational Support
Yes
Yes
A, D, J
Yes
B,D,F,J
Division of Workforce Development
Administrative
Yes
Yes
A
Yes
A
Dual Enrollment Program
Educational Support
Yes
Yes
D
Yes
A,B,C,D
Early Childhood Development AAS
Academic Program
Yes
Yes
5, 2, 9
Yes
2, 9
Education AA&S
Academic Program
Yes
Yes
9. 2, 3
Yes
2
Financial Aid Office
Administrative
Yes
Yes
B
Yes
B
General AA&S
Academic Program
Yes
Yes
9, 2
Yes
2
Human Resources and Payroll
Administrative
Yes
Yes
E, B
Yes
A
Industrial Technology AAS
Academic Program
Yes
Yes
2
Yes
2, 3, 9
Institutional Advancement Dept.
Administrative
Yes
Yes
B, E, J, L
Yes
L
Learning Assistance & Testing Center
Educational Support
Yes
Yes
A, B
Yes
B,C,D,K
Learning Resources Center
Educational Support
Yes
Yes
A, L
Yes
C,E
Management AAS
Academic Program
Yes
Yes
3, 9
Yes
2,3,5,9
Nursing AAS
Academic Program
Yes
Yes
2, 3
Yes
2, 6
Purchasing and Procurement
Administrative
Yes
Yes
B
Yes
C,E
Safety and Security
Administrative
Yes
Yes
A, K
Yes
A,C,H,J
Student Activities
Educational Support
Yes
Yes
L
Yes
J. L
Student Support Services Program
Educational Support
Yes
Yes
L
Yes
K, L
Science AA&S
Academic Program
Yes
Yes
9, 3
Yes
2
Note: The results of this inventory demonstrate that the assessment is comprehensive. All academic programs, educational support units, and
administrative units are regularly participating in assessment.
Note: Missed 2010-11 reports due to revisions in the assessment process. However, 2011-12 data is incorporated into the 2011-12 unit reports.
Note: In 2011-12, a new taxonomic scheme was added to assessment which provided codes for better categorizing use of results in unit
improvement/change.
85