SEMINOLE STATE COLLEGE
ASSOCIATE IN ARTS FOR LANGUAGE ARTS AND HUMANITIES
Degree Program Review
May 18, 2011
Institutional Review Process
In accordance with requirements set forth by the Oklahoma State Regents for Higher Education,
Seminole State College conducts reviews of each of its degree programs every five years. Full-time
faculty with teaching responsibilities for courses in the major are charged with primary responsibility for
performing a thorough self study of the degree program. Under the direction of the Division Chair
responsible for the specific degree program, key degree program faculty (full and adjunct) form a
Degree Review Committee. The committee, utilizing an institutional format, prepares a report designed
to respond to OSRHE program review regulations and other items leading to identification of strengths,
challenges, needs and recommendations for planning, change, modification and/or future development.
The report includes responses to curricular, staffing, financial, assessment, viability, effectiveness, need,
and other programmatic categories of self-evaluation. The report is submitted to the Division Chair
Council for its consideration and recommendation to the Vice President for Academic Affairs. The Vice
President for Academic Affairs submits the report to the President. The President submits the report to
the Seminole State College Board of Regents and the Oklahoma State Regents for Higher Education.
The Associate in Arts for Language Arts and Humanities Degree Review Committee was led by
Language Arts and Humanities Division Chair Jessica Isaacs with the assistance of faculty members
Kelli McBride, Rayshell Clapper, Kelly Kirk, Marie Dawson, and Christian Morgan; Division Secretary
Toni Wittmann; Dean of Instructional Compliance Pam Koenig; and Vice President for Academic
Affairs Dr. Paul Gasparro.
SSC Mission Statement
Seminole State College empowers people for academic success, personal development, and lifelong
learning.
Accreditation
Seminole State College is accredited by the North Central Association of the Higher Learning
Commission.
Associate in Arts for Language Arts and Humanities Degree Support of
Mission
The Associate in Arts for Language Arts and Humanities Degree Program:
1) Empowers people for academic success by providing students with educational experiences
that provide not only a solid foundation of core courses within the major, but also a basic general
education foundation. This foundation forms the core for all associate degrees and forms a
bridge between all educational endeavors of Seminole State College, whether they are terminal
programs, transfer programs, or life-long learning.
2) Empowers people for personal development by providing courses that are designed to broaden
students’ exposure to commonly recognized areas of knowledge, to introduce them to diverse
subject areas that will enable them to make informed choices in today’s society, and to equip
them with essential and useful skills to prepare them for meaningful careers.
3) Empowers people for life-long learning by providing a variety of courses that vary in content
and have the purpose of broadening students’ perspectives towards human life and cultural
diversity.
General Education Outcomes
Through a process of revision over the past several years, Seminole State College has developed an
integrative approach to assessment of student learning that links measurable objectives and outcomes
among the four basic General Education Outcomes, Degree Program Outcomes, Course Outcomes, and
Learning Objectives for all courses it offers. The current system was adopted in 2004. The General
Education Outcomes are:
Outcome 1: Demonstrate college level communication skills.
Outcome 2: Demonstrate an understanding and application of scientific
principles.
Outcome 3: Demonstrate knowledge related to functioning in society.
Outcome 4: Demonstrate an understanding of the roles of history, culture and
the arts within civilization.
The number of courses in the General Education Outcomes Matrix that apply to the Associate in Arts
for Language Arts and Humanities is 38. Of those, 35 courses address Outcome 1, and 21 courses
address Outcome 4.
Associate in Arts for Language Arts and Humanities Degree Program
Support of General Education Outcomes
The Associate in Arts for Language Arts and Humanities Degree Program supports the General
Education Outcomes by offering courses across the broad curriculum of the College that link
specifically to at least one of the General Education Outcomes.
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Associate in Arts for Language Arts and Humanities Degree Program
Objectives
Adopted in February 2005, the current Degree Program Outcomes for the Associate in Arts for
Language Arts and Humanities Degree are integrative throughout the major areas studied. The
institution is still analyzing the Measurable Indicators for their actual measurability and effectiveness.
This Degree Program Review will contribute to the analysis process.
Outcomes for Transfer Degree Programs
Outcome 1: Demonstrate successful articulation of Seminole State College transfer degree programs to
state baccalaureate institutions of higher learning in Oklahoma.
Measurable Indicators
a. Signed 2+2 articulation agreements between SSC and state baccalaureate institutions of
higher learning in Oklahoma, especially those institutions which are primary recipients
of SSC transfer degree program graduates.
b. Inclusion of required degree program courses on the Oklahoma State Regents for
Higher Education annual Course Equivalency Project (CEP) Transfer Matrix.
Outcome 2: Demonstrate successful academic achievement by Seminole State College transfer degree
students at primary receiving state baccalaureate institutions of higher learning in
Oklahoma. Successful academic achievement is defined as the maintenance of satisfactory
academic progress toward degree completion as determined by the receiving institution.
Measurable Indicators
a. Transfer data on SSC transfer degree program graduates from primary receiving state
baccalaureate institutions of higher learning in Oklahoma.
b. Graduate Opinion Survey data demonstrating successful academic achievement at
primary receiving state baccalaureate institutions of higher learning in Oklahoma as
available.
c. Retention reports on SSC transfer program graduates regarding primary receiving state
baccalaureate institutions of higher learning in Oklahoma as available.
d. Graduation reports on SSC transfer program graduates regarding primary receiving
state baccalaureate institutions of higher learning in Oklahoma as available.
Outcomes Specific to Associate in Arts for Language Arts and Humanities
Due to the dual nature of the Language Arts curricula, measurable indicators are split between the
writing outcomes and creative outcomes.
Outcome 3:
Demonstrate critical thinking skills for higher level academic writing.
Higher level writing skills apply to advanced courses in English, Humanities, Journalism,
Speech, Foreign Languages, American Sign Language, Theater, Art, Music, and
Photography.
Measurable Indicators
a. Analyze and research an issue
b. Evaluate existing information
c. Apply appropriate writing and researching techniques
d. Edit written material
e. Submit the writing for evaluation
Outcome 4: Demonstrate an ability to produce higher level creative works. Producing works that
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demonstrate a higher level of creativity applies to advanced courses in English, Art,
Journalism, Speech, Drama, Music, and Photography.
Measurable Indicators
a. Create works in the visual, literary or performing arts
b. Study and research higher level processes in the visual, literary or performing arts
c. Apply critical thinking skills to the visual, literary or performing arts
d. Have the works evaluated
Associate in Arts for Language Arts and Humanities Degree Program
Curriculum
Syllabi for all courses within the Associate in Arts for Language Arts and Humanities Degree Program
are on file with the Vice President for Academic Affairs. Most courses have been articulated with the
OSRHE CEP Matrix. All course syllabi contain written Course Outcomes and Learning Objectives that
are tied to the General Education Outcomes.
Associate in Arts for Language Arts & Humanities
Prepares students for transfer to a baccalaureate granting institution.
Courses:
General Transfer Degree Requirements: 40 hours required
3 Hours
GOV 1113 American National Government
3 Hours
HIST 1483 American History Survey to 1877 or
HIST 1493 American History Survey since 1877
3 Hours
ENG 1113 Principles of English Composition I
3 Hours
ENG 1213 Principles of English Composition II
6 Hours
HUM Any class designated as Humanities
3 Hours
MATH Any College-Level Mathematics
2 Hours
HPER 1012 Wellness and Human Development
8 Hours
SCIENCE One Life Science with Lab and
One Physical Science with Lab
3 Hours
SPCH 1143 Introduction to Communications
6 Hours
Required Electives to be selected from Fine Arts, World Environment, Behavioral
Science, or Accounting, Business, Computer Science
First Year Success - 1-3 hours required:
1- 3 Hours
SOC 1101 Freshman Seminar or
SOC 1003 Personal Academic Success Strategy
Major Field Recommendations - 15 hours required:
Choose a major field option:
 English, Humanities, Language Arts Option
 Speech Option
 Journalism Option
Select From Courses:
English, Humanities, Language Arts Option:
ART 1153 Art History Survey I
ART 1163 Art History Survey II
ENG 2113 Creative Writing
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ENG 2413 Introduction to Literature
ENG 2543 Survey of English Literature I
ENG 2653 Survey of English Literature II
ENG 2753 Survey of American Literature I
ENG 2883 Survey of American Literature II
HIST 2223 Western Civilization to 1660
HIST 2233 Modern Western Civilizations
CS 1103 Introduction to Microcomputers
Speech Option:
SPCH 1523 Introduction to Theatre
SPCH 2203 Small Group Communication
SPCH 2243 Oral Interpretation
Journalism Option:
JOUR 1103 Reporting I
JOUR 1123 Introduction to Mass Communication
JOUR 1223 Black and White Photography I and II
Electives 3-6 hours required:
Select from:
Sign Language I or II
Foreign Languages
(Please see advisor for specific transfer requirements. General Education and Major Field
requirements vary among universities.)
TOTAL HOURS REQUIRED FOR DEGREE: 62
Associate in Arts for Language Arts and Humanities Degree Resources
Full-Time Language Arts and Humanities Faculty (as of 2010-2011):
Name
Teaching Area
Highest Degree
Tenure Status / Date Hired
Bartos, John
Art / Humanities
B.A.
Non-Tenured
2006
Clapper, Rayshell
English / Humanities M.A., M.Ed.
Tenured
2006
Dawson, Marie
Speech
M.A.
Non-Tenured
1998
(Lead Speech Instructor / Faculty Mentor)
Garrison, Jason
English
M.A.
Non-Tenured
2007
Grady, Alayna
Spanish
M.Ed
Non-Tenured
2010
Isaacs, Jessica
English/Humanities M.A.
Tenured
2002
(Division Chair)
Kirk, Kelly
Art / Humanities
M.T.A.
Tenured
1976
(Lead Art Instructor / Faculty Mentor)
McBride, Kelli
English / Humanities M.A.- ABD / Ph.D. Tenured
2005
(Developmental English Director / Faculty Mentor)
Morgan, Christian
English / Humanities M.A.
Tenured
2002
(Writing Program Director / Faculty Mentor)
Wilson, Jim
English
M.F.A.
Non-Tenured
2010
M.A. (Archeology) and M.A. – ABD / Ph.D. (Geography)
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Current Full-Time Faculty from Other Divisions Teaching LAH Classes:________________
Kreeger, Heather
BUS/INFO – French B.A.
Non-Tenured
2010
McSweeney, Kristina* HPER – Reading
M.S.
Non-Tenured
2006
Reynolds, Lana*
VPIA – Humanities M.A
Non-Tenured
1987
Stevenson, Christal SS – Developmental English M.S.
Non-Tenured
2009
Qualls, Travis
MSE – Music
M.Ed.
Tenured
1987
Koenig, Pam
SS – Humanities
M.A.
Tenured
1996
Bolin, Steve
SS – Humanities
Ph.D.
Tenured
2006
(*HPER Coaches / Instructors and Administrators are not eligible for tenure.)
Current Adjunct LAH Faculty:_____________________________________________________
Ainsworth, Breeman
M.A.
2010
Bolander, John
M.Ed.
2009
Brewer, Roger
M.A.
2002
Chastine, Ron
Ph.D.
2009
Hildebrand, Cori
M.Ed.
2009
Hooten, Teri
B.A.
2000
Humphreys, Beth
M.A.
2006
Kennedy, Jeanette
B.A.
2011 (M.Ed. expected in December 2011)
Little, Jim
M.A.
2005 - 2011
McGee, Carrie
M. Ed.
1993
Miller, Jamie
B.A.
2005 (M.A. expected in December 2011)
Pilgrim, Don
M.A.
1997
Pinkerton, Jennifer
B.A.
2010 - 2011
Shelton, Jeff
Ph.D.
2007
Sims, Starla
B.A.
1997
Sprague, Michele
M.Ed.
2010
Urban, Donna
A.A.
2005
Wallace, James
M.A.
2011
Worden, Kevin
B.A.
2002 - 2011
ANALYSIS: The LAH faculty is experienced and stable: 50% of the full-time faculty are tenured; 40%
of the full-time faculty have taught at SSC for nine or more years; 70% of the full-time faculty have
taught at SSC for five or more years; and 30% have multiple graduate degrees. Of the adjunct faculty,
32% have taught at SSC for nine or more years; 58% have taught at SSC for five or more years; and
21% hold multiple graduate degrees.
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Credit Hour Load and Faculty to Student Ratios for 2004 – 2010*
*2011 figures were not available at the time of this report
FALL 2010
# Full-time Faculty =
# Full-time “Other” Faculty=
# Full-time “Staff” Faculty =
# Adjunct Faculty=
Total: 39 instructors
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7
2
20
Ratio= 90 students to 1 Full-time Instructor
Ratio= 41 students to 1 Full-time Other Instructor
Ratio= 15 students to 1 Full-time Staff Instructor
Ratio= 43 students to 1 Adjunct Instructor
Total # of credit hours for Full-time =
2687
Total # of credit hours for Full-time Other = 834
Total # of credit hours for Full-time Staff = 90
Total # of credit hours for Adjunct =
2577
Total: 6188 credit hours taught by LAH instructors
Total # of students for Full-time =
897
Total # of students for Full-time Other =
283
Total # of students for Full-time Staff =
30
Total # of students for Adjunct =
859
Total: 2069 students in LAH courses for Fall 2010
FALL 2009
# Full-time Faculty =
# Full-time “Other” Faculty=
# Full-time “Staff” Faculty =
# Adjunct Faculty =
Total: 34 instructors
Ratio= 23 students to 1 Full-time Instructor
Ratio= 12 students to 1 Full-time Other Instructor
Ratio= 2 students to 1 Full-time Staff Instructor
Ratio= 11 students to 1 Adjunct Instructor
10
5
2
17
Total # of credit hours for Full-time =
2968
Total # of credit hours for Full-time Other = 900
Total # of credit hours for Full-time Staff = 129
Total # of credit hours for Adjunct =
2458
Total: 6455 credit hours taught by LAH instructors
Total # of students for Full-time =
227
Total # of students for Full-time Other =
60
Total # of students for Full-time Staff =
4
Total # of students for Adjunct =
178
Total: 469 students in LAH courses for Fall 2009
FALL 2008
# Full-time Faculty =
# Full-time “Other” Faculty=
# Full-time “Staff” Faculty =
# Part-time “Staff” Faculty =
# Adjunct Faculty=
Total: 35 instructors
Ratio= 23 students to 1 Full-time Instructor
Ratio= 12 students to 1 Full-time Other Instructor
Ratio= 15 students to 1 Full-time Staff Instructor
Ratio= 3 students to 1 Part-time Staff Instructor
Ratio= 10 students to 1 Adjunct Instructor
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5
2
1
18
Total # of credit hours for Full-time =
2358
Total # of credit hours for Full-time Other = 501
Total # of credit hours for Full-time Staff = 87
Total # of credit hours for Part-time Staff = 18
Total # of credit hours for Adjunct =
1785
Total: 4749 credit hours taught by LAH instructors
Total # of students for Full-time =
205
Total # of students for Full-time Other =
57
Total # of students for Full-time Staff =
4
Total # of students for Part-time Staff =
3
Total # of students for Adjunct =
171
Total: 440 students in LAH courses for Fall 2008
FALL 2007
# Full-time Faculty =
# Full-time “Other” Faculty=
# Full-time “Staff” Faculty =
# Adjunct Faculty=
Total: 38 instructors
Ratio= 94 students to 1 Full-time Instructor
Ratio= 35 students to 1 Full-time Other Instructor
Ratio= 30 students to 1 Full-time Staff Instructor
Ratio= 29 students to 1 Adjunct Instructor
9
4
4
21
7
Total # of credit hours for Full-time =
2514
Total # of credit hours for Full-time Other = 414
Total # of credit hours for Full-time Staff = 360
Total # of credit hours for Adjunct =
1791
Total: 5079 credit hours taught by LAH instructors
Total # of students for Full-time =
840
Total # of students for Full-time Other =
138
Total # of students for Full-time Staff =
120
Total # of students for Adjunct =
597
Total: 1695 students in LAH courses for Fall 2007
FALL 2006
# Full-time Faculty =
# Full-time “Other” Faculty=
# Part-time Faculty =
# Adjunct Faculty=
Total: 33 instructors
Ratio= 85 students to 1 Full-time Instructor
Ratio= 34 students to 1 Full-time Other Instructor
Ratio= 12 students to 1 Part-time Instructor
Ratio= 34 students to 1 Adjunct Instructor
9
5
1
18
Total # of credit hours for Full-time =
2510
Total # of credit hours for Full-time Other = 567
Total # of credit hours for Part-time =
36
Total # of credit hours for Adjunct =
1989
Total: 5102 credit hours taught by LAH instructors
Total # of students for Full-time =
761
Total # of students for Full-time Other =
170
Total # of students for Part-time Staff =
12
Total # of students for Adjunct =
601
Total: 1544 students in LAH courses for Fall 2006
FALL 2005
# Full-time Faculty =
8
# Full-time “Other” Faculty=
3
# Full-time “Professional” Faculty = 1
# Adjunct Faculty=
17
Total: 29 instructors
Ratio= 96 students to 1 Full-time Instructor
Ratio= 64 students to 1 Full-time Other Instructor
Ratio= 21 students to 1 Full-time Professional Instructor
Ratio= 41 students to 1 Adjunct Instructor
Total # of credit hours for Full-time =
2856
Total # of credit hours for Full-time Other = 1977
Total # of credit hours for Full-time Professional= 69
Total # of credit hours for Adjunct =
636
Total: 5538 credit hours taught by LAH instructors
Total # of students for Full-time =
Total # of students for Full-time Other =
Total # of students for Full-time Professional =
Total # of students for Adjunct =
Total: 1667 students in LAH courses for Fall 2005
FALL 2004
# Full-time Faculty =
8
# Full-time “Other” Faculty=
3
# Full-time “Professional” Faculty = 3
# Adjunct Faculty=
17
Total: 31 instructors
Ratio= 100 students to 1 Full-time Instructor
Ratio= 33 students to 1 Full-time Other Instructor
Ratio= 13 students to 1 Full-time Professional Instructor
Ratio= 38 students to 1 Adjunct Instructor
Total # of credit hours for Full-time =
2741
Total # of credit hours for Full-time Other = 336
Total # of credit hours for Full-time Professional= 112
Total # of credit hours for Adjunct =
2190
Total: 5379 credit hours taught by LAH instructors
Total # of students for Full-time =
Total # of students for Full-time Other =
Total # of students for Full-time Professional =
Total # of students for Adjunct =
Total: 1580 students in LAH courses for Fall 2004
766
191
21
689
798
99
37
646
ANALYSIS: These statistics show that enrollment in courses within Language Arts and Humanities
fluctuates by year. However, 2010 showed the highest number of students in six years, with 2069
students taking Language Arts and Humanities courses. This number reflects an increase of 1600
students from the previous year’s reported number of students taking Language Arts and Humanities
classes, which was only 469 students in 2009. Many factors affect this increase, most notably, a gradual
improving of the state’s economy from the recession, and the hard work of the division’s faculty in
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promoting existing classes and programs and adding new courses and programs, especially in foreign
languages. Furthermore, the division teaches at several offsite locations, including prisons, high
schools, technical centers and child development centers. The division offers classes year round, during
Fall, Spring, May Intersession, Summer, August Intersession, and Winter Intersession. The division also
offers many different times and delivery methods for courses, including weekends, nights, five-week,
eight-week, blended and online courses to reach as many students as possible and accommodate their
learning needs.
Institutional Staff Support
The LAH Division has a full-time Division Secretary, whose primary role is to support the Division
Chair, and whose secondary role is to support the other functions of the division including purchasing,
maintaining budgets and various records, and facilitating the various needs of the 36 faculty members of
the division. The division has one student work-study position, and one regular student worker position.
The work-study splits time between the division office and the art studios. Part of the work-study’s
function is to assist in cleaning the art studios to prepare for art classes and maintain equipment and
supplies. The regular student worker functions as extra office personnel, performing such duties as
running errands, checking mail, distributing memos, filing, and making copies.
Instructional Cost
Direct Costs FTE for instruction and supplies (including payroll, operating expenses, and section 13
equipment expenditures) for the following academic years for required and high-enrollment selected
courses for the Language Arts and Humanities Division were:
FY 2010
$ 826,328.98*
(*LAH had the highest number of students this year at 2069 students for Fall 2010)
FY 2009
$ 842,501.38
FY 2008
$ 809,367.31
FY 2007
$ 579,820.97
FY 2006
$ 705,949.53
FY 2005
$ 617,942.25 (no data available for section 13 expenditures for this year)
Educational Technology Support
The infusion of technology into academic programs and processes is receiving priority implementation
and funding at Seminole State College. Through this focus, the College is creating a technologicallyenhanced academic environment focused on student learning. Primary funding sources are E&G funds,
federal grants, dedicated student fees, and private donations.
Technology in the Classroom
Technology utilized in Seminole State College classrooms includes the following:
 Wireless Campus: Seminole State College installed a wireless network with two control centers
providing Internet and Seminole State College Intranet connectivity to campus academic and
residential buildings in FY08.
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Internet and Intranet Capable Classrooms (All): In addition to wireless connectivity, all
classrooms are hard-wired for Internet and Seminole State College Intranet access.
Web-Based Email/Domain Change (Faculty, Staff, Students): Web-based email accounts at the
“sscok.edu” domain were provided to all students in FY08, at which point the College migrated
to web-based email and formally changed domains from “ssc.cc.ok.us” to “sscok.edu.”
Online Enrollment (All): The College offered Online Enrollment to students beginning with
spring enrollment in FY08.
Computer and Printer Replacement Project (33%): Annually, new, technologically advanced
units replace about one-third of the institution’s approximately 500 desktop and laptop
computers and 150 printers.
Plasma and LCD Multimedia Screens: Annually, the number of Plasma and LCD screens with
multimedia connectivity installed increases across campus, particularly in high student and
public traffic areas.
Multimedia Classrooms with SmartBoards (20): These technologically equipped classrooms
have computer systems with current instructional and multimedia software, CD/DVD/VCR
players, digital multimedia projectors and a SmartBoard.
Standard Multimedia Classrooms (13): These technologically equipped classrooms have
computer systems with current instructional and multimedia software, CD/DVD/VCR players,
and a digital multimedia projector.
Portable Multimedia Carts (4): These mobile technologically equipped carts can move from
classroom to classroom as needed, carrying computer systems with current instructional and
multimedia software, CD/DVD/VCR players, multimedia software, and a digital multimedia
projector.
Lecture Hall/Conference Room (1): This tiered lecture hall has a stationary computerized
multimedia projection system. Technology available includes wireless and multiple hard-wired
stations for Internet and Intranet connectivity, a computer presentation station, microphones,
CD/DVD/VCR players, CAI software options, as well as a stationary multimedia projection
system, sound system, and projection screen.
Board Room/Conference Room (1): This meeting space utilizes wireless and hard-wired
connectivity options, a stationary computerized multimedia projection system, sound equipment,
and multiple flat screen wall monitors.
Grand Ballroom/Conference Multiplex (1-9): Stationary computerized multimedia projection
system, extensive sound system, pull-down projection screen, and multiple flat screen monitors
positioned to provide clear line-of-sight viewing to all spectators equips this large meeting space
capable of being a flexible arrangement of up to nine smaller meeting rooms.
Instructional Computer Lab/Classrooms (16): These classrooms have individual computer
stations with appropriate instructional software (CAI), Internet connections, multimedia
capability, and networked printers. Students in some programs access the College’s instructional
software online tutorials and program updates from their home computers.
Student Computer Café (1): This student computer access area is equipped with four stationary
computer stations providing Internet and Intranet connectivity in a centralized, public area with
extended hours of access.
Portable IETV Classrooms (5): These mobile units have full-motion video/audio interactive
television technology interfaced with fiber optic transmission equipment and a computerized
multimedia projection system for OneNet course sharing.
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Stationary IETV Classrooms (4): These classrooms have full-motion video/audio interactive
television technology interfaced with fiber optic transmission equipment and a computerized
multimedia projection system for OneNet course sharing.
Telecourses: Routinely offered telecourses are in partnership with the Oklahoma Educational
Television Authority.
David L. Boren Library - Learning Resource Center: The LRC provides a Computerized Card
Catalog (OPAC), Interlibrary Loan (IC), access to EBSCO and numerous other databases and is
the clearinghouse for technology media equipment for instruction including LCD panels, DVD
players, digital cameras, slide projectors, overhead projectors, TV/VCR recorders, cassette tape
players, Microfiche reader/printer, and telecourse instruction.
CD/Internet Text Supplement: Interactive CD-ROM instructional materials and web links
supplement textbooks in disciplines across the curriculum, including courses specific to LAH
programs: Composition I and II, Spanish I and II, French I and II, and Reading and ESL courses.
Internet Website Instructional Activities: In courses throughout the curriculum, instructional
activities and information research involve websites.
Technology in Faculty and Curriculum Development
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The emphasis for faculty professional development for FY10 has been placed on the use of
Campus Cruiser, a commercial web-based course management and online course delivery
system. Professional development opportunities are provided through In-Service and Colloquia
Series workshops and presentations.
Faculty professional development is continuing in the implementation of the Seminole State
College Campus Connect, a web-based system for reporting grades and course enrollment
information the College launched in FY07.
Faculty professional development is continuing in utilization of IETV technology for delivery of
courses to off-campus distance education sites.
Recently, the College completed a project to replace computers used by full-time faculty with
their choice of desktop or laptop computers.
Faculty development is encouraged in the use of emerging technologies including podcasting,
web videocasting, blogs and similar communication vehicles applicable to instruction.
The English Department received training from Pearson in using the MyCompLab online course
management system for freshman composition courses, including an online version of the
writing handbook and online versions of public domain readings formerly included in the custom
reader for the Composition I and II courses.
Full-time LAH faculty member, Alayna Grady, provided a series of Faculty Instructional
Technology Training Sessions in 2010:
 Interactive SmartBoard training – using the SmartBoard as more than a white
board.
 “What in the World is a Wiki?” Using Wiki technology in teaching (Grady
created a Wikispace for the LAH Division’s use)
 Using iGoogle and Google Docs
Full-time LAH faculty member, Kelli McBride, created a series of Campus Cruiser instructional
videos for faculty and students. This work began in September 2010 and has continued.
Alayna Grady attended the Oklahoma Technology Association conference in Spring 2011.
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In-Service Faculty Development:
In the last five years, each fall faculty/staff In-Service has included breakout sessions on
technology-related issues. Past topics have included:
 WebCT training;
 CampusCruiser training on uploading files; using blogs/chat; logging in; creating
quizzes and tests; adding bookmarks and links.
 Using CampusConnect to enhance teaching;
 Campus Email;
 EbscoHost training
Faculty Cruiser training on campus (led by SSC Staff Members Michael Schnell and Teresa
Norman):
Since 2009, training sessions have included:
 About Course Templates
 Using and Subscribing to Cruiser Alert
 Using the new Email system
 How to Rollover a Class
 Uploading files
 Offering online quizzes and tests
 Basic use – logging in, posting announcements, creating syllabus, etc.
 Division-based training by Michael Schnell on technology more prevalent for
specific departments.
Online Committee: Founded as an ad hoc committee in 2009, the mission of the Online
Committee (OC) is to create a mission statement for SSC’s online activities. The goals of the
committee include: creating an SSC instructor training and certification program; creating
student evaluation tools to help them determine readiness for taking a technology-enhanced
course; aligning SSC curriculum with HLC and State Regents criteria for technology-enhanced
courses and degree programs; defining the different delivery methods of classes using
technology; exploring better methods of ensuring security and integrity of online courses;
approving curriculum for online courses.
Technology in Student Support Services
Student Success Center
The Student Success Center, a state-of-the-art computerized tutorial and library research lab, features
tutorial software for developmental, pre-college courses, credit course specific software, and ADA
adaptive technology for students with disabilities.
Testing Center
Technological services provided by the Testing Center include computerized Advanced Placing testing,
Placement testing, ACT residual testing, telecourse testing, and technologically-aided ADA appropriate
testing for students with special needs.
Computer Labs
There are 16 student computer labs on campus. Specialized computer labs have been established on
campus for student instruction in Business and Information Systems, Medical Laboratory Technology,
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Nursing, Math/Science, and Business and Industry. SSC’s two Residential Learning Centers also have
student computer labs that are open around-the-clock.
Distance Education Offerings
The College engages in distance education through interactive audio-video instruction over the OneNet
system, telecourses, and online instruction. The College also provides offsite delivery of courses to
Chandler, Holdenville, McLoud, Shawnee, Mason, Moss, and Konawa.
OneNet
The College receives (or has received since 2004) courses leading to baccalaureate degrees over OneNet
from East Central University, Cameron University, and Mid-America Bible College. Also,
Environmental Quality Operator certification is offered by Rose State College.
Online Instruction
Delivery of Online Instruction is in the developmental stages at the College. The College has 170 online
courses offered for the 2010-2011 academic year. Of those, 25 are LAH courses. The College is
committed to Online Instruction and has contracted with Campus Cruiser for online software to deliver
additional courses.
Instructional Media Support
The Learning Resource Center (LRC) provides the Online Public Access Catalog, computer-based
Interlibrary Loan system, access to numerous databases, and is the clearinghouse for technology media
equipment for instruction including LCD panels, DVD players, digital cameras, slide and overhead
projectors, TV/VCR recorders, cassette tape players, Microfiche reader/printer, and telecourse
instruction.
In support of the Associate in Arts for Language Arts and Humanities Degree Program, the LRC
contains over 28,000 volumes, as well as microfiche and microfilm holdings, films, maps, and audio and
visual tapes. There are hundreds of periodicals from general interest titles to professional journals
available to students for in-library use. The OK-Share Inter-Library Loan system assists students in
obtaining materials not available at the LRC. Many online journals, periodicals, indexes, and services
also are offered, including, Byte, Business Week, Economist, Black Issues in Higher Education, Early
Childhood Education, New Republic, Chronicles of Oklahoma, Oklahoma Today, Outdoor Oklahoma,
Persimmon Hill, EBSCO, News Bank Files, Highwire Press, Sirs Discover – Maps of the World, Funk
& Wagner Encyclopedia, Merriam-Webster Dictionary, and Military and Government Collection.
Institutional Ethics
Published Material
The current Seminole State College Catalog identified admission requirements for the College (pp. 711). The Catalog also contains information regarding tuition and fees, refund procedures, and the
enrollment process (pp.12-15). The SSC Schedule of Classes also lists the tuition and fee schedule as
well as the refund policy for schedule changes and withdrawals.
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The Catalog records the organizations with which the College is affiliated and the accreditation agencies
in which the College is a member (p. 6). The College is accredited by the Higher Learning Commission
/ North Central Association of Schools and Colleges. The most recent self-study for continuing
accreditation can be found on the Internet. The most recent HLC site visit resulted in the continuing
accreditation for ten years. Results of the most recent HLC site visit were published in the SSC
Collegian and the Seminole Producer newspapers.
Refund Policies
The Catalog identifies the refund policy of the College and the refund procedure which involves the
issuing of a refund check (pp. 14-15). Dates for add/drop and complete withdrawals are listed in the
printed class schedules which are issued biannually.
Student Right-to-Know and ADA Regulations
Part I: Basic Information of the current Seminole State College Student Handbook indicates that the
institution is in compliance with Title VI of the Civil Rights Act of 1964, Executive Order 11246 as
amended, Title IX of the Educational Amendments of 1972, Section 504 of the Social Rehabilitation Act
of 1973 and the Americans with Disabilities Act (ADA) of 1990. Additionally, SSC is in compliance
with Section 22 of the Drug Free Schools and Communities Amendments of 1989, Public Law 101-542
and the Student Right-to-Know and Campus Security Act of 1990; Public Law 101-542.
Federal Right-to-Privacy Act
The current Seminole State College Student Handbook (pp.38-41) outlines the Student Bill of Rights and
Responsibility. Included in these pages is a section entitled “Your Rights to Privacy.”
Cumulative Records
Hardcopies of individual student records are maintained in the Admissions Office of the College. These
record files include: Add/Drop Forms; Applications for Admission; Degree Checks; Graduation Forms;
Transfer Transcripts; and Course Substitution Forms. Additionally, demographic information about
students and individual Student Transcripts can be accessed through the administrative server of the
College using the POISE software package.
Student Records Protection
Institutional records, including student records, located on the administrative server are backed-up
nightly. Monthly, a back-up tape is delivered to the Boren Library and stored in a fireproof cabinet.
Back-up tapes are totally recycled every twenty days. Additionally, the computer itself has built-in
redundancy which includes two separate tapes for protection and security.
Transcripts
The Catalog contains the institutional policy regarding student transcripts (p.25).
Career Objectives
SSC employs academic counselors who assist students in determining career objectives. Additionally,
program faculty serve as advisors to students in their area. Program faculty have been trained as
advisors in the use of POISE software.
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Program Costs
The printed and disseminated SSC Semester Class Schedules contain a section on educational program
tuition and fees for both Oklahoma residents and non-residents of Oklahoma. The Schedules also
include a section listing Other Student Charges.
Associate in Arts for Language Arts and Humanities Degree Assessment
(Collection & Analysis)
Majors and FTE Statistics:
The available statistics that reflect the number of majors in the degree program for the review period are:
Associate in Arts for Language Arts and Humanities:
Academic Year:
# Degrees Conferred:
# Headcount Enrollment:
2009
6
14
2008
8
18
2007
7
22
2006
9
21
2005
8
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ANALYSIS: The primary role of courses within Language Arts and Humanities Degree Programs is
fulfillment of general education requirements, with the majority of LAH courses being necessary for all
majors, not just LAH degrees; such courses include Speech, Composition I and II, Humanities, and
Foreign Languages. Therefore, these numbers are not indicative of the number of students who take
LAH classes but transfer to another institution before completing an associates degree, or the number of
students who are “general education majors,” yet must take LAH courses to meet the requirements of
that degree. While the number of majors and the headcount enrollment figures above may appear small,
one must consider that these figures are only a reflection of those students at the freshman and
sophomore levels who have not only declared a major within LAH, but also who complete the associates
degree in LAH; thus, the figures are not reflective of the total number of students that the LAH division
actually serves each year. For example, SSC’s Institutional Statistics from Fall 2010 indicate that 2069
students took LAH courses that semester. The average number of students in the program for Associate
in Arts for Language Arts and Humanities for this review period from 2004-2010 is 55 students per year.
Degree Program Assessment
Direct Measures
Course Embedded Assessment
Each academic year, all SSC instructors report formal pre- and post-test assessment numbers to track
student success in each course. The data is reported on a “Course Embedded Assessment” form, and
then compiled into an overall divisional assessment report for each degree program. The Course
Embedded Assessment addresses the General Education Outcomes specific to that course. For
Language Arts and Humanities degree programs, the courses primarily address General Education
Outcome 1: “Demonstrate college-level communication skills,” and General Education Outcome 4:
“Demonstrate an understanding of the roles of history, culture, and the arts within civilization.”
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The most recent data for the Associate in Arts for Language Arts and Humanities reflects that 89.9% of
students successfully achieved Outcome 1, and 73.4% of students successfully achieved Outcome 4.
ACT CAAP Test
SSC has used the ACT Collegiate Assessment of Academic Proficiency (CAAP) Test to assist in
assessing the outcomes of general education programs by focusing on the academic skills developed
through general education courses. The CAAP Test does this by testing the following areas:
Writing Skills, Mathematics, Reading, Critical Thinking, and Science Reasoning. All of the LAH
Division’s degree programs include a majority of classes that emphasize Writing Skills, Reading, and
Critical Thinking; thus, the CAAP Test is a useful tool for directly measuring student success within
these degree programs.
The most recent ACT CAAP Test (from 2009) provided the following assessment results relevant to
skills present in LAH courses:
From the CAAP Test Modules relevant to LAH courses:
Module:
# SSC Participants v.
Writing Skills
65
Reading
65
Critical Thinking
65
# National Participants
28,236
28,667
24,069
Comparison of Mean Scores: SSC Scores v. National Scores
Module:
SSC Scores v.
National Scores
Writing Skills
Mean: 61.6
62.0
S.D.: 4.1
4.8
N.:
65
28,236
over/under nat’l mean:
-0.4
Reading
Mean: 59.8
S.D.: 5.1
N.:
65
60.4
5.3
28,667
-0.6
Critical Thinking
Mean: 59.5
S.D.: 4.6
N.:
65
60.8
5.4
24.069
-1.3
Comparison of SSC Mean Scores for Fall 2006, 2007, and 2008:
Module:
2006:
2007:
No.: Mean:
No.: Mean:
Writing Skills
52
62.1
87
62.3
Reading
64
61.5
88
59.7
Critical Thinking
52
59.7
86
60.6
2008:
No.:
65
65
65
Mean:
61.6
59.8
59.5
ANALYSIS: SSC’s mean scores for students with 45+ hours are comparable to the mean scores for
sophomore students tested across the nation. By test module, SSC’s mean scores relevant to courses
within the LAH division are:
Writing Skills = 61.6 (0.4 below the national mean)
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Reading = 59.8 (0.6 below the national mean)
Critical Thinking = 59.5 (1.3 below the national mean).
A comparison of mean scores for 2006, 2007, and 2008 reveals the following:
Writing Skills = 0.2 increase from 2006-07 / 0.7 decrease from 2007-08
Reading = 1.8 decrease from 2006-07 / 0.1 increase from 2007-08
Critical Thinking = 0.9 increase from 2006-07 / 1.1 decrease from 2007-08.
SSC’s Assessment of Student Learning Committee established the following threshold ranges to be
effective with the Fall 2007 test:
SSC mean test scores will fall within + 0.5 points of the 2006 national mean scores established
after the 2006 test. When the 2008 scores are compared to the ranges, the following is observed:
 Writing Skills: -0.1 below threshold range;
 Reading: -0.2 below threshold range;
 Critical Thinking: -0.9 below threshold range.
ACT CAAP Test results indicate that SSC students are performing at levels consistent with students in
the national database.
Indirect Measures
Transfer Reports from Four-Year Institutions
Seminole State College attempts to obtain transfer data from four Four-Year Institutions, to which most
of our graduates transfer: East Central University, Oklahoma State University, The University of
Central Oklahoma, and Northern Oklahoma State University. The numerical data is not available for
each of the years currently evaluated, but the evidence shows that, while there is generally a drop in
grade point average for SSC students when they transfer, the range is typically from less than one-tenth
of a letter grade to approximately one-half of a letter-grade. SSC has not had an Assessment Coordinator
for the past two years, so the data is not current. However, SSC is working to re-establish this position,
and recently created a new position of Dean of Instructional Compliance. Part of the Dean’s duties will
be to track these transfer rates.
Graduation Rates
The available statistics that reflect the number of graduates in the Associate in Arts for Language Arts
and Humanities degree program for the review period are: 2005 = 8 / 2006 = 9 / 2007 = 7 / 2008 = 8 /
2009 = 6.
Graduate Opinion Survey
Students responding to SSC’s most recent Graduate Opinion Survey were asked to evaluate their
satisfaction levels in a variety of areas. Students expressed satisfaction levels ranging from Very
Satisfied (1) to Very Dissatisfied (5). Six areas stand out at as applicable to LAH’s degree programs.
These criteria and the average student satisfaction level for each for this review period are:
 Quality of instruction in the student’s major area of study: 1.2 = Very Satisfied
 Attitude of faculty toward students: 1.4 = Very Satisfied
 Preparation the student received for future occupation or education: 2 = Satisfied
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Variety of courses available: 1.9 = Very Satisfied
Out-of-class availability of instructors: 1.7 = Very Satisfied
Quality of courses the student wanted at times the student wanted: 1.9 = Very Satisfied.
Major Strengths of the Program
Necessity of Degree Program and the Program’s Courses
The Associate in Arts for Language Arts and Humanities degree program was selected by an average of
55 students per year during the review period from 2004 – 2010. The program was successfully
completed by an average of 38 students per year during the review period, indicating achievement of
these students’ personal development goals respective to associate degree completion. This is a degree
program with a demand level indicating relevance to individuals in the community. Because SSC is a
two-year college, some LAH students will complete their associates degrees at SSC, but many will also
transfer to a four-year institution before completion of the associates degree. The LAH division also
offers many courses in general education that are necessary for all students to take, regardless of their
declared majors.
Relevance of Courses to Society
Students in the LAH degree programs may select from a variety of specific courses in the arts,
communications, and humanities, which vary in content and have the purpose of broadening students’
perspectives towards human life and cultural diversity.
Experienced Faculty
The LAH faculty is experienced and stable: 50% of the full-time faculty are tenured; 40% of the fulltime faculty have taught at SSC for nine or more years; 70% of the full-time faculty have taught at SSC
for five or more years; and 30% have multiple graduate degrees. Of the adjunct faculty, 32% have
taught at SSC for nine or more years; 58% have taught at SSC for five or more years; and 21% hold
multiple graduate degrees.
Involved Faculty
The LAH faculty are involved in critical activities on campus. Division faculty serve as active members
or leaders of Faculty Senate, Global Studies Program Committee, Professional Development Committee,
Faculty Welfare Committee, Academic Issues Committee, Online Committee, Assessment of Student
Learning Committee, Accreditation / Self-Study, and Scholarship Committee. Division faculty also
serve as faculty sponsors of student organizations such as Art Club, Native American Student
Association, Sigma Kappa Delta English Honor Society for Two-year Colleges, and The Muse – SSC’s
literary anthology.
Informed Faculty
LAH faculty regularly attend the CEP Transfer Matrix meeting to ensure the LAH courses are
comparable in currency, academic rigor, and relevancy to similar courses at other institutions. Faculty
regularly attend professional development opportunities as well in order to stay aware of recent changes
or issues within their respective disciplines.
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Technologically-Proficient Faculty
SSC has made a financial commitment to provide technology for an increasing number of classrooms.
This effort offers instructors a wider variety of delivery options to facilitate student learning.
Additionally, the College has made extensive gains in faculty development and curriculum in the use of
technology. Consequently, LAH faculty have become more proficient and comfortable in the use of
instructional technology and are using newly acquired skills and knowledge to incorporate technology in
the curriculum.
LAH Division Curriculum Review Project
In 2010, the LAH Division implemented a formal Curriculum Review Project to examine the academic
rigor and relevancy of all courses in each of the Degree Programs within the division. This project is
ongoing, but calls for faculty to analyze the course descriptions, course outcomes, materials, evaluation
methods, assessment tools and pedagogies for optimal effectiveness. The lead instructors for each of the
disciplines within the division are charged with calling meetings and seeing the project through to
completion. As a result, the division has already identified several ways to strengthen the curriculum,
including changing catalog descriptions and outcomes of some courses to more adequately align with
the CEP course descriptions.
The Art Department is investigating ways to serve more students both on and off-campus with different
times and formats of courses. The Speech Department is researching different certificate programs that
may be viable to add as well as a possible Performing Arts degree option. The English Department is
currently researching better placement testing for Composition I and the remedial English courses, and
identifying ways to increase retention, including the possibility of implementing exit tests.
LAH Faculty Mentoring Project
The LAH Division has an ongoing, formal faculty mentoring project to help new, non-tenured, and
adjunct faculty acclimate themselves to the functions and the culture of the College by pairing them with
an experienced, tenured faculty member within the same discipline. The mentor and mentee are
required to meet at least twice each semester, and encouraged to meet monthly or more often, to discuss
any issues the new faculty member may need to discuss, including teaching methodology, grade
keeping, behavior problems in the classroom, and administrative issues.
Major Challenges for the Program
The biggest challenge for the degree program is recruiting and maintaining majors through to
completion of the degree. While the LAH Division’s degree programs serve a wider base of students
than what is reflected in the number of declared majors for these degrees because the courses provide
general education requirements, the numbers still deflect from the over-arching necessity and usefulness
of the degree programs. These low numbers of declared majors may inadvertently prevent these
programs from receiving the much needed funding to help improve student success by purchasing
computers for writing labs, for instance, or increasing studio space for the art classes, which are
necessary improvements in order to build the programs.
Other major challenges for the LAH programs are retention and student success. Writing, reading, and
critical thinking courses historically and nationally have low student success rates. Unfortunately, SSC
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is no exception. The LAH Division is the division responsible for all writing, communicating, reading,
critical researching, and foreign-language speaking courses on campus. The LAH Division faculty are
diligently working to identify ways to help improve student success and retention in the writing courses,
as well as ways to strengthen reading and critical thinking skills in all of the division’s courses.
Additionally, SSC is an open-enrollment college, which means that many students who need
remediation in one or more subjects will attend SSC before moving on to a four-year institution. The
LAH division offers the majority of the remedial classes on campus: two remedial reading courses, one
remedial English as a Second Language course, and two remedial writing courses. Retention rates are
traditionally very low in remedial courses nationally as well as locally, which lowers the overall
retention rates for the LAH Division. These negative retention rates affect the overall success rates of
the division; consequently, the data for the programs’ “success rates” becomes skewed and may prevent
the Division from potentially landing much-needed funding and resources to build the programs.
Recommendations Based on Review for Associates in Art for Language
Arts and Humanities:

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
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Develop a plan to recruit more majors.
Continue to work toward finding a way to increase number of computer classrooms for teaching
the writing and journalism classes.
Develop a plan to possibly move writing classes to a lab-based format, either by extending the
actual class time or requiring a tutoring component.
Research and Implement better placement procedures for students entering the writing courses,
specifically by requiring an actual writing sample to correctly place students in either
Composition I or an appropriate remedial level writing course. Since SSC is an open-enrollment
college, correct placement is critical to improving student success and retention rates. Currently,
students are not required to take the written portion of the ACT, and the College uses a Compass
placement test for the English courses, which is an identification test students take on the
computer. Instead, students should be required to provide a writing sample in order to be
correctly placed in a writing class suitable for their skills level. SSC’s Division Chair, Writing
Program Director, and Developmental English Director are spearheading these efforts.
Create a listening lab for the foreign language classes. The foreign language class offerings are
growing, with the addition of one full-time Spanish instructor and online courses. These new
courses not only brought enrollment numbers to the division, but also a need for a listening lab,
and potentially more adjunct instructors as the foreign language program continues to grow.
Add certificate programs and new courses in Speech, Journalism, and Music to help increase
enrollment / declared majors numbers.
Add a Performing Arts Option to help increase enrollment / declared majors numbers. (The
addition of a Performing Arts Option will necessitate a renovation of the Jeff Johnston Theatre in
order to provide a functional space for such courses. This Performing Arts Option will also meet
an identified community need for a venue for cultural events in this area of the state.)
Develop a plan to retain more majors through to degree completion.
Develop a plan to track Language Arts and Humanities Majors to their transfer institutions and
careers.
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