MANAGEMENT REPORT

GADSDEN STATE
COMMUNITY COLLEGE
Institutional Management Plan
2003-2004/2005-2006
Office of Institutional Research
Jim Pitchford, Director

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THE ALABAMA COLLEGE SYSTEM
GUIDELINES
INSTITUTIONAL MANAGEMENT PLAN
2003-2004 I 2005-2006
Overview
In accordance with conditions of the Partial Consent Decrees, the Chancellor shall direct each President to prepare an Annual Institutional Management Plan of each two- year college, to be submitted to the Chancellor during the Spring Term of each, will include plans for reorganizations, lateral transfers and use of part-time and temporary employees.
Institutions in The Alabama College System have been engaged in long-range planning for several years. The style and format of the planning documents are not standardized in order to accommodate institutional and service area diversity. Consequently, a standardized executive summary was developed to enable the Department of Postsecondary Education to compile selected planning data for internal and external use on the basis of common elements.
The common elements are described in the next part of these guidelines. The common elements are not to limit long-range planning. Each college must design its institutional management plan beyond the common elements to constitute comprehensive long-range planning that attends to the unique character of the institution and its service area. The planning process must involve broad representation of institutional personnel and the community.
Common Elements of the
Institutional Management Plan
A. Instructional programs (SACS/COC Criteria 4.1, 4.5, 5.2, 5.3). Elements of the plan should include scheduled program (discipline) reviews; projected student enrollment by program based on historical indicators; direct cost and indirect cost per program to be used as an indicator in program review; substantive changes in programs or degrees, including new programs; and additional instructional personnel, including full-time/part- time faculty ratios.
1. New Program Development
2. Accreditation Information
3. Program Review
Elements should include the organization of curriculum for instruction, including the number and responsibilities of division chairpersons; administrative and secretarial support provided to instruction; and equipment and supply needs by program.

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4. Inactive Programs
5. Instructional Equipment
> Elements of the plan should include a priority list by discipline by year of all recommended instructional equipment acquisitions. Summary dollar amounts are required in the executive summary.
> Major instructional equipment by institutional departments must be identified by accounting organizational codes.
6. Library Holdings
Include plans to upgrade and facilitate access to library services, including the current number of volumes and periodicals; the recommended number of volumes and periodicals; a method to reach the recommendation; library usage rates; library security; and professional and support FTE assigned to and needed in this area. Library holdings to include volumes and periodicals are to be referenced by year. Summary amounts are to be reported in the executive summary.
7. Distance Learning
Elements of distance learning programs such as those conveyed through off- campus classroom programs, branch campuses, off-campus centers, and various programs using electronically-based instruction offered geographically distant from the main campus must include clear and explicit goals and demonstrate both effectiveness and quality.
B. Student Development Services (SACS/COC Criteria 4.7, 5.4, 5.5)
Elements of the plan should include a description and evaluation of such services as counseling, academic advising, admissions, career development, orientation, recruitment, retention, enrollment management, student government and activities, student records, student financial aid, and intramural athletics. The plan should detail the prioritized needs of the student services program; identify projected changes; develop goals and objectives; establish performance effectiveness measures for each goal and objective; and provide appropriate resource requirements.
C. Reserved Code
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D. Public relations (SACS/COC Criteria 6.2)
Elements of the plan should include problems, needs, and opportunity statements that are based on advisory committee input and research of the college’s service area; goals and target audiences for each goal; implementation strategies for achieving each goal; specific time lines for implementation; and an evaluation plan for measuring effectiveness in achieving each goal.
E. Economic development activities (SACS/COC Criteria 4.2)
The plan should include assessing the market demand; allocation of resources to meet the demand; policy development concerning tuition, fees, etc.; special partnerships; relationships with AIDT and the Alabama skills centers; and cooperation with other elements of the instructional program. Note: Equipment needs for training for business and industry should be included as a portion of instructional program equipment.
F. Community services (SACS/COC Criteria 4.6)
> Lifelong learning
The plan should include lifelong learning activities for the service area, adult education, and literacy training. Also included should be details on drug, alcohol and bloodbome pathogen exposure awareness.
> Selected Policies and Procedures
The plan should address AIDS and sexual harassment policies as well as the
procedures for compliance with the Student Right-to-Know and Campus Security
Act; the Americans with Disabilities Act; and the Higher Education
Reauthorization Act.
> Expanding cultural horizons
The plan should include activities and programs relating to recreational services, cultural activities, and civic events.
G. Management information systems (SACS/COC Criteria 5.3)
> Administrative computing
The long-range plan should include plans for the purchase and upgrade of computer software and hardware; training; elimination or reduction of maintenance costs; and standards for programs developed and maintained inhouse.
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> Academic computing
The long-range plan should include plans for the upgrade and purchase of computer hardware and software; integration of computers into the learning process; and improvement and maintenance of computer labs.
> Video technology
The plan should detail the video telecommunication and networking technology existing or planned; the actual or proposed use of this technology; and the related associations andlor consortia.
H. Personnel (SACS/COC Criteria 4.8)
> Employee data
Detailed plans in this area should include current staffing patterns and foreseeable upgrades for existing staff; staff reductions (retirements, dismissals, others); staff additions, including replacement of existing staff and plans for use of part-time personnel.
> Independent contractors
Detailed plans in this area should include any plans for contracting auxiliary enterprises for various services (in lieu of using full-time personnel).
Non-Instructional Equipment (SACS/COC Criteria 6.4)
Other equipment (excluding computer and instructional equipment). The plan should detail equipment and furniture needs outside the instructional area, including vehicle replacement schedules. Summary amounts are to be reported on the executive summary form.
J. Administration (SACS/COC Criteria 6.1)
The plan in this area should include an organizational chart; anticipated changes; administrative procedures; policies and procedures manual; and governance structure to include standing committees, ad hoc committees, advisory committees, and foundations.
K. Exemplary programs, services, and projects
Describe the single most innovative concept or project which has surfaced through your institution and which merits planning or development or implementation within the 2003- 2004/2005-2006 planning cycle. The incentive for stimulation and the potential for impact are some of the many positive considerations in determining your submittal. The Department recommends that all dimensions of the college be considered in the selection process.
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L. Institutional Effectiveness (SACS/COC Criteria 3.1, 3.2)
The institution should develop a plan to provide for the evaluation of institutional effectiveness. The plan should combine all instructional, student services, and administrative entities of the college into a planning, operations, assessment, and feedback format. Chief components of the plan should address the must and should statements in Criteria for Accreditation, Commission on Colleges. The college should link the assessment results to its mission and goals, and link the process with the product. The intent of the plan should be to improve instructional programs and support services.
M. Emergency Preparedness Plan
Each institution in The Alabama College System will outline the steps that will be followed and the staff responsible for initiating and completing the steps in the event of terrorist threats, disaster resulting from the acts of persons, and natural disasters.
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The Executive Summary
The executive summary of the institutional management plan is developed using the forms listed in this part of these guidelines. The summary forms cover a three-year period, and the annual updates of the institutional management plans are reflected in the summaries either in the aggregate or each year separately.
The executive summary elements may change over time. The summaries contain information for the whole institution and do not separate the information by campus or department. The summaries are due in the Department of Postsecondary Education by October 1, 2003. A list of the forms that constitute the summary follows.
A-i New Program Development 2003-2004/2005-2006
A-2 Accreditation Information 2003-2004/2005-2006
A-3 Schedule of Instruction Program Review 2003-2004/2005-2006
A-4 Status of Inactive and/or Non-Viable Programs 2003-2004/2005-2006
A-5 Instructional Equipment 2003-2004/2005-2006
A-6 Library Holdings 2003-2004/2005-2006
A-7 Distance Learning Programs 2003-2004/2005-2006
B-i Student Development Services 2003-2004/2005-2006
B-2 Retention Implementation Plan 2003-2004/2005-2006
C-i Reserved Code
D-l Public Relations 2003-2004/2005-2006
E- 1 Economic Development 2003-2004/2005-2006
F-i Community Services 2003-2004/2005-2006
G-i Management Information Systems 2003-2004/2005-2006
H-i Personnel 2003-2004/2005-2006
1-3 Non-Instructional Equipment 2003-2004/2005-2006
J- 1 Administration 2003-2004/2005-2006
K-i Exemplary Programs, Services and Projects 2003-2004/2005-2006
L- 1 Institutional Effectiveness 2003-2004/2005-2006
M-i Emergency Preparedness Plan 2003-2004/2005-2006
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Form A-i
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
NEW PROGRAM DEVELOPMENT
2003-2004 / 2005-2006
SACS/COC Criteria 4.1
Institution: Gadsden State Community College
Provide a three-year schedule by year for the planning of new programs of instruction. Entries should be consistent with the instructional role recognized by the Alabama State Board of Education or indicate that a role change request will be required. The schedule should include six-digit 2000 CIP Codes for each planned program of instruction (see format below). Each institution should specify the length of certificate programs in semester hours. The year on the schedule should indicate the projected year that the proposal is planned to be submitted to the Alabama Department of Postsecondary Education (ADPE). No more than three entries are invited for each year in the planning cycle.

Projected Year to be Submitted to ADPE	Six-digit CIP Code	Program Title	Specify Award by Type	Will Program Require Role Change?
Degree Cert	<=26 Cert
2002-2003 2. 3.		None

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Form A-i

An institution must include an Intent to Submit a Program Application (ISPA) for AAS, AAT, or Certificate awards on Form DPE-27 in its Institutional Management Plan in the academic year preceding the submission of an Application for New Instructional Programs. Please reference Forms DPE-27 and DPE-28 in the Guidelines for Policy 702.01- Approval Process for Requests for New Instructional Programs.
The Department of Postsecondary Education will not activate the ISPA just because it appears in the Institutional Management Plan. College Presidents must notify the Department of Postsecondary Education when the institution is ready for the ISPA to be reviewed.

2003-2004 1. 2. 3.	None
2004-2005 1. 2. 3.	None

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
ACCREDITATION INFORMATION
2003-2004 / 2005-2006
SACS/COC Criteria 4.1
Institution: Gadsden State Community Colle2e

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Form A-2

1. Current programmatic andlor specialized accreditations:

Program *CII) Degree Accrediting Rationale
Code Level Agency
*Use 2000 edition of CIP codes.
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	Program	*CTP Code	Degree Level	Accrediting Agency	Reaffirmation Date
	Clinical Lab Science	5 1.1004	AAS	MAACLS	Oct., 2001
	Court Reporting	52.0405	AAS	NCRAICASE	June, 2000
	Registered Nursing	5 1.1601	AAS	NLN	July, 2000
	Radiologic Technology	5 1.0907	AAS	JCERT	April, 2000
	Emergency Medical Serv.	5 1.0904	AAS	CoAEMSP	Oct., 2000
	Paralegal	22.0 103	AAS	ABA	Feb., 2001
	Business	52.020 1	AS	ACBSP	Oct., 2000
2. Active or projected accreditation plans:
	Program	*CII) Code	Degree Level	Accrediting Agency	Reaffirmation Date
3. We do not plan to seek re-accredita			tion for:

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Form A-2
4. Current institutional accreditation
A. Institution currently accredited by: Commission on Colleges of the Southern
Association of Colleges and Schools
B. Date of last visit: February 2002
C. Anticipated date for next visit: Nov. 4-6, 2003-Substantive Change Visit
D. COC or COE transition affirmation date: N/A
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EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
SCHEDULE OF INSTRUCTIONAL PROGRAM REVIEW
2003-2004 I 2005-2006

SACSICOC Criteria 4.1

Institution: Gadsden State Community Colleqe

(Twenty percent of all programs must be formally reviewed each year.)

* Use 1990 edition of CIP codes.
Abstracts of the completed program reviews will be submitted in the summary the year AFTER review is completed.
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Form A-3

Name of Program to be Reviewed	*CIP Code	Year of Proposed Review	Date of Last Review
Alabama Language Institute	13.1401	2003-2004	1998-1 999
Art	50.0701	2003-2004	1998-1999
Criminal Justice	43.0107	2003-2004	1998-1999
Electronics Engineering Technology	47.0199	2003-2004	1998-1999
Electricity Technology	46.0302	2003-2004	1998-1999
EMP/EMS	51 .0904	2003-2004	1998-1999
Humanities	26.0103	2003-2004	1998-1999
Human Services	51.1501	2003-2004	1998-1999
Mechanical Design Tech	15.0805	2003-2004	1998-1999
Paralegal	22.0103	2003-2004	1998-1999
Public Safety Telecommunications	09.9999	2003-2004	1998-1999
Religion	36.0201	2003-2004	1998-1999
Small Engine Repair	47.0606	2003-2004	1998-1999

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Form A-3

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
SCHEDULE OF INSTRUCTIONAL PROGRAM REVIEW
2003-2004 I 2005-2006

SACSICOC Criteria 4.1

lnstitution:_fldsrln (nmmtinity Cnlle_g

(Twenty percent of all programs must be formally reviewed each year.)

*Use 1990 edition of CIP codes.
Abstracts of the completed program reviews will be submitted in the summary the year AFTER the review is completed.
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Name of Program to be Reviewed	*CIP Code	Year of Proposed Review	Date of Last Review
Auto Mechanics	47.0604	2004-2005	1999-2000
Cosmetology	12.0403	2004-2005	1999-2000
Furniture Refinishing	48.0702	2004-2005	1999-2000
LPN Nursing	51.1613	2004-2005	1999-2000
Masonry	46.0101	2004-2005	1999-2000
Mathematics	27.0101	2004-2005	1999-2000
Theatre	50.0501	2004-2005	1999-2000
Water Quality/Water Management	15.0506	2004-2005	1999-2000
Welding	48.0508	2004-2005	1999-2000

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
SCHEDULE OF INSTRUCTIONAL PROGRAM REVIEW
2003-2004/2005-2006
SACS/COC Criteria 4.1

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Form A-3

Institution: Gadsden State Community College
(Twenty percent of all programs must be formally reviewed each year.)

*Use 1990 edition of CIP codes.
Abstracts of the completed program reviews will be submitted in the summary the year AFTER the review is completed.
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Name of Program to be Reviewed	*CIP Code	Year of Proposed Review	Date of Last Review
Cabinetmaking	48.0703	2005-2006	2000-2001
Carpentry	46.0201	2005-2006	2000-200 1
Clinical Lab Technology	51.1004	2005-2006	2000-2001
Computer Science	11.0101	2005-2006	2000-200 1
RealTime Reporting	40.0405	2005-2006	2000-2001
English	23.0101	2005-2006	2000-2001
Office Administration	52.040 1	2005-2006	2000-200 1
RN Nursing	51.1601	2005-2006	2000-2001
Rad iologic Technology	52.0908	2005-2006	2000-2001
Reading	32.0101	2005-2006	2000-2001
Secretarial Science/OAD	07.0201	2005-2006	2000-2001
Speech	23.1001	2005-2006	2000-2001

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Form A-3
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
SCHEDULE OF INSTRUCTIONAL PROGRAM REVIEW
2003-2004/2005-2006
SACSICOC Criteria 4.1
Abstracts of the 2002-2003 program review should be attached to Form A-3. Program reviews, as outlined in the Guidelines of Policy Number 903.01, should include a two- page abstract that summarizes the findings of the review. These abstracts should contain the program background and goal, curriculum design and occupational demand, assigned faculty, on-going costs, viability, findings, conclusions and recommendations.
INSTRUCTIONAL PROGRAM REVIEW (2003-2004)
BIOLOGY—26.01 01
The Gadsden State Biology Program provides core biology courses to support many of the degree and certificate programs at the college both for terminal degrees and transfer programs to four-year senior institutions. Additionally, students may achieve Associate in Science degrees in Biology and Aquatic Biology. These latter programs are designed to prepare students to directly enter the work force with a two-year degree in these areas or to transfer to a four-year institution to complete their education with advanced degrees.
Goals:
1. To provide quality biology courses to support the requirements of many degree and certificate programs at the College and to ensure that all enrolled students will achieve at least a basic knowledge of these biology courses. This is consistent with the Mission Statement of the College that calls upon the College to provide all students with opportunities for educational, personal and professional advancement.
2. To offer excellence in biology courses that transfer to four-year colleges to prepare GSCC students to succeed, consistent with the College’s Mission Statement that the College will provide a wide range of academic courses to prepare students to transfer successfully to four-year institutions.
3. To enhance the biology laboratory component by providing a modern, fully equipped computer lab with current software specific to the biology courses offered.
Curriculum Design: The Curricula for the Associate in Science Degrees in Biology and Aquatic Biology conform to the course descriptions and competencies as approved by the Alabama College System and outlined in the ACS Course Directory.
Evaluation Measures:
1. To ensure that the full range of biology courses is offered and staffed in a logical schedule that makes these educational opportunities available to GSCC students.
2. To review grade records on a regular basis to ensure that appropriate grade levels are being met without evidence of grade inflation. In general, at least 70% of students who register in biology courses will complete the courses without dropping and will receive a grade of “C” or better.
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3. To complete the new biology computer lab and provide appropriate software and laboratory exercises
Evaluation Findings and Conclusions:
1. Schedules have been reviewed annually with every effort to maintain a varied schedule with courses scheduled during morning, afternoon, early evening and night hours. The scheduled times of courses are rotated to the extent possible within the schedule to give students an opportunity to access needed biology courses at a variety of times.
2. An evaluation of the 2002-2003 grade reports for all biology courses shows a retention rate of
85.5% and the number of students maintaining a grade point average of “C” or above is 75.7%. The latter statistic clearly exceeds the stated goal of 70% for students making a “C” or better. The 85.5% rate of retention is excellent since this number also takes into account students who make course changes near the first of the semester, for example due to not having adequate prior preparation. This means that the true number of students who dropped the courses because they were unable to keep up and were failing is smaller than the indicated 14.5% withdrawal rate.
3. Utilizing funds from Student Tech Fees during the 2002-2003 academic year, the room for the new computer lab was equipped with new tables, chairs and 36 computers. The remaining needed funds for wiring and networking these computers to complete the installation are being requested from these same funds for the 2003-2004 academic year.
4. A study of enrollment figures over the last several years for all biology courses shows that the great majority of biology courses offered in the schedule are filled to capacity, and many of the courses had to have additional seats added to meet student enrollment. This clearly demonstrates that the enrollment is adequate to support the full-time instructional staff, and, for the fall and spring semesters, the number of classes filled requires the use of essentially all of the qualified adjunct instructors we are able to find in the area.
5. The current curriculum is effective as it is set by the Alabama College System Course Directory. In addition, the transfer of these biology courses to other colleges in Alabama is guaranteed under Alabama’s statewide articulation agreement.
Recommendations:
1. To further assure that students are regularly meeting desired learning competencies, a system of pre-tests and post-tests needs to be implemented for a number of the biology with large student numbers. This process is being implemented during the 2003-2004 academic year.
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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Business Administration 52.0201
The Business Administration program provides students instruction to attain knowledge and
develop skills that are needed for employment in fields such as accounting, finance, management, and marketing and/or pursue further education in any of these disciplines. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in a business discipline such as accounting, economics, marketing, management, or finance.
2. To offer principles or foundation courses that adequately prepare transfer students to successfully complete related advanced courses.
3. To provide courses and/or programs of study in business that prepare students for immediate employment, retrain existing employees, and/or provide opportunities for professional
development and enrichment in these fields.
4. To continue to satisfy the requirements to maintain program accreditation by the Association of Collegiate Business Schools and Programs (ACBSP).
The program review included the following areas:
1. Classes offered and student enrollment
2. The number of students enrolled in a degree program in Business
3. Student retention and program completion
4. Employment status of program graduates
The following table charts student enrollment in classes offered through the Business department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in science degree following the business administration prescribed curriculum or for a degree in a related program such as Marketing Management or Office Administration.

Class	Term	Number of Sections	Students Enrolled
BUS 215- Business Communication	SU 02	Independent Study Only	4
BUS 241 - Principles of Accounting I	SU 02	3	60
BUS 242 - Principles of Accounting II	SU 02	2	31
BUS 263 - Legal and Social Environment of Business	SU 02	2	20
BUS 271 - Business Statistics I	SU 02	3	69
BUS 272 - Business Statistics II	SU 02	1	22
BUS 296/297 - Internship and Co-Op	SU 02	Independent Study Only	20
BUS 100 - Introduction to Business	FA 02	1	10
BUS 186 - Elements of Supervision	FA 02	1	9
BUS 189 - Human Relationships	FA 02	Independent Study Only	1

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During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 872 students were enrolled in 56 class sections. For the three semestersstudied, the average enrollment per class was
15.57. During the three semesters reported, forty-one class sections in business disciplines were taught by full-time faculty. This is approximately 73.2% of course offerings. The remaining fifteen sections or 26.8% of business classes were taught by part-time faculty members.
The following table displays the number of students who indicate their major to be business for he three semesters studied (Summer 2002, Fall 2002, and Spring 2003).

Class	Term	Number of Sections	Students Enrolled
BUS 215- Business Communication	FAO2	1	16
BUS 241 - Principles of Accounting	FA 02	6	100
BUS 242 - Principles of Accounting II	FA 02	4	37
BUS 263 - Legal and Social Environment of Business	FA 02	5	63
BUS 271 - Business Statistics I	FA 02	4	64
BUS 272 - Business Statistics II	FA 02	2	21
BUS 296/297 - Internship and Co-Op	FA 02	Independent Study Only	4
BUS 189 - Human Relationships	SP 03	1	10
BUS 215- Business Communication	SP 03	1	18
BUS 241 - Principles of Accounting I	SP 03	5	83
BUS 242 - Principles of Accounting II	SP 03	3	53
BUS 263 - Legal and Social Environment of Business	SP 03	5	60
BUS 271 - Business Statistics I	SP 03	4	63
BUS 272 - Business Statistics II	SP 03	2	30
BUS 296/297 - Internship and Co-Op	SP 03	Independent Study Only	4

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer2002	194	1222	81
Fall 2002	279	2829	189
Spring 2003	267	2781	185

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The following table presents data on the number of students who graduated with an Associate in Science deqree followinq the business administration curriculum.

In addition to those students who complete the associate in science degree, numerous GSCC students transfer to pursue further education in business without completing all associate degree requirements.
Evaluation of program objectives for the Business Administration program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in business and in preparing students for employment. Based on the 2002 Graduate Survey, 75% of the Business Administration graduates who responded were employed and 21.9% of respondents were not seeking work. Only 3.1% of the Business Administration program graduates who responded to the survey were seeking employment.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the program and that it should be
continued.
2. Program completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicates that
students who transfer from Gadsden State and pursue further education in business achieve a
comparable level of academic success at senior institutions to that achieved at GSCC.
4. The employment of program graduates in the field or in a related occupation indicates that graduates
have obtained skills for which there is demand in the local labor market.
Recommendations: It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment such as computer hardware and software on a regular basis.

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	40
Fall 2001 - Summer 2002	43
Fall 2002 - Summer 2003	43

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INSTRUCTIONAL PROGRAM REVIEW (2003-2004)
CHEMISTRY—40.0501
The Gadsden State Chemistry Program provides core chemistry courses to support many of the degree and certificate programs at the College both for terminal degrees and transfer programs to four-year senior institutions. Additionally, students may achieve the Associate in Science degree in Chemistry. The Chemistry program is designed to prepare students to directly enter the work force with a two-year degree in this area or to transfer to a four-year school to complete their education with advanced degrees.
Goals:
1. To provide quality chemistry courses to support the requirements of many degree and certificate programs at the College and to ensure that all enrolled students will achieve at least a basic knowledge of these chemistry courses. This is consistent with the Mission Statement of the College that calls upon the College to provide all students opportunities for educational, personal and professional advancement.
2. To offer excellence in chemistry courses that transfer to four-year colleges to prepare GSCC students to succeed, consistent with the College’s Mission Statement that the College will provide a wide range of academic courses to prepare students to transfer successfully to four-year institutions.
3. To strengthen the chemistry laboratory component by completing the development of Computer Based Labs and upgrading the printing capability of the current chemistry computer lab.
Curriculum Design: The Curricula for the Associate in Science Degree in Chemistry conforms to the course descriptions and competencies as approved by the Alabama College System and outlined in the ACS Course Directory.
Evaluation Measures:
1. To ensure that the full range of chemistry courses is offered and staffed in a logical schedule that
makes these educational opportunities available to GSCC students.
2. To review grade records on a regular basis to ensure that appropriate grade levels are being met
without evidence of grade inflation. In general, at least 70% of students who register in chemistry
courses will complete the courses without dropping and will receive a grade of “C” or better.
3. To purchase the remaining Computer Based Lab interfaces and transducers required to complete
the Chemistry Computer Lab and to obtain two printers with built-in internet connectivity.
Evaluation Findings and Conclusions:
1. Schedules have been reviewed annually with every effort to have a varied schedule with courses scheduled during morning, afternoon, early evening and night hours. The scheduled times of courses are rotated to the extent possible within the schedule to give students an opportunity to access needed chemistry courses at a variety of times.
2. An evaluation of the 2002-2003 grade reports for all chemistry courses shows a retention rate of
85.4% and the number of students maintaining a grade point average of “C” or above is 74.0%. The latter statistic clearly exceeds the stated goal of 70% for students making a “C” or better. The 85.4% rate of retention is excellent since this number also takes into account the students who make course changes near the first of the semester, for example due to not having adequate prior preparation. This means that the true number of students who dropped the courses because they were unable to keep up and were failing is smaller than the indicated 14.6% withdrawal rate.
3. Utilizing funds from Student Tech Fees, the CBL interfaces and transducers needed to complete the lab were purchased in the 2002-2003 academic year. The purchase of two printers with internet connectivity has been requested for the 2003-2004 academic year from these same funds.
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4. A study of enrollment figures over the last several years for all chemistry courses shows that a significant number of the chemistry courses offered in the schedule are filled to near capacity, and in some cases seats have had to be added to meet student enrollment. This clearly demonstrates that the enrollment has been adequate to support the full-time instructional staff, and for the fall and spring semesters, the number of classes filled requires the use of one or more adjunct instructors. During the past several years, enrollment in chemistry courses as a whole have seen some decline. This has been due to changes in the curricular requirements of some of the transfer programs to senior institutions. However, the fall 2003 semester has seen enrollment in chemistry courses significantly increased toward prior levels.
5. The current curriculum is effective as it is set by the Alabama College System Course Directory. In addition, the transfer of these chemistry courses to other colleges in Alabama is guaranteed under the statewide articulation agreement.
Recommendations:
1. To further assure that students are regularly meeting desired learning competencies, a system of pre-tests and post-tests needs to be implemented for a number of the chemistry courses with large student numbers. This process is scheduled for the 2003-2004 academic year.
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NSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Child Development 20.0201
The Child Development program provides students instruction to attain knowledge and develop skills that are needed for employment in fields such as child care or early childhood education and/or pursue further education in elementary or early childhood education. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully complete related advanced courses.
3. To provide courses and/or programs of study that prepare students for immediate employment,
retrain existing employees, and/or provide opportunities for professional development and
enrichment in these fields.
The program review included the following areas:
1. Classes offered and student enrollment
2. The number of students enrolled in a degree program in Child Development
3. Student retention and program completion
4. Employment status of program graduates
The following table charts student enrollment in classes offered through the Child Development department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in applied science degree following the child development prescribed curriculum.

Class	Term	Number of Sections	Students Enrolled
CHD 204 - Methods and Materials for Teaching Children	SU 02	1	10
CHD 205 - Program Planning for Educating Young Children	SU 02	1	24
CHD 206 - Children’s Health and Safety	SU 02	1	2
CHD 208 - Administration of Child Development Programs	SU 02	1	2
CHD 210 - Educating Exceptional Young Children	SU 02	1	22
CHD 251 - Prereading - Early Childhood	SU 02	1	27
CHD 100 - Introduction to Early Care Education of Children	FA 02	1	11
CHD 201 - Child Growth and Development Principles	FA 02	1	16
CHD 202 - Children’s Creative Experiences	FA 02	1	22
CHD 203 - Children’s Literature and Language Development	FA 02	2	12
CHD 209 - Infant and Toddler Education Programs	FA 02	1	7
CHD 211 - Early Childhood Curriculum	FA 02	1	20
CHD 252 - Early Childhood Curriculum	FA 02	1	1

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During the three semesters reported (Summer 2002, FaIl 2002, and Spring 2003), 357 students were enrolled in 23 class sections. For the three semesters studied, the average enrollment per class was
15.52. During the three semesters reported, eleven class sections in child development were taught by full-time faculty. This is approximately 47.8% of course offerings. The remaining twelve sections or 52.2% of child development classes were taught by part-time faculty members.
The following table displays the number of students who indicate their major to be child development for the three semesters studied (Summer 2002, FaIl 2002, and Spring 2003).

The following table presents data on the number of students who graduated with an Associate in Applied Science degree following the Child development curriculum.

In addition to those students who complete the associate in applied science degree, numerous GSCC students transfer to pursue further education without completing all associate degree requirements.
Child development classes are also used by individuals currently employed in the field to obtain additional education and professional development.
Evaluation of program objectives for the Child Development program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing

Class	Term	Number of Sections	Students Enrolled
CHD 100 - Introduction to Early Care Education of Children	SP 03	1	5
CHD 204 - Methods and Materials for Teaching Children	SP 03	1	23
CHD 205 - Program Planning for Educating Young Children	SP 03	1	17
CHD 206 - Children’s Health and Safety	SP 03	1	32
CHD 208 - Administration of Child Development Programs	SP 03	2	18
CHD 210 - Educating Exceptional Young Children	SP 03	1	17
CHD 211 H - The Early Childhood Classroom	SP 03	1	29
CHD211I-Books, Books, Books	SPO3	1	40

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer 2002	40	260	17
Fall 2002	61	435	29
Spring 2003	70	596	40

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	7
Fall 2001 - Summer 2002	4
Fall 2002 - Summer 2003	10

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students for transfer to obtain further education and/or in preparing students for employment. Based on the 2002 Graduate Survey, six of the eight respondents who were child development graduates (75%) were employed in their field. One respondent was not employed and not seeking employment (12.5%) and one respondent was actively seeking employment (12.5%).
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the program and that it should be
continued.
2. Program completion rates indicate that adequate student retention is being achieved.
3. The employment of program graduates in the field or in a related occupation indicates that graduates
have obtained skills for which there is demand in the local labor market.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to continue to upgrade instructional equipment and resource materials.
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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Economics 45.0601
The Economics program provides students instruction to attain knowledge and develop skills that are needed for employment in fields such as accounting, finance, management, and marketing and/or pursue further education in any of these disciplines. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of science degree in a business discipline such as accounting, economics, marketing, management, or finance.
2. To offer principles or foundation courses that adequately prepare transfer students to successfully complete related advanced courses.
3. To provide courses and/or programs of study in business that prepare students for immediate employment, retrain existing employees, and/or provide opportunities for professional development and enrichment in these fields.
4. To continue to satisfy the requirements to maintain program accreditation by the Association of Collegiate Business Schools and Programs (ACBSP).
The program review included the following areas:
1. Classes offered and student enrollment
2. Feedback on transfer students provided by senior institutions
The following table charts student enrollment in economics classes offered through the Business department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in science degree following the business administration prescribed curriculum. In addition, one or both economics courses are required in numerous other program areas and may also be used by other students to satisfy the requisite hours in Area Four: Social and Behaviorial Sciences and History.

Class	Term	Number of Sections	Students Enrolled
ECO 231 - Principles of Macroeconomics	SU 02	6	81
ECO 232 - Principles of Microeconomics	SU 02	3	59
ECO 231 - Principles of Macroeconomics	FA 02	9	179
ECO 232 - Principles of Microeconomics	FA 02	5	87
ECO 231 - Principles of Macroeconomics	SP 03	7	153
ECO 232 - Principles of Microeconomics	SP 03	6	127

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During the three semesters reported (Summer 2002, FaIl 2002, and Spring 2003), 686 students were enrolled in 36 class sections. For the three semesters studied, the average enrollment per class was
19.06. During the three semesters reported, twenty-five class sections in economics were taught by full- time faculty. This is approximately 69.4% of course offerings. The remaining eleven sections or 30.6% of economics classes were taught by part-time faculty members.
The following table displays the number of students who indicate their major to be economics for the three semesters studied (Summer 2002, Fall 2002, and Spring 2003).

As the above data indicate, the primary function of the economics program is not students majoring in the discipline. The instructional program in economics serves primarily to satisfy course requirements for students majoring in other disciplines.
Evaluation of program objectives for the Economics program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in economics and business and in preparing students for employment.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the program and that it should be
continued.
2. Course completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicates that
students who transfer from Gadsden State and pursue further education in economics and business
achieve a comparable level of academic success at senior institutions to that achieved at GSCC.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment such as computer hardware and software on a regular basis.
25

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer 2002	2	16	1
Fall 2002	5	40	3
Spring 2003	1	12	1

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INSTRUCTIONAL PROGRAM REVIEW (2003-2004)
FISHERY SCIENCE (AQUACULTURE)—01 .0303
The Gadsden State Fishery Science (Aquatic Science) Program provides courses to support a Certificate 26 and an Associate in Science degree in Aquatic Biology. The short certificate program specifically trains individuals to enter the work force working in support of fish farming (Aquaculture). The Aquatic Biology program is a transfer program preparing students to transfer to a four-year institution to seek advanced degrees in Marine Biology or Aquatic Science. Gadsden State is the only two-year school in the state to offer such a program through its unique Aquaculture Education and Development Center.
Goals:
1. To provide quality fishery science courses to support the requirements of the Certificate 26 program and to support the Aquatic Biology transfer program. This is consistent with the Mission Statement of the College that calls upon the College to provide all students with opportunities for educational, personal and professional advancement.
2. To offer excellence in fishery science courses that transfer to four-year colleges to prepare GSCC students to succeed in these areas, consistent with the College’s Mission Statement that the College will provide a wide range of academic courses to prepare students to transfer successfully to four- year institutions.
3. To continue working with high schools throughout the state in the development of high school level Aquaculture Educational Programs.
4. To provide continuing education to high school science and agriscience teachers in Aquaculture, including the development and distribution of multimedia teaching materials to assist teachers in their classrooms.
5. To expand the number of centers to support the “Intern and Learn” component of the Aquaculture education program.
Curriculum Design: The Curricula for the Fishery Science Program conform to the course descriptions and competencies as approved by the Alabama College System and outlined in the ACS Course Directory.
Evaluation Measures:
1. To ensure that the full range of fishery science and related practicum courses are offered and
staffed in a logical schedule that makes these educational opportunities available to GSCC students.
2. To increase student numbers through recruitment from area high schools.
3. To maintain and expand the availability of transfer credit for fishery science courses from four-
year senior institutions.
4. To continue and expand the support of high school science and agriscience teachers in the areas
of Aquaculture and Aquatic Science, including the provision of curricula materials to assist high
school programs throughout Alabama.
5. To maintain and develop working relationships with various centers for Aquaculture and Aquatic
Science throughout the region to support GSCC’s Summer “Intern and Learn” program.
Evaluation Findings and Conclusions:
1. The scheduling of the fishery science courses at times convenient to the students and at times to allow students to enroll in the other required courses is regularly achieved.
2. Agreements have been reached with Auburn University and the University of South Alabama for the transfer of all of Gadsden State’s fishery science courses for credit. The University of Alabama at Birmingham has agreed in principle to the articulation of the GSCC fishery science courses as elective credit and negotiations with Jacksonville State University have been initiated.
3. Vigorous recruitment activities involving presentations in high schools state-wide, team teaching related science classes in area high schools, presentations at various career day events, television and radio releases, press releases and hosting of various functions for high school
26

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students at the Aquaculture Education and Development Center. The result has been a significant increase in course enrollment, although further increases are needed.
4. To date, more than fifty high schools have been represented at GSCC’s annual summer workshop that features training on aquaculture recirculating systems and aquaria. This educational program has been accomplished through the support of the National Science Foundation.
5. Working in partnership with Auburn University and with support of NSF, seventeen multimedia presentations have been developed and distributed on CD Rom for the use of high school science teachers and other persons involved in aquaculture education.
6. Outstanding results have been obtained in developing partnerships for GSCC’s “Intern and
Learn” program with the Tennessee Aquarium in Chattanooga, the Alabama Department of
Conservation and Natural Resources—Division of Fresh Water Fisheries, Commercial Fish
Farms in West Alabama, and Walt Disney World’s Living Seas.
Recommendations:
1. There is the need to continue active recruitment to increase student numbers.
2. There is a need to increase grant funding for various aspects of this unique program
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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Geography 45.0701
The Geography program, which consists of courses that support the requirements for other associate degree programs, provides students instruction to attain knowledge and develop skills that are needed to pursue further education in geography, education, or other social sciences. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in geography, education, or social science education.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully corn plete related advanced courses.
The program review included the following areas:
1. Classes offered and student enrollment
2. Student retention and course completion
The following table charts student enrollment in classes offered through the Geography department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes satisfy the Area Four requirement for the Associate in Science degree.

During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 62 students were enrolled in four class sections. For the three semesters studied, the average enrollment per class was
15.5. During the three semesters reported, all four class sections in geography, 100% of Course offerings, were taught by full-time faculty.
Evaluation of program objectives for the Geography program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in geography, education, or other social science programs.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the courses and that offerings
should be continued.
2. Course completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicate that students who transfer from Gadsden State and pursues further education in geography or social science
28

Class	Term	Number of Sections	Students Enrolled
GEO 100 - World Regional Geography	SU 02	1	7
GEO 201 - Principles of Human Geography	SU 02	Independent Study	1
GEC 100 -World Regional Geography	FAO2	1	10
GEO 100 -World Regional Geography	SP 03	1	10
GEC 220 - Principles of Physical Geography	SP 03	1	34

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achieves a comparable level of academic success at senior institutions to that achieved at GSCC.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment and continue to add current materials to library holdings.
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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
History 45.0801
The History program provides students instruction to attain knowledge and develop skills that are needed to pursue further education in history or other social sciences. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in history.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully complete related advanced courses.
The program review included the following areas:
1. Classes offered and student enrollment
2. The number of students enrolled in a degree program in History
3. Student retention and program completion
The following table charts student enrollment in classes offered through the History department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in science degree following the history prescribed curriculum. At least one history class is also necessary to satisfy Area Four curriculum requirements in all other Associate in Science degree programs.

During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 1845 students were enrolled in 85 class sections. For the three semesters studied, the average enrollment per class was
21.71. During the three semesters reported, thirty-eight class sections in history were taught by full-time faculty. This is approximately 44.7% of course offerings. The remaining forty-seven sections or 55.3% of history classes were taught by part-time faculty members.

Class	Term	Number of Sections	Students Enrolled
HIS 101 - Western Civilization I	SU 02	5	75
HIS 102 - Western Civilization II	SU 02	4	63
HIS 201 - U.S. History I	SU 02	8	156
HIS 202 - U.S. History II	SU 02	6	96
HIS 101 - Western Civilization I	FA 02	8	186
HIS 102 - Western Civilization II	FA 02	8	161
HIS 201 - U.S. History I	FA 02	10	238
HIS 202 - U.S. History II	FA 02	7	133
HIS 101 -Western Civilization I	SP 03	6	139
HIS 102 -Western Civilization II	SP 03	5	123
HIS 201 - U.S. History I	SP 03	8	255
HIS 202 - U.S. History II	SP 03	10	220

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The following table displays the number of students who indicate their major to be history for the three semesters studied (Summer 2002, FaIl 2002, and Spring 2003).

The following table presents data on the number of students who graduated with an Associate in Science degree following the history curriculum.

In addition to those students who complete the associate in science degree, numerous GSCC students transfer to pursue further education in history without completing all associate degree requirements.
Many of the students who follow the history curriculum are reported for graduation purposes under general course.
Evaluation of program objectives for the History program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for
transfer to pursue further education in history. Comments from the respondents to the 2002 Graduate Survey cited the need for a geography lab.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the program and that it should be
continued.
2. Program completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicates that
students who transfer from Gadsden State and pursue further education in history achieve a comparable
level of academic success at senior institutions to that achieved at GSCC.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will
be necessary to upgrade instructional equipment and add current materials to library holdings
31

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer 2002	15	84	6
Fall 2002	25	269	18
Spring 2003	22	224	15

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	0
Fall 2001 - Summer 2002	2
Fall 2002 - Summer 2003	0

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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Home Economics 19.0101
The Home Economics program, which consists of courses that support the requirements for other associate degree programs, provides students instruction to attain knowledge and develop skills that are needed to pursue further education in home economics, education, or other related fields. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in home economics, education, or other related fields.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully complete related advanced courses.
The program review included the following areas:
1. Classes offered and student enrollment
2. Student retention and course completion
The following table charts student enrollment in classes offered through the Home Economics department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes satisfy degree requirements in related program fields such as child development.

During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 61 students were enrolled in four class sections. For the three semesters studied, the average enrollment per class was
15.25. During the three semesters reported, all four class sections in home economics, 100% of course offerings, were taught by full-time faculty.
Evaluation of program objectives for the Home Economics program for the last three years (2000- 2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in home economics, education, or other related fields.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the courses and that offerings
should be continued.
2. Course completion rates indicate that adequate student retention is being achieved.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment and continue to add current materials to library holdings.
32

Class	Term	Number of Sections	Students Enrolled
HEC 140 - Principles of Nutrition	SU 02	1	20
HEC 250 - Management in Family Living	SU 02	1	7
HEC 140 - Principles of Nutrition	FA 02	1	31
HEC 250 - Management in Family Living	SP 03	1	3

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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Marketing Management 52.01 01 and 52.1801
The Marketing Management program provides students instruction to attain knowledge and
develop skills that are needed for employment in fields such as sales promotion and/or supervision. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in a business discipline such as accounting, economics, marketing, management, or finance.
2. To offer principles or foundation courses that adequately prepare transfer students to successfully complete related advanced courses.
3. To provide courses and/or programs of study in business that prepare students for immediate employment, retrain existing employees, and/or provide opportunities for professional
development and enrichment in these fields.
4. To continue to satisfy the requirements to maintain program accreditation by the Association of Collegiate Business Schools and Programs (ACBSP).
The program review included the following areas:
1. Classes offered and student enrollment
2. The number of students enrolled in a degree program in Marketing Management
3. Student retention and program completion
4. Student performance in internship and co-op
4. Employment status of program graduates
The following table charts student enrollment in classes offered through the marketing
department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in applied science degree in Marketing Management.

In addition to the classes listed above, the Associate in Applied Science Degree in Marketing
Management requires several classes offered through the Business department.
33

Class	Term	Number of Sections	Students Enrolled
MKT 122 - Visual Merchandising	SU 02	Independent Study Only	2
MKT 122 - Visual Merchandising	FA 02	1	13
MKT 123 - Fundamentals of Selling	FA 02	1	12
MST 223 - Special Studies in Personnel Administration	FA 02	1	11
MKT 220 - Advertising and Sales Promotion	SP 03	1	12
MKT 221- Consumer Behavior	SP 03	1	9
MST 209 - Physical Supply and Distribution Management	SP 03	1	10
MST 225 - Special Studies in Business Management	SP 03	1	8

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During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 77 students were enrolled in 7 class sections. For the three semesters studied, the average enrollment per class was 11. During the three semesters reported, all eleven classes (100% of course offerings) were taught by a full- time faculty member.
The following table displays the number of students who indicate their major to be marketing management for the three semesters studied (Summer 2002, Fall 2002, and Spring 2003).

During Spring 2003, three employers/supervisors of interns in the Marketing Management program completed an evaluation of a student intern. Each evaluator rated the intern’s quality of work excellent. Evaluators rated the intern’s overall job performance outstanding. No employers of Marketing Management graduates responded to the 2002 Graduates Employer Survey.
The following table presents data on the number of students who graduated with an Associate in Applied Science degree in Marketing Management.

Evaluation of program objectives for the Marketing Management program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for employment. Based on the 2002 Graduate Survey, 71.4% of the Marketing Management graduates who responded were employed and 28.6% of respondents were not seeking work. None of the Marketing Management program graduates who responded to the survey were seeking employment.
Findings and Conclusions
1. Student enrollment data indicates that demand for the program is declining. If this trend continues, the viability of this program may become questionable.
2. Program completion rates indicate that adequate student retention is being achieved.
3.The employment of program graduates in the field may indicate that demand for these skills in the local labor market may not be adequate for continued program viability.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for the work place. In order to do this, it will be necessary to further assess the local labor market opportunities for Marketing Management program graduates.
34

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer2002	23	179	12
Fall 2002	35	360	24
Spring 2003	28	314	21

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	5
Fall 2001 - Summer 2002	8
Fall 2002 - Summer 2003	12

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INSTRUCTIONAL PROGRAM REVIEW (2003-2004) HEALTH, PHYSICAL EDUCATION, AND RECREATION
PED (34.01 03) HED (34.0199)
Background: The Health, Physical Education, and Recreation program offers courses, activities, and facilities in an effort to encourage a commitment to lifelong fitness and wellness. The program provides an array of courses with prefixes PED and HED both for students who wish to pursue the first two years of a four-year degree and for the promotion of physical fitness and wellness for students, faculty, staff, and members of the community. The teaching faculty consists of one full time instructor and ten (10) part-time instructors.
Mission and Goals: Gadsden State’s mission statement includes the following statements:
A. A wide range of academic courses prepares students to transfer
successfully to four-year institutions.
B. To provide continuing education and personal enrichment
opportunities that support life-long learning and civic, social,
and cultural quality of life.
The specific standing academic goals relating to this program are:
1. Provide instruction in community health and first aid.
2. Provide instruction in personal fitness and wellness.
3. Provide instruction in competitive sports activities.
4. Foster desire for commitment to lifelong fitness, health and wellness.
5. Provide continuing education and services for members of the community. Curriculum Design: Curriculum is approved by the Alabama College System. All courses conform to
the course description and competencies as outlined in the Alabama College System Course Directory.
The review included the following:
1. Is the enrollment high enough to support the full-time staff? Is the program cost effective?
2. Is the current curriculum effective to meet the standing goals of the program?
3. Is there a legitimate demand for students with the skills acquired in the program?
4. Is the program viable in terms of enrollment, completion, and employment?
FINDINGS AND CONCLUSIONS
The staff consists of one full time instructor. In addition, nine part-time coaches teach courses and provide curriculum advisement to student athletes; one part-time instructor teaches courses at the Ayers Campus in Ann iston. Additional part-time instructors are readily available. During fall and spring semesters (2002-2003), 676 students were enrolled in physical education (PED) and health (HED) classes. Based on FTE alone, the program is cost effective. In addition, the health, physical education, and recreation department, along with its affiliated athletic department, is actively involved in community outreach. Gadsden State intercollegiate athletic teams attract fans of all ages to our campus. Additionally, Gadsden State hosts a number of tournaments for various sports and provides practice facilities for several high schools. With the re-opening this fall of the swimming pool, the HPER department will broaden its outreach into the community.
2. The current curriculum is effective and is set by the Alabama College System Course Directory. In addition, Dr. John B. Hammett, Professor and Department Head of the Health, Physical Education, and Recreation Department at Jacksonville State University, evaluated the curriculum, course descriptions, and HPER Associate in Science program at Gadsden State. He stated: “The program of study in HPER at GSCC is appropriate for a
comprehensive two-year college, in my opinion. Students who complete this academic program as it is written in the 2093-2004 GSCC Catalog and Student Handbook should realize a one-to-one course transfer to the B.S.Ed, in HPER at Jacksonville State

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University.”
3. Even though Gadsden State does not presently require physical education in any major, the national emphasis on health and weilness has created a demand among students, faculty, staff, and the community for classes offered in the HPER department. With the proper promotion and with increased offerings, this demand would likely increase. Additionally, Jacksonville State University, the transfer institution of choice of many GSCC students, does require several PED and HED courses, which are offered at Gadsden State. Those students preparing to earn a four- year degree with a major in physical education or recreation are able to complete most of the required activity and health classes here. There is a demand for recreation directors, coaches, and physical education teachers.
4. The program is educationally and financially viable.
RECOMMENDATIONS
1. Hire a fall time wellness, health, and physical education instructor with expertise in the areas of fitness and weliness, cardiotherapy, and aquatics.
2. Hire sufficient lifeguards (part-time) to ensure pool safety and an attendant (part-time) to monitor the fitness and weight rooms and to assist with checking D’S for Open Swim.
3. Require a minimum of two hours of HPER classes as part of the core curriculum.
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INSTRUCTIONAL PROGRAM REVIEW (2003-2004)
PHYSICAL SCIENCE, ASTRONOMY AND PHYSICS—40.01 01, 40.0201 & 40.0801
The Gadsden State Physical Sciences Program provides core physical science and physics courses to support many of the degree and certificate programs at the College both for terminal degrees and transfer programs to four-year senior institutions. To round out the program, an introductory course in Astronomy has recently been incorporated. Whereas no two-year degree is offered in these areas, the programs are designed to prepare students to transfer to a four-year institution to complete their education with advanced degrees in Science, Physics, Education and other disciplines.
Goals:
4. To provide quality physical science and physics courses to support the requirements of many degree and certificate programs at the College and to ensure that all enrolled students will achieve at least a basic knowledge of these courses. This is consistent with the Mission Statement of the College that calls upon the College to provide all students with opportunities for educational, personal and professional advancement.
5. To offer excellence in physical science and physics courses that transfer to four-year colleges to prepare GSCC students to succeed, consistent with the College’s Mission Statement that the College will provide a wide range of academic courses to prepare students to transfer successfully to four-year institutions.
Curriculum Design: The Curricula for Physical Science and Physics conform to the course descriptions and competencies as approved by the Alabama College System and outlined in the ACS Course D rectory.
Evaluation Measures:
4. To ensure that the physical science and physics courses are offered and staffed in a logical schedule that makes these educational opportunities available to GSCC students.
5. To review grade records on a regular basis to ensure that appropriate grade levels are being met without evidence of grade inflation. In general, at least 70% of students who register in these courses will complete the courses without dropping and will receive a grade of “C” or better.
Evaluation Findings and Conclusions:
6. Schedules have been reviewed annually with every effort to maintain a varied schedule with courses scheduled at times most accessible to students. To avoid conflict with co-requisite math courses, the physical science and physics courses are generally offered primarily in the afternoons and at night.
7. An evaluation of the 2002-2003 grade reports for all physical science and physics courses shows a retention rate of 87.9% and the number of students maintaining a grade point average of “C” or above is 82.1%. The latter statistic clearly exceeds the stated goal of 70% for students making a “C” or better. The 87.9% rate of retention is excellent since this number also takes into account students who make course changes near the first of the semester, for example due to not having adequate prior preparation. This means that the true number of students who dropped the courses because they were unable to keep up and were failing is smaller than the indicated 12.1% withdrawal rate.
8. A study of enrollment figures over the past several years shows an increase in physical science enrollment, largely due to the change in the curricular requirements of some of the transfer programs to senior institutions, specifically for Education majors at nearby JSU. Enrollment in the recently added Astronomy course has exceeded expectations, and this course is being taken by students representing a wide range of majors.
9. The current curriculum is effective as it is set by the Alabama College System Course Directory. In addition, the transfer of these biology courses to other colleges in Alabama is guaranteed under Alabama’s statewide articulation agreement.
37

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Recommendations:
2. To further assure that students are regularly meeting desired learning competencies a system of uniform testing on comprehensive final exams is recommended for meaningful comparison from semester to semester.
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INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Political Science 45.1001
The Political Science program, which consists of courses that support the requirements for other associate degree programs, provides students instruction to attain knowledge and develop skills that are needed to pursue further education in political science, law, or other social sciences. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in political science or pre-law.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully complete related advanced courses.
The program review included the following areas:
1. Classes offered and student enrollment
2. The number of students enrolled in an associate degree program in Political Science
3. Student retention and program completion
The following table charts student enrollment in classes offered through the Political Science department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in science degree following the pre-law prescribed curriculum. Political Science classes can be taken to satisfy Area Four curriculum requirements in all other associate degree programs.

During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 96 students were enrolled in eight class sections. For the three semesters studied, the average enrollment per class was
12. During the three semesters reported, five class sections in political science were taught by full-time faculty. This is approximately 62.5% of course offerings. The remaining three sections or 37.5% of political science classes were taught by part-time faculty members.
39

Class	Term	Number of Sections	Students Enrolled
POL 211 - American National Government	SU 02	1	13
POL 211 - American National Government	FA 02	3	46
POL 220 - State and Local Government	FA 02	1	5
POL 211 - American National Government	SP 03	2	31
POL 220 - State and Local Government	SP 03	1	1

(3-02)

The following table displays the number of students who indicate their major to be political science for the three semesters studied (Summer 2002, Fall 2002, and Spring 2003).

The following table presents data on the number of students who graduated with an Associate in Science deqree followinc the Dre-law curriculum.

In addition to those students who complete the associate in science degree, numerous GSCC students transfer to pursue further education in political science or law without completing all associate degree requirements. Many of the students who follow the pre-law curriculum are reported for graduation purposes under general course.
Evaluation of program objectives for the Political Science program for the last three years (2000- 2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in political science or law.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the courses and that offerings
should be continued.
2. Course completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicate that
students who transfer from Gadsden State and pursues further education in political science or law
achieves a comparable level of academic success at senior institutions to that achieved at GSCC.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment and continue to add current materials to library holdings.

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer 2002	1	3	0
Fall 2002	4	40	3
Spring 2003	3	33	2

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	0
Fall 2001 - Summer 2002	0
Fall 2002 - Summer 2003	0

(2-0 1)
In addition to those students who complete the associate in science degree, numerous GSCC students transfer to pursue further education in political science or law without completing all associate degree requirements. Many of the students who follow the pre-law curriculum are reported for graduation purposes under general course.
Evaluation of program objectives for the Political Science program for the last three years (2000- 2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in political science or law.
41

(2-0 1)
INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Psychology 42.0101
The Psychology program provides students instruction to attain knowledge and develop skills that are needed to pursue further education in psychology, counseling, or other social sciences. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in history.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully complete related advanced courses.
The program review included the following areas:
1. Classes offered and student enrollment
2. The number of students enrolled in an Associate in Arts degree program in Psychology
3. Student retention and program completion
The following table charts student enrollment in classes offered through the Psychology department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in science degree following the psychology prescribed curriculum. Psychology classes can also be used to satisfy Area Four curriculum requirements in all other Associate degree programs.

During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 1557 students were enrolled in 63 class sections. For the three semesters studied, the average enrollment per class was
24.71. During the three semesters reported, twenty-two class sections in psychology were taught by fulltime faculty. This is approximately 34.9% of course offerings. The remaining forty-one sections or 65.1% of psychology classes were taught by part-time faculty members.
42

Class	Term	Number of Sections	Students Enrolled
PSY 200 - General Psychology	SU 02	8	202
PSY 210 - Human Growth and Development	SU 02	1	18
PSY 211 - Child Growth and Development	SU 02	1	8
PSY 230 - Abnormal Psychology	SU 02	2	16
PSY 106 - Career Exploration	FA 02	3	12
PSY 200 - General Psychology	FA 02	22	617
PSY 210 - Human Growth and Development	FA 02	1	41
PSY 230 - Abnormal Psychology	FA 02	1	5
PSY 106 - Career Exploration	SP 03	2	6
PSY 200 - General Psychology	SP 03	18	520
PSY 210 - Human Growth & Development	SP 03	2	74
PSY 230 - Abnormal Psychology	SP 03	2	38

(2-0 1)

The following table displays the number of students who indicate their major to be history for the three semesters studied (Summer 2002, Fall 2002, and Spring 2003).

The following table presents data on the number of students who graduated with an Associate in rts dearee followinQ the osvcholoav curriculum.

In addition to those students who complete the associate in science degree, numerous GSCC students transfer to pursue further education in psychology without completing all associate degree requirements. Many of the students who follow the psychology curriculum are reported for graduation purposes under general course.
Evaluation of program objectives for the Psychology program for the last three years (2000-2001,
2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for
transfer to pursue further education in psychology. Comments from the respondents to the 2002 Graduate
Survey recommended no improvements and indicated satisfaction with their educational experience at
GSCC.

Findings and Conclusionsi. Student enrollment data indicates that there is sufficient demand for the
program and that it should be continued.
2. Program completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicates that
students who transfer from Gadsden State and pursue further education in psychology achieve a
comparable level of academic success at senior institutions to that achieved at GSCC.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment and add current materials to library holdings.

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer 2002	37	233	16
Fall 2002	57	540	36
Spring 2003	54	571	38

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	7
Fall 2001 - Summer 2002	2
Fall 2002 - Summer 2003	6

(2-0 1)
INSTRUCTIONAL PROGRAM REVIEW (2002-2003)
Sociology 45.1101
The Sociology program provides students instruction to attain knowledge and develop skills that are needed to pursue further education in sociology, criminal justice, or other social sciences. The program objectives are
1. To offer courses and programs of study comparable to those offered by other postsecondary
institutions that satisfy the typical freshman and sophomore requirements to earn a bachelor of
science degree in history.
2. To offer principles or foundation courses that adequately prepare transfer students to
successfully corn plete related advanced courses.
The program review included the following areas;
1. Classes offered and student enrollment
2. The number of students enrolled in an associate degree program in Sociology
3. Student retention and program completion
The following table charts student enrollment in classes offered through the Sociology department for the three most recent semesters (Summer 2002, Fall 2002, and Spring 2003). Each of the classes is required for an associate in science degree following the sociology prescribed curriculum. Sociology classes can be taken to satisfy Area Four curriculum requirements in all other associate degree programs.

During the three semesters reported (Summer 2002, Fall 2002, and Spring 2003), 589 students were enrolled in 30 class sections. For the three semesters studied, the average enrollment per class was
19.63. During the three semesters reported, seventeen class sections in sociology were taught by full- time faculty. This is approximately 56.7% of course offerings. The remaining thirteen sections or 43.3% of sociology classes were taught by part-time faculty members.
The following table displays the number of students who indicate their major to be sociology for the three semesters studied (Summer 2002, Fall 2002, and Spring 2003).

Class	Term	Number of Sections	Students Enrolled
SOC 200 - Introduction to Sociology	SU 02	7	103
SOC 247 - Marriage and Family	SU 02	1	8
SOC 200 - Introduction to Sociology	FA 02	10	243
SOC 200 - Introduction to Sociology	SP 03	10	220
SOC 208 - Introduction to Criminology	SP 03	1	7
SOC 247 - Marriage and Family	SP 03	1	8

Term	Majors Enrolled (Head Count)	Credit Hours	Enrollment (FTE)
Summer 2002	4	28	2
Fal12002	11	110	7
Spring 2003	11	97	6

(2-0 1)

The following table presents data on the number of students who graduated with an Associate in Science degree following the sociolocw or social work curriculum.

In addition to those students who complete the associate in science degree, numerous GSCC students transfer to pursue further education in sociology without completing all associate degree requirements. Many of the students who follow the sociology curriculum are reported for graduation purposes under general course.
Evaluation of program objectives for the Sociology program for the last three years (2000-2001, 2001-2002, and 2002-2003) indicates that the department has succeeded in preparing students for transfer to pursue further education in sociology.
Findings and Conclusions
1. Student enrollment data indicates that there is sufficient demand for the program and that it should be
continued.
2. Program completion rates indicate that adequate student retention is being achieved.
3. Reports of student academic performance after transfer provided by senior institutions indicates that
students who transfer from Gadsden State and pursue further education in sociology achieve a
comparable level of academic success at senior institutions to that achieved at GSCC.
Recommendations
It is recommended that every effort be made to continue to provide students with learning opportunities that will adequately prepare them for further education and/or for the work place. In order to do this, it will be necessary to upgrade instructional equipment and continue to add current materials to library holdings.

Academic Year	Number of Graduates
Fall 2000 - Summer 2001	9
Fall 2001 - Summer 2002	1
Fall 2002 - Summer 2003	1

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
STATUS OF INACTIVE ANDIOR NON-VIABLE PROGRAMS
2003-2004 I 2005-2006

(2-0 1)
Form A-4

Institution: Gadsden State Community College

*Use 2000 edition of CIP codes.
Status Code: To be used to define program status: R - Intent to Reinstate T - Intent to Terminate N - NonViable
NOTE: Intention to reinstate requires notification of the Department of Postsecondary Education prior to program start-up.

Name of Program	*CIP Code	Date Program Became		Status
Inactive	Non-Viable
Radio &TV Broadcasting	10.0104		1999	T

(2-0 1)
Form A-4a
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
ANNUAL PROGRESS PROJECTION/NON-VIABLE PROGRAMS
2003-2004 / 2005-2006
Institution: Gadsden State Community College
Non-Viable Program:
CIP Code Award
None
Title in Department of Postsecondary Education’s Inventory
Provide a one-page summary on improving the viability of each non-viable program to include activities from academic year 1998-99 through academic year 2000-2001 undertaken to assess and improve this non-viable program. In particular, highlight what alternatives have been explored to date (such as distance education and technology), any outcomes of explorations (positive or negative), and what improvements have been achieved or are expected in the quality and productivity of the program.
47

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 5.3

(2-0 1)
(3-02)
Form A-5

Institution:
Projected fiscal year:

Gadsden State Community Colleae
2003-2004

RUse 2000 edition of CIP codes. See page 9 for accompanying documentation.
**lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.
48

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
26.0101	4 ea Desktop Computers	7200	Unrestricted	5 years
26.0101	4 ea HP Printers	1600	Unrestricted	5 years
26.0101	4 ea Laptop Computers	7200	Unrestricted	5 years
26.0101	4 ea NEC Projectors	8000	Unrestricted	5 years
26.0101	4 ea Projector Mounts	950	Unrestricted	10 years
26.0101	2 ea Mid Desktop Computers	2400	Unrestricted	5 years
26.0101	10 ea VCRJDVD Combo	2000	Unrestricted	5 years
40.0101	1 ea Deluxe Laptop	2800	Unrestricted	5 years
40.0501	2 ea Desktop Computers	3600	Unrestricted	5 years
40.0501	2 ea HP Printers	800	Unrestricted	5 years
40.0501	2 ea Laptop Computers	3600	Unrestricted	5 years
40.0501	2 ea NEC Projectors	4000	Unrestricted	5 years
40.0501	2 ea Projector Mounts	425	Unrestricted	10 years
40.050 1	2 ea Mid Desktop Computers	2400	Unrestricted	5 years
40.0501	8 ea VCRJDVD Combo	1600	Unrestricted	5 years
40.0501	4 ea Chemical Scales	3600	Unrestricted	5 years
40.0501	15 ea Cables & Connectors	150	Unrestricted	5 years
TOTAL		52,325

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-200412005-2006
SACSICOC Criteria 5.3
Institution: Gadsden State Community Colleqe

Projected fiscal year:

2003-2004

wuse 2000 edition of C1P codes. See page 9 for accompanying documentation.
lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form #5 is to be completed for each of the three projected fiscal years. Please total each page used.

(2-01)
(3-0 2)
Form A-5

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
45.0801	2 Advanced Level Desktop PC	3246.00	Unrestricted	5 years
51.1501	Advanced Level desktop PC	1623.00	Unrestricted	5 years
51.1004	72” mounted smart board	14000.00	Restricted	5 years
51 .1004	3 Sony LCD projectors	8400.00	Restricted	5 years
51.1004	2 laptop pc	6000.00	Restricted	2 years
26.0101	828 biological slides	3360.00	Unrestricted	5 years
26.0101	2 cell models	320.00	Unrestricted	10 years
26.0101	4 service carts	500.00	Unrestricted	10 years
26.0101	Misc. chemicals & supplies	2400.00	Unrestricted	2 years
26.0101	1440 biological slides	8500.00	Unrestricted	5 years
26.0101	Misc. materials & samples	4500.00	Unrestricted	5 years
51 .0907	72” mounted smart board	14000.00	Restricted	5 years
51.0907	Sony LCD projector	2800.00	Restricted	5 years
32.01 09	EsI laboratory	20000.00	Unrestricted	6 years
32.01 09	2 projector/computers	12000.00	Unrestricted	6 years
32.0109	Writing lab/Anniston	15000.00	Unrestricted	6 years
32.0109	3 TV/DVDNCR	1800.00	Unrestricted	10 years
TOTAL		118,449.00

Institution:
Projected fiscal year:

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 5.3
Gadsden State Community Collece
2003-2004

(2-0 1)
(3-02)
Form A-5

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
**lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
27.0101	50 user Maple license	5000.00	UR	1 year
27.0101	Software Classmaster	120.00	UR	1 year
27.0101	5 AC AP Reflection IBM	360.00	UR	5 years
27.0101	35 student pc-w/o monitor	22400.00	UR	5 years
27.0101	36 Phillips Monitors	7200.00	UR	5 years
27.0101	1 faculty pc wlo monitor	780.00	UR	5 years
27.0101	2 Netgear 24 port 1/1 00 switch	480.00	UR	5 years
27.0101	1 printer deskjet 5550	140.00	UR	5 years
27.0101	1 Scanjet 4570 CXI scanner	210.00	UR	5 years
27.0101	1 Projector	1700.00	UR	5 years
27.0101	1 ceiling mount kit /vt600-lg	130.00	UR	5 years
27.0101	2 surge protectors 10 outlet	80.00	UR	5 years
27.0101	40 student workstations 24x42	7600.00	UR	5 years
27.0101	2 faculty workstation desk	560.00	UR	5 years
27.0101	41 keyboard trays KD-i000	3690.00	UR	5years
27.0101	41 cpu holders CPU-i	2870.00	UR	5 years
27.0101	41 task chairs armless NS-1- SDW	4100.00	UR	5 years
TOTAL		57,420.00

Institution:

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 5.3
Gadsden State Community Colleoe

Projected fiscal year: 2003-2004

(2-0 1) (3-02)
Form A-5

LJ 2000 edition of CIP codes. See page 9 for accompanying documentation.
*9nclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
27.0101	2 black cartridges 10 hp	100.00	UR	5 years
27.0101	1 scanjet scanner	210.00	UR	5 years
27.0101	1 ps7O-2 paper shredder	150.00	UR	5 years
27.0101	2 advanced laptop Inspiron	4320.00	UR	5 years
27.0101	2upgrade24xcd-rw/dvd	320.00	UR	5 years
11.0101	NEC VT660 projector	1699.00	UR	5 years
11.0101	Ceiling Mount Kitlprojector	122.00	UR	5 years
11.0101	Smart Board 72”	1524.00	UR	5 years
11.0101	Wc2-NA wireless connection for Smartboard	349.00	UR	5 years
11.0101	Cisco CCNP 3.0 Lab Upgrade — Switch Blocks Bevill Center	18325.00	UR	3 years
11.0101	Reflections Emulation Software 2	144.00	UR	5 years
11.0101	HPScanjet457OCXl	226.00	UR	3years
11.0101	4 Netgear Switch 8 port switch	243.00	UR	3 years
11.01011	Cat 5 cable blue 1000 feet	139.00	UR	3 years
11.0101	Nec vt 660 projector	1699.00	UR	5 years
11.0101	Ceiling Mount Kit/Projector	122.00	UR	5 years
11.0101	SmartBoard72”	1524.00	UR	5years
TOTAL		31,216.00

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 5.3
Institution: Gadsden State Community College
Projected fiscal year: 2003-2004

(2-0 1)
(3-02)
Form A-5

Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
9ncIude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
11.0101	Wireless Connection/Smartboard	349.00	UR	5years
11.0101	2lAcademicDesktopPC÷	17514.00	UR	3years
11.0101	21 S0nyCDRW drive	1582.00	UR	3 years
11.0101	21 4Port USB Internal Hub	434.00	UR	3 years
11.0101	21 Monitors Phillips 107E14	3608.00	UR	3 years
11.0101	HP Scanjet Scanner 4570 CXI	203.00	UR	3 years
11.0101	HPLaserjet4200N	1572.00	UR	3years
11.0101	3 netgear 8 port switch	182.00	UR	3 years
11.0101	Cat5Cable500ft	43.00	UR	3years
11.0101	Reflections Emulation Software	216.00	UR	5 years
24.0102(LRC)	16 entry level desktop pcs	13992.00	UR	4 years
24.0102(LRC)	3 laptop computers	3000.00	UR	5 years
24.0102(LRC)	5TVs	1750.00	UR	7years
24.0102(LRC)	l0TVcarts	1000.00	UR	l5years
TOTAL		45,445.00

(3-02)

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 5.3

Institution: Gadsden State Community Colleqe
Projected fiscal year: 2003-2004

(2-0 1)
Form A-5

TOTAL

80,000.00

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
**Include all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
51 .0904	ACLS Manikin —2 1 for Ann iston Campus & 1 for Gadsden Campus	$15,000	Unrestricted	5 Years
51 .0904	Lifepac 12 Monitor/defibrillators -2 1 for Ann iston Campus & 1 for Gadsden Campus	$30,ÔO0	Unrestricted	5 Years
51.0904	20 Computers for EMS lab	$30,000	Unrestricted	5 Years
09.9999	Pop-Up Exhibit Display	$5,000.00	Unrestricted	10 Years

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-200412005-2006
SACS/COC Criteria 5.3

(2-01)
(3-02)
Form A-5

Institution:
Projected fiscal

Gadsden State Community Collecie year: 2004-2005

RUse 2000 edition of CIP codes. See page 9 for accompanying documentation.
**lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *l Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
24.0102(LRC)	16 entry level desktop pcs	13992.00	UR	4 years
24.0102(LRD	3 laptops	3000.00	UR	5 years
26.0101	Biological Samples	2200.00	UR	5 years
26.0101	Biological Models	18600.00	UR	10 years
26.01 01	Biological Models	6800.00	UR	10 years
40.0501	4 Chemical Balances	3600.00	UR	5 years
27.0101	3 Teacher Computers	4500.00	UR	5 years
27.0101	2 laptop computers	3000.00	UR	5 years
27.0101	Projection System	3000.00	UR	5 years
27.0101	4 Computer desks	4000.00	UR	5 years
27.0101	Ceiling mounted video computer projector system	7700.00	UR	5 years
27.0101	35 Graphing Calculators	4500.00	UR	5 years
27.0101	Software Upgrades	6000.00	UR	5 years
27.0101	35 Student PC’s w/monitors	32800.00	UR	5 years
27.0101	3 printers	400.00	UR	5 years
TOTAL		114,092.00

(3-02)

(2-01)

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-200412005-2006
SACS/COC Criteria 5.3

Form A-5

Institution:
Projected fiscal year: 2004-2005

Gadsden State Community Collecie

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
*9nclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
32.0109	Reading Laboratory	25000.00	UR	6 years
09.0101	Projector/computer	4000.00	UR	6 years
32.0109	Projector/Computer	4000.00	UR	6 years
32.0109	Television/DVDNCR	600.00	UR	10 years
32.0109	6 computers/Anniston Lab	6000.00	UR	6 years
20.0201	2 DVDNCR	298.00	UR	10 years
42.0101	32inTV	500.00	UR	loyears
42.0101	DVDNCRCombo	299.00	UR	l0years
45.1101	Bulbs/Overhead	75.00	UR	1 year
45.1101	Overhead stand	177.00	UR	10 years
51.0907	Cassette Holder	160.00	UR	5 years
51 .0907	Radiographic Cassettes	1000.00	UR	5 years
51 .0907	Positioning Spounges	1000.00	UR	2 years
51.0907	Laptop PC	3000.00	R	2 years
51 .0907	Upright Bucky Device	3500.00	R	15 years
TOTAL		49,609.00

(3-02)

(2-01)

nstitution:

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006 SACSICOC Criteria 5.3
Gadsden State Community Colleae
2004-2005

Form A-5

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.

**Include all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Projected fiscal year:

Program Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
51.0904	ACLS Manikin — 2 1 for Anniston Campus & 1 for Gadsden Campus	$15,000	Unrestricted	5 Years
51 .0904	Lifepac 12 Monitor/defibrillators -2 1 for Anniston Campus & 1 for Gadsden Campus	$30,000	Unrestricted	5 Years
51.0904	Trauma Manikin — 2 1 for Anniston Campus & 1 for Gadsden Campus	$5,000	Unrestricted	5 Years
51 .0904	20 Computers for EMS lab	$30,000	Unrestricted	5 Years
09.9999	Pop-Up Exhibit Display	$5,000.00	Unrestricted	10 Years
09.9999	Computer System(s) (monitor, tower, printer)	$5,000.00	Unrestricted	3 Years
TOTAL		90,000.00

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-200412005-2006
SACSICOC Criteria 5.3

(2-0 1)
(3-0 2)
Form A-5

Institution:
Projected fiscal year:

Gadsden State Community Colleae
2005-2006

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
23.0101	Writing Laboratory	30000.00	UR	6 years
09.0101	Projector/computer	4000.00	UR	6 years
23.01 01	Projector/computer	4000.00	UR	6 years
23.0101	Television/DVDNCR	600.00	UR	10 years
26.0101	Autoclave	12600.00	UR	10 years
26.0101	Misc Materials & supplies	9000.00	UR	10 years
26.0101	Misc Equipment to set up lab	7000.00	UR	10 years
26.0101	480 biological slides	2200.00	UR	5 years
26.0101	2servicecarts	250.00	UR	5years
26.0101	Refrigerator Unit	600.00	UR	10 years
40.0801	6 mid desktop computers	7200.00	UR	5 years
40.0801	6 Experimental Interfaces	3600.00	UR	5 years
40.0801	6 sets transducers	3600.00	UR	5 years
42.0101	Smartboard & Projector Syst.	4678.00	UR	8 years
45.0801	Elmo System	4000.00	UR	8 years
TOTAL		93,328.00

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACS/COC Criteria 5.3

(2-0 1)
(3-02)
Form A-5

Institution:
Projected fiscal year:

Gadsden State Community Colleae
2005-2006

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
lnclude all data processing equipment for instructional use that is also described on Form G-1.

Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Program *CIP code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
27.0101	3 laptop computers	4500.00	UR	5 years
27.0101	3 teacher computers	4500.00	UR	5 years
27.0101	6 printers	1000.00	UR	5 years
27.0101	High quality digital camera	1000.00	UR	5 years
27.0101	Projection system	3000.00	UR	5 years
27.0101	Computer desklfurniture	4000.00	UR	5 years
27.0101	Math software	600.00	UR	5 years
27.0101	35 graphing calculators	4500.00	UR	5 years
27.0101	4 overhead projectors	1600.00	UR	5 years
27.0101	35 student PCC’s	32800.00	UR	5 years
51.0907	Full body phantom	18000.00	R	10 years
51 .0907	Sectional phantoms	5000.00	R	10 years
TOTAL		80,500.00

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 5.3

(2-0 1)
(3-02)
Form A-5

Institution:
Projected fiscal year:

Gadsden State Community Colleae
2005-2006

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.
**lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.
59

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
51 .1004	2 Marster’s Incubators	2750.00	R	5 years
51.1004	2 Rh View Boxes	620.00	UR	5 years
51.1004	2 Ependorf 2000 Pipettors	580.00	UR	3 years
51.1004	Commercial 2-door Refrigerator Unit	5700.00	R	10 years
51.1004	Instructor office computer	2000.00	R	3 years
51.1004	2 C-Serofuge 1001	2660.00	R	5 years
52.0302	19 Pentium 4 computers to replace lab computers no longer functional	24700.00	UR	5 years
24.0102(LRC)	16 entry level desktop pcs	13992.00	UR	4 years
24.0102(LRC)	3 laptops	330.00	UR	5 years
TOTAL		53,332.00

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTRUCTIONAL EQUIPMENT
2003-20 04 I 2005-2006
SACSICOC Criteria 5.3

(2-0 1)
(3-02)
Form A-5

Institution:
Projected fiscal year:.

2005-2006

*Use 2000 edition of CIP codes. See page 9 for accompanying documentation.

**lnclude all data processing equipment for instructional use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-5 is to be completed for each of the three projected fiscal years. Please total each page used.

Gadsden State Community Colleae

Program *CIP Code	**Brief Description	Estimated Cost (Total Cost)	Projected Source of Funds	Useful Life of Equipment
51.0904	ACLS Manikin —2 1 for Anniston Campus & 1 for Gadsden Campus	$15,000	Unrestricted	5 Years
51 .0904	Lifepac 12 Monitor/defibrillators -2 1 for Ann iston Campus & 1 for Gadsden Campus	$30,000	Unrestricted	5 Years
51.0904	Trauma Manikin — 2 1 for Ann iston Campus & 1 for Gadsden Campus	$5,000	Unrestricted	5 Years
51.0904	20 Computers for EMS lab	$30,000	Unrestricted	5 Years
09.9999	Computer System(s) (monitor, tower, printer)	$5,000.00	Unrestricted	3 Years
09.999	Desk/credenza	$4,000.00	Unrestricted	6 Years
09.999	Filing cabinets	$1,000.00	Unrestricted	10 Years
TOTAL		90,000.00

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
MAJOR INSTRUCTIONAL EQUIPMENT BY COLLEGE DEPARTMENTS
2003-2 004 I 2005-2006
SACS/COC Criteria 5.3

(2-0 1)
Form A-5a

Institution:

Gadsden State Community College

Institution: OCCUPATIONAL/TECHNICAL PROGRAMS

48.0508 WDT 15 yrs. 0% 25% $2,200 $0 $15,000
61

College Accounting Organizational Code	Dept Code	Average Age of Equipment	% Equip Replaced AY 02-03	% Equip Needing Replacement within Two Years	Amount Equip Expenditures AY 02-03		Projected Equip Expenditures Needs Within Three Years
Restricted Funds	Unrestricted Funds
12.0401	COS	10 yrs.	5%	50%	$0	$0	$20,000
15.0201	CET	3 yrs.	33%	40%	$0	$0	$ 5,000
15.0303	EET	6 yrs.	25%	30%	$43,227	$0	$85,000
15.0303	TCT	7 yrs.	20%	35%	$92,287	$0	$60,000
15.0501	ACR	10 yrs.	7%	40%	$4,000	$0	$15,000
22.0303	RTR	2 yrs.	70%	20%	$45,000	$0	$20,000
46.0201	CAR	15 yrs.	5%	40%	$0	$175	$12,000
47.0303	ELT	l2yrs.	25%	50%	$46,500	$0	$18,000
47.0303	tNT	14 yrs.	8%	40%	$17,800	$280	$141,000
47.0603	ABR	5 yrs.	5%	10%	$3,800	$650	$ 7,000
47.0604	AUM	5 yrs.	5%	15%	$48,300	$200	$25,000
47.0606	SER	16 yrs.	8%	15%	$0	$0	$ 5,000
48.0303	UPH	15 yrs.	5%	50%	$0	$200	$15,000
48.0507	Mfl	5yrs.	0%	10%	$0	$0	$20,000

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
MAJOR INSTRUCTIONAL EQUIPMENT
BY COLLEGE DEPARTMENTS 2003-200412005-2006
SACSICOC Criteria 5.3

(2-01)
(3-0 2)
Form A-5a

Institution:

Gadsden State Community Colleae

Note: Programs are identified by accounting organizational codes.
62

OCCUPATIONAL/TECHNICAL PROGRAMS

College Accounting Organizational Code	Dept Code		Average Age of Equipment	% Equip Replaced AY 99.00	% Equip Needing Replacement within Two Years	Amount Equip Expenditures AY 01.02		Projected Equip Expenditures Needs Within Three Years
Restricted Funds	Unrestricted Funds
2130	CAD		1 year		0
2010	ACT		1+ year		75
1170	RAD		5 years	5%	20%	X		27,470
1120	CLT		5years	5%	15%	X		19,521
ACADE				MIC AND T	RANSFER PR	OGRAMS
2010/2040	BUS	1 year			0
6070	MTH	6 years		20%	75%	$0	30,000

(2-01)
Form A-6
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
LIBRARY HOLDINGS
2003-2004 I 2005-2006
SACS/COC Criteria 5.2
Institution: Gadsden State Community College Libraries
Projected fiscal year: 2003-2004
Date of most recent inventory: 2001-2003
1. Current status (from most recent inventory)
A. Number of reference volumes (encyclopedia, etc.) 18,377
B. Number of books (of various subject matter and authors) 108,400 (includes Jacksonville State University and University of Alabama holdings)
C. Total dollar value of A& B from last financial statement $2.874,51 6.94
D. Number of periodicals (magazines, journals, etc.) 30,867 (includes Jacksonville State University and University of Alabama holdings)
Dollar value from last financial state $*included in amount C above GSCC $1 50,000 Ayers
2. Is an adequate security system in place? Yes XX (Ayers system needs repair) No —
3. Proposed purchases
A. Number of reference volumes 350 Dollar value $ 40,000
B. Number of books 1900 Dollar value $ 92,400
C. Number of periodicals 950 Dollar value $ 68,000
D. Other: Media software: $15,000 Computer Software: $15,000
4. Library Automation:
A. Is the library automated? Yes X No
If yes, list the name of the library automation system, version or release. Include modules which are operation (e.g. public access catalogue, circulation, acquisitions, serial control).
SIRSI/DRA DRA Classic v.7.2 for Circulation, Cataloging and Interlibrary Loan. DRA TAOS v.1.3 for Public
Access Catalog.
Athnea 8.1 public access catalogue, circulation.
B. If no, are plans being made to automate?
If yes, briefly describe the plans for automation.
63

(2-0 1)

*lnclude all data processing equipment for library use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-6 is to be completed for each of the three projected fiscal years.
C. Does the library have access to the Internet? Yes X No _____
D. Does the library system comply with the Z39.50 standard? Yes X No —
E. Please describe the local area network the library is using.
The Meadows Library has a Windows 2000 server network supporting 12 student research workstations, three student e-mail workstations, six public access catalogs, and nine staff workstations. Database subscriptions complement the Library’s participation the Alabama Virtual Library (AVL). a multi-product database available through the Alabama Supercomputer (Alabama Research and Education Network). AVL is available on all campuses and from home. Databases purchased by Gadsden State are only available on the college campuses. GSCC
Ti line Ayers
F. List all stand alone CD ROM programs in the library.
See attached list.
G. Are CD ROM programs networked with the library system? Yes No_
H. Does the library have Solinet? Yes No_
*Affihiate member of Solinet
J. Are there plans to join, and if so, when?
K. Other automation information:
The Library maintains a web page linked from the College homepage. We link to sites of interest, e.g. colleges, career planning, grammar, literary research, distance education, and local information. Institutional materials and library information (staff, hours, holdings) and a FAQ file are also included.

*Description of Equipment

Estimated Cost

Projected Source of
Funds

Useful
Life

(2-0 1)
Form A-6
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
LIBRARY HOLDINGS
2003-2004 I 2005-2006
SACS/COC Criteria 5.2
Institution: Gadsden State Community CoIIee Libraries
Projected fiscal year: 2004-2005
Date of most recent inventory: 2001 -2003 GSCC April 2003
1. Current status (from most recent inventory)
A. Number of reference volumes (encyclopedia, etc.) 18,377
B. Number of books (of various subject matter and authors) 108.400 (includes Jacksonville State University and University of Alabama holdings)
C. Total dollar value of A& B from last financial statement $2,874,516.94
D. Number of periodicals (magazines, journals, etc.) 30,867 (includes Jacksonville State University and University of Alabama holdings)
Dollar value from last financial state $*included in amount C above GSCC $1 50,000 Ayers
2. Is an adequate security system in place? Yes No
3. Proposed purchases
A. Number of reference volumes 350 Dollar value $ 42.000
C. Number of books 1900 Dollar value $ $95,000
D. Number of periodicals 950 Dollar value $ 72.000
E. Other: Media software: $15,000 Computer software: $15.000
4. Library Automation:
A. Is the library automated? Yes X GSCC No_
If yes, list the name of the library automation system, version or release. Include modules which are operation (e.g. public access catalogue, circulation, acquisitions, serial control).
SIRSI/DRA DRA Classic v.7.2 for Circulation, Cataloging and Interlibrary Loan. DRA TAOS v.1.3 for Public
Access Catalog. GSCC
Hopefully by this year we will be automated with the LMN consortium of north Alabama — public access
catalogue, circulation, acquisitions, and serials control.
F. If no, are plans being made to automate?
If yes, briefly describe the plans for automation.
65

(2-0 1)

lnclude all data processing equipment for library use that is also described on Form G-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-6 is to be completed for each of the three projected fiscal years.
C. Does the library have access to the Internet? Yes No _____
D. Does the library system comply with the Z39.50 standard? Yes X No —
E. Please describe the local area network the library is using.
The Meadows Library has a Windows 2000 server network supporting 12 student research workstations, three student e-mail workstations, six public access catalogs, and nine staff workstations. Database subscriptions complement the Library’s participation the Alabama Virtual Library (AVL). a multi-product database available through the Alabama Supercomputer (Alabama Research and Education Network). AVL is available on all campuses and from home. Databases purchased by Gadsden State are only available on the college campuses. GSCC
TI line.
F. List all stand alone CD ROM programs in the library.
See attached list.
G. Are CD ROM programs networked with the library system? Yes
H. Does the library have Solinet? Yes. No_ *Affihiate member of Solinet
Are there plans to join, and if so, when?
J. Other automation information:
The Library maintains a web page linked from the College homepage. We link to sites of interest, e.g. colleges, career planning, grammar, literary research, distance education, and local information. Institutional materials and library information (staff, hours, holdings) and a FAQ file are also included.
66

*Description of Equipment	Estimated Cost	Projected Source of	Useful
		Funds	Life

(2-0 1)
Form A-6
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
LIBRARY HOLDINGS
2003-2004 I 2005-2006
SACSICOC Criteria 5.2
Institution: Gadsden State Community College Libraries
Projected fiscal year: 2005-2006
Date of most recent inventory: 2001-2003
Current status (from most recent inventory)
A. Number of reference volumes (encyclopedia, etc.) 18,377
B. Number of books (of various subject matter and authors) 108,400 (includes Jacksonville State University and University of Alabama holdings)
C. Total dollar value of A& B from last financial statement_$2,8751 6.94
D. Number of periodicals (magazines, journals, etc.) 30,867 (includes Jacksonville State University and University of Alabama holdings)
Dollar value from last financial state $*included in amount C above GSCC
$150,000 Ayers
2. Is an adequate security system in place? Yes No —
3. Proposed purchases
A Number of reference volumes 350 Dollar value $ 44,700
B. Number of books 1900 Dollar value $ 95.000
C. Number of periodicals 950 Dollar value $ 70.600
D. Other: Media Software: $15,000 Comøuter software: $15,000
4. Library Automation:
A. Is the library automated? Yes No_
If yes, list the name of the library automation system, version or release. Include modules which are operation (e.g. public access catalogue, circulation, acquisitions, serial control).
SIRSI/DRA DRA Classic v.7.2 for Circulation, Cataloging and lnterlibrary Loan. DRA TAOS v.1.3 for Public Access Catalog.
We intend to automate the Ayers campus library using the LMN consortium — public access catalogue, circulation, acquisitions, and serials control.
B.lf no, are plans being made to automate?
If yes, briefly describe the plans for automation.
67

(2-0 1)

*lnclude all data processing equipment for library use that is also described on Form 0-1.
Source of funds should be listed as Unrestricted (state request) or Restricted (an external source is projected). One Form A-6 is to be completed for each of the three projected fiscal years.

C. Does the library have access to the Internet? Yes X No

D. Does the library system comply with the Z39.50 standard? Yes X No

E. Please describe the local area network the library is using.

The Meadows Librar’ has a Windows 2000 server network supporting 12 student research workstations, three student e-mail workstations, six public access catalogs, and nine staff workstations. Database subscriptions complement the Library’s participation the Alabama Virtual Library (AVL), a multi-product database available through the Alabama Supercomputer (Alabama Research and Education Network). AVL is available on all campuses and from home. Databases purchased by Gadsden State are only available on the college

campuses. Ti line

F. List all stand alone CD ROM programs in the library.
See attached list.

G. Are CD ROM programs networked with the library system? Yes jNo_

H. Does the library have Solinet?
*Affihiate member of Solinet

Yes X * No

Are there plans to join, and if so, when?
J. Other automation information:
The Library maintains a web page linked from the College homepage. We link to sites of interest, e.g. colleges, career planning, grammar, literary research, distance education, and local information. Institutional materials and library information (staff, hours, holdings) and a FAQ file are also included.

*Description of Equipment	Estimated Cost	Projected Source of Funds	Useful Life
LMN Consortium using Innovative Interfaces Ayers	$20,000	Restricted	20 years

(2-0 1)
Form A-6 4-F
CD-ROMS IN THE CAIN LIBRARY AYERS
Automobile
technician
certification
challenge
Bate’s guide to physical examination and history taking
Biology: respiratory system
CatWorks: a technological dissection on CD-ROM
CD-Atlas Clinical medicine
CD-ROM for librarians and educators
Clinical examinations
Clinical simulations in medical-surgical nursing I
Clinical simulations in medical-surgical nursing II
Core chemistry 11-14
Delmar’s anatomy & physiology challenge
Delmar’s anatomy & physiology
Delmar’s electronic care plan maker for nurses
Developing JavaBeans using VisualAge for Java
Dosage calculations
Electricity: the invisible river of energy
Electronic devices
Encyclopedia of nursing skills
Ensure student success: PN essentials
Exploring genetics and heredity
Force and work: energy in action
General surgery instruments
GYN instruments
Heat and changing states of matter
History of surgery
Home care: patient and family instructions
I M Meds: intramuscular, subcutaneous, & intrademal medication administration
69

(2-0 1)

I M Meds : oral & EEN medication administration
Internet file formats
Intestinal and GB instruments
Introduction to transcultural assessment in interactive CD-ROM tutorial
Light, lenses, arid lasers
Lippincott Williams & Wilkin’s perioperative skills
Manual of home health nursing procedures
Mastering clinical skills v.1-v.3
Med-Surg mania
Milady’s standard cosmetology
Mosby’s medical encyclopedia for health professionals
Motion : Newton’s three laws
NCLEX-PN success : Q & A testing tool
NCLEX-PN test success: Q & A approach
The Network Press encyclopedia of networking
Nursing process in pre & post surgical care: postoperative care
Nursing process in pre & post surgical care: preoperative care
Orthopedic instruments
Phlebotomy tutor
Physical assessment findings CD-ROM
Ready! Set! Sign!
Recognizing common dysrhythmias
Saunders Q& A review for NCLEX-PN
Successful problem solving & test taking for nursing and NCLEX-RN exams
Successful problem solving & test taking for beginning nursing students
Super tutor chemistry
Test-taking beginning : a critical thinking tutorial
Test-taking PN : a critical thinking tool
Waves: energy in motion
70

(2-01)
Form A-7
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
DISTANCE LEARNING PROGRAMS
2003-2004 I 2005-2006
SACS/COC Criteria 4.5
Institution: GADSDEN STATE COMMUNITY COLLEGE
1. Describe the distance learning plan inclusive of instructional programs using electronically- based instruction offered geographically distant from the main campus.
Distance learning credit courses at Gadsden State Community College include dual enrollment classes taught in the area high schools and private schools, nontraditional formats of instructional delivery, such as video and online courses, and courses taught at nontraditional off-site locations such as businesses, elementary and secondary schools, and community centers. Early Childhood Development classes are also taught by the College, at Northeast Community College. Electronic courses are offered via the WebCT Course Management tool in the academic, technical, and administrative areas.
The distance learning plan focuses on ensuring that the level of instruction is the same as traditional credit courses no matter what the format or source of the instruction. The College has defined guidelines and procedures to evaluate educational effectiveness and the quality of learning.
The College continually upgrades elements of the courses offered under Distance Learning and the Distance Learning committee implements and oversees the planning, goals set, and evaluation of efforts undertaken for distance education. This committee is composed the Division Chairs whose divisions teach distance learning courses, a faculty members who duties include teaching distance learning courses as well as training faculty in distance learning technologies, and various faculty members who teach distance learning courses or dual enrollment courses. Evaluation results and recommendations made by the committee are reported to the Deans of Instructional Services and Student Services.
Student survey instruments or online surveys were created for these nontraditional courses so that they are evaluated on the unique qualities of the course delivery and content as well as the instructional process. A Student Services and Facilities survey is also given to the distance learning students. The course evaluation for online courses is made available online through the WebCT platform which is easily accessible to the students. With the results of the evaluations, the College will continually assess the services offered and the delivery of services for distance learning students.
The student evaluations for other distance learning classes, such as dual enrollment, video, and those
delivered at off-campus sites, are the same evaluations given to students in traditional on-campus courses.
The evaluations for the off-campus sites are compiled separately to compare, and are also sent to the
Deans of Instructional Services and Student Services for review.
2. Detail the technological equipment, connectivity, data transport, course delivery, and student support components of the distance learning programs.
Gadsden State Community College operates a Sun Microsystems E250 Server connected to the College’s mainframe computer. T-l is used for data transport to connect the server to the Alabama Research and Education Network. The ISP is the supercomputer located in Huntsville, Alabama. Course delivery is accomplished using the WebCT platform.
WebCT is the course management system used for course delivery for online courses at the College. This is housed on a dedicated server and accessible via the college’s T-l line. These may be offered totally online or as a ‘Web Enhanced” class with portions being offered electronically and portions held onsite. To aid student support, there are volunteer Online Advisors at each of the Gadsden State Community College’s Campus locations. There are also three employees whose duties are partially devoted to online programs.
Student support services for distance learning students include the Virtual Library and STARS programs that are available on campus and through online sources. Applications can be completed online through the web site for the Office of Admissions. Student advising can be done by phone or email to advisors in the Counseling office or faculty advisors in their major. Financial Aid questions can be answered by phone
71

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develop and deliver online courses as well as aspects particular to successful online learning. The following links provide more information.
Faculty Advisors/Mentors are listed at: http://www.gadsdenstate.edu/dl/dlAdvisors.htm Faculty Distance Learning training is listed at: http://www.gadsdenstate.edu/dl/workshorshtm.
The Distance Learning Committee developed a procedure in which each online course has two department instructors as designers of the course. At the point the class is delivered, a fellow faculty member, plus the Division Chair, will evaluate the course and approve it before it is sent to the Dean of Instructional Services for approval. This procedure is documented with forms containing dates and all signatures.
Instructors who teach video courses have all been trained in the process, including scheduling exams, assigning projects, and operating video equipment.
Additional training and assistance is also available to instructors through their subject-specific professional associations such as Teaching English in the Two-Year College (TYCA), etc.
73

(2-0 1)
Form B-i
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
STUDENT DEVELOPMENT SERVICES
2003-2004 / 2005-2006
SACS/COC Critena 4.7,5.4,5.5
Institution: Gadsden State Community College
List all goals and objectives to be completed in 2003-2004/2005-2006.
a. To provide admission, registration, counseling, and other support services to meet students’ needs for access to the institution including appropriate accommodations for students with documented disabilities
b. To assist in creating an environment which is conducive to student development, self-awareness, diversity, and health and safety
c. To provide services which facilitate the successful movement of the student through the educational process to completion of his/her identified goals (transition to work or continued education)
d. To provide a system for accurately recording and retrieving student records
e. To provide orientation, counseling, career planning, and leadership training for the development of future growth opportunities
f To provide a program of financial assistance for students
g. To provide job placement services for students with employment as an immediate goal
h. To provide institutional leadership in the development and implementation of marketing strategies, including recruitment and retention activities
i. To participate in the governing system of the college, particularly in the areas of long-range planning, fiscal management, policy regulation, curriculum development, due process in student discipline, and student life
j. To provide a safe and comfortable residential facility for students who choose to live on campus
2. Describe all activities and programs initiated over the past year to accomplish the goals and objectives stated in the long-range student services plan for that year for all areas of student services.
Long-range Objective: To develop overlapping areas of which will be appropriate for all students, regardless of age, area of study, economic support,
ability/disability, or campus of residency
a. Host division-wide staff meetings for communication of programs
b. Host Get on Board Day to promote participation in Student Organizations
c. Focus on diversity through observance and programs during Diversity Week in October and Black History Month in February
74

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d. Sponsor Blood drives and various service projects sponsored by SGA and other student
organizations
e. Provide monthly campus-wide social events sponsored by Student Activities
f. Host G-Day — an outdoor, sports and fun event promoting faculty and student interaction
g. Increase tutoring opportunities, especially for technical students
h. Host four job fairs
i. Host two alcohol awareness events
j. Increase social programming in residence hail
k. Support a student council in the residence hail
1. Increase participation in drive-in, state, and regional professional in-service training
m. Increase focus on recruiting adult students through mailouts and College fairs
n. Increase focus on Hispanic recruitment through community involvement
o. Evaluate division staff in Student Services
p. Survey of student satisfaction of Student Services college-wide
q. Evaluate services provided for specialized populations (e.g. residents, VUB, Upward Bound, etc.)
r. Encourage and assist students to register by distance opportunities (i.e. telephone registration and internet registration)
s. Scan documents into image document system so that student and College records will be more secure and consume less space
t. Create a committee to investigate satisfaction with food services
u. Create and reprint various brochures and fliers to publicize and market student services
v. Develop a disability services plan that will establish ADA coordinators in in each primary geographic area for students and allow for expansion with the growth of the institution.
w. Expand the college recruiting program to allow for participation of faculty and staff under a high school liaison concept.
x. Strengthen the academic advising process by expanding and increasing the use of the STARS transcript for and by students.
75

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y. Continue to improve interface in all student services among all campuses, particulary entry and exit functions such as registration, graduation, and associated registrar functions, and apply technology to the maximum extent possible.
z. Consolidate the Admissions and Registrar’s office for greater efficiency and service. If possible, make fiscal improvements to the areas to provide a more open and welcoming environment for students.
3. Cite any difficulties, delays, or shortfalls encountered during the year that may have prevented the desired level of accomplishments (specify areas affected).
a. Institutional Merger greatly enhanced the instititution’ s future capability to serve students overall but caused slight interruption in student perception as a minimum during the transitions.
1. Student on the Ayers’ Campus and those taking courses on several campuses simultaneously experienced occasional difficulties due to the merger. These difficulties were primarily due to the short planning and implementation time frame allowed to actually merge the primary student systems such as registration and financial aid.
2. The reorganization required to accommodate the merger is still in a state of transition which has contributed to some role confusion that would normally be expected in an institutional merger of this magnitude. However, in most cases, the position changes and reporting line transitions have been mostly invisible to students. At best, they may have caused brief periods of interruption in planning and process improvement.
Overall, the merger of student services has gone remarkably well.
3. In the placement and replacement of all personnel, the Financial Aid Office on the Ayers Campus was unintentionally understaffed for a period that covered registration, primarily due to the reassignment of the former director and employee who had extensive knowledge and carried a significant portion of the workload. This is currently being remedied.
a. Financial distress of several budgets caused difficulties in reaching desired goals:
1. Technical equipment and software need to be continually upgraded—an expensive task
2. Counseling Services, Residence Life, and Technical Counselor need promotional materials through outside printing
3. Out of State travel reduction prevented several professionals from attending national andlor regional conferences.
4. An unanticipated 20% reduction in budgets at mid-year hampered the capability of delivering student activities to the most desired level—i.e., lack of reception at graduation and student honors program in Anniston.
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5. The loss of scholarships due to the merger began to impact the institution this year, although 50 scholarships were restored by the Chancellor during this first year of merger.
b. Computing Services has improved, though Web page revision is slow. Campus- wide licensure for software will be a valuable asset in the coming year.
4. Express your evaluation of your student services programs, and describe any modifications that are planned to improve the programs.
Evaluation Statement: Students are being served particularly well in the offices of the
Registrar, Financial Aid, Scholarships, Veterans Affairs, and Student Organizations.
Areas needing more attention in the future are Student Activities, SGA, Admissions,
Career Services, Job Placement, assessment, residence life, adult student services, and
ADA services.
a. A survey of student satisfaction with Student Services has been done recently and results tallied. Ideas for modifications and innovations are being generated from this effort.
b. A focus group of selected students were asked to evaluate admissions, registration, financial aid, and student services. Their comments will be a springboard for department modification and improvement.
c. Students are asked to voluntarily respond to simple questionnaires in Counseling, Admissions, Records, and Financial Aid. Directors in these offices will examine suggestions and criticisms for possible action.
d. Student Activities efforts will be the product of SGA leadership rather than being staff driven. Issues of diversity, drug/alcohol awareness, adult student services, and student health issues will be encouraged in both social and developmental programming.
e. An Adult Student Advisory Council will be created to offer guidance and ideas in serving that population better.
f. Student Behavior Discipline procedures have been re-designed to allow residential concerns to be handled in-house, to offer more administrative hearings, and to give the Student Discipline Committee more specific sanctions.
g. All offices in Student Services are encouraged to become more “child friendly” to assist students who come with their children to campus to take care of student business.
h. The assessment services have shifted to COMPASS testing. Testing Services is working with Academic Divisions to make placement and student information more effective. Ability to Benefit options have been expanded to allow students the option of COMPASS via computer format or CPAT via pencil and paper format.
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The admissions office has developed an “on-line” application that can be printed and mailed or faxed to the office. The admissions and registrar’s offices are being consolidated to provide more efficiency for the institution and less confusion for students.
j. The Dean will encourage a creative approach to meeting goals and serving students. The focus should be on current students—their success determines the success of the College—as well as prospective students—the future of the College.
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Form B-2
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
RETENTION IMPLEMENTATION PLAN
2003-04 /2005-06
STUDENT RETENTION COMPONENTS
Institution Gadsden State Community College
Pre-Enroliment
1. Pre-Enrollment component is composed of marketing and recruitment.
2. GSCC has two offices particularly dedicated to pre-enrollment services. The primary recruitment office is Counseling Services. The Director administers recruitment efforts with the assistance of one full-time in Gadsden, one full-time counselor in Anniston, one full-time and one part-time counselor for Technical Programs, and one counselor for scholarships. Two counselors assigned specifically for Title Ill recruitment and retention are also instrumental in recruiting and advising for minority students but are directed by the Title Ill Coordinator.
Additionally, the Public Relations Office makes the community aware of services offered by the College. Community outreach is a strong tool for recruitment of students from all backgrounds and with a variety of educational needs and expectations.
2. The Implementation Plan/Objective is for GSCC to attract high school seniors, adult students, displaced workers, drop outs, transient students, returning students, students seeking new careers, and students with special interests to the College’s services. High school visits and promotions, K-12 counselor and administrator networking, mail-outs of pamphlets and fliers, and community outreach are the primary tasks associated with recruitment and marketing. The objective is not only to make prospective students aware of services but to enable and empower prospective students to take advantage of the services. Specific programs for recruitment and marketing are listed below:
a. Dual Enrollment
b. Financial Aid information programs
c. Viewbooks
d. Tours of campus
e. Scholars’ Bowl and math competition
f. High School Liaison Program
g. Counselor in-service workshops
h. Information cards and follow up on prospective students Special events and service projects within the community (e.g. Chamber of Commerce membership, MLK Volunteer Festival, health fairs, job fairs, etc.)
j. Pre-Enroilment Programs: Ability to Benefit counseling, Alabama Language Institute, Kids College, Summer Environmental Institute
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k. Recruiting shows on campus, at area high schools, and throughout
the service area
Entertainment events such as concerts, Collegefest, International
Symposium, Christmas Showcase, Miss Gadsden State
Pageant,etc.
m. Celebrations of Student Success such as the Annual Honors and Awards Ceremonies for Anniston and Gadsden areas.
3. Recruiting and marketing are year-round efforts. Particular promotions have deadlines appropriate to the event or activity.
4. Four full-time counselors and one part-time counselor staff the recruiting workforce. The Public Relations staff manages the majority of media responsibilities. Specific programs at GSCC that contribute to marketing, though they are not involved in recruitment efforts, are three middle/high school grant programs — Upward Bound, GEAR- Up, and Talent Search. There are also two minorities counselors, as mentioned previously, at the Valley Street Campus who assist with recruiting at technical and vocational high schools. College personnel from Student Services and Academic Divisions assist in reinforcing the image of the College and in recruiting students. Financial resources include the budgets of the Public Relations and Counseling Departments.
5. Financial resources needed for recruitment and promotion include continued funding for printed brochures, special events, professional travel, workshops, mailings, and telephone contacts.
6. Resource contacts are community agencies and organizations, high schools, area businesses and industry, and other community colleges.
7. The assessment/evaluation process for the recruitment and marketing plan is the success of maintaining or improving enrollment and application rates with previous years.
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II. Entry
The Entry component is comprised of admissions, financial aid, assessment, orientation, advising, career planning, registration, and enrollment services.
2. The areas responsible for implementing objectives related to entry and enrollment services are the following:
a. Admissions — Staff on All Campuses
b. Financial Aid — Director of Financial Aid
c. Assessment —Testing Administrator
d. Orientation — Director of Counseling Services
e. Academic Advising — Faculty of Academic Divisions and Counselors in Counseling Services
f. Career Planning— Director of Counseling Services
g. Community - Dean of Student Services
h. Registration - Registrar
i. Enrollment Services —Registrar and Admissions Staff on all campuses
j. Residence Life — Residence Hall Manager
k. International Student Office
Several specific service areas are available after enrollment: Tutoring — Student Support Services, Arledge Adult Student Center, Veterans’ Upward Bound; Other support services
- Master Student Courses, Early Alert System, student activities, special needs, athletics, Developmental Laboratories (Academic Divisions), and Work Skills.
3. The Implementation Plan/Objectives for Student Services related to entry and enrollment services are the following: to provide admission, registration, counseling, and other support services to meet students’ needs for access to the institution; to assist in creating an environment which is conducive to student development, self-awareness, diversity, and health and safety; and to provide services which facilitate the successful movement of the student through the educational process to completion of his/her identified goals (transition to work or continued education).
4. The entry and enrollment services are year-round efforts, with some of the responsibilities being on an annual or semester cycle.
5. Available resources are the professionals assigned to each area and task as well as the budgets designated to provide these services. The College’s computer and mainframe services are very helpful in obtaining information related to the objectives. Assessment instruments, work keys software, STARS, printed materials, tutors, and developmental lab equipment contribute to entry and enrollment objectives.
6. Needed resources include additional funding for continual computer and software updates, increased tutoring and developmental lab assistants, and additional staffing in counseling, advising, and student activities.
7. Resource contacts include professional organizations such as American Association of
Collegiate Registrars and Admissions Officers, Alabama Counseling Association, STARS,
Postsecondary Office of the State Department of Education, Deans of Student Affairs
Association, and other colleges and universities. Additional resources are available at
GSCC such as Computing Services, faculty advisors, and Learning Center services.
8. Annual and semester services will be evaluated annually. Professionals and staff will review the process for needed adjustment and increased efficiency and service. Additionally, annual evaluation of student services will be administered by the College through student surveys. Results of these surveys will be examined to ensure that student needs are being met effectively.
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III. Post Enrollment
The Post Enrollment component consists of graduate follow-up, employer follow-up, former student follow-up, and alumni activities.
2. The areas and personnel responsible are the following:
Graduate and Employer Follow-up — Job Placement
Former Student Follow-up — Institutional Research
Alumni Activities — Public Relations
3. The Plan/Objective for Implementation consists of the following procedures:
a. Applicants for graduation complete a survey. A follow-up survey is mailed to graduates/completers who did not respond to the initial survey, and a follow-up phone survey is made of those graduates/completers who did not respond to either of the previous efforts.
b. Within this process, former students who did not graduate but who obtained full- time employment (alternate completers) in their field of training are tracked. Employers of these students are identified through monthly placement reports from instructors in career-entry fields and through placement records. Employers are mailed a form to verify employment of all alternate completers. Information is compiled and sent to Postsecondary.
c. The Director of Institutional Research and the Job Placement Office jointly administer an annual Employer Survey to determine whether the educational preparation of employees was adequate. Employer names and addresses are obtained from the Graduate Survey. Additionally, the College sponsors various advisory councils that make suggestions and recommendations for the College regarding employment preparation.
4. The Graduate Survey is administered annually in April. Alternate Completer information is collected, compiled, and reported in October. Employer Surveys are based on information gathered in the Graduate Survey.
5. Available equipment resources include extensive hardware and software related to recording and compiling survey results as well as a sophisticated telephone recording system. Personnel, aside from the Director of Institutional Research and the Division Chairperson for the Technical Programs, consists of one and one-half clerical staff members in the Job Placement office. A new scanner has recently been installed to upgrade the computing ability.
6. Financial resources for professional development are needed, and it would be helpful for the College to join more professional organizations related to Job Placement efforts.
7. Resource contacts include Ford Economic Development Center, Computing Services, area employers, The Bevill Center for Technology and Manufacturing, and Industrial Development Authority.
8. The parameters of the surveys and reports are determined by Postsecondary for the graduate/completer survey. The College seeks to achieve a minimum of 60% in-field placement of student placements. The College will seek to achieve an overall rating of “excellent” or “good” by 80% of the employers who were asked to evaluate the effectiveness of training of the graduates.
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Form D-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
PUBLIC RELATIONS
2003-200412005-2006
SACS COC Criteria 6.2
Institution: Gadsden State Community College
1.List names, titles, and agency or company affiliation of advisory committee members and dates of advisory committee meetings held in 2002-2003.
As Public Relations staff is involved with all the following which serve to promote the interests of the College within the community, meetings of the following committees replace advisory:
GSCC Alumni Association Board of Directors and Executive Council, President Wilbur Masters, City President of AmSouth Bank. GSCC Homecoming events/Alumni reception and honors program. Meetings held monthly.
Martin Luther King Jr. Birthday Initiative, Sharon McGruder, Chairperson. Health Fair - January; Youth Services Day - April; Volunteer Festival - May.
Community Senior Citizen Entertainment Program (six-county area), Leon Smith, Mayor of Oxford, AL. February and May.
Memorial Seivice to honor Law Enforcement, held at Noccalula Falls, Police Chief Richard Crouch, May.
Jazz & Jambalaya Benefit for Rose Haven Center for Domestic Violence, Mary Gatgens, Committee Chairperson. Event is held in the Spring.
Bowling for Kids Sake, A benefit for Big Brothers/Big Sisters). Susan Thrower, Director, and Stace Beechum, Event Chairperson. Meetings held monthly.
GSCC Foundation Golf Tournament, Willie Maise, Director. Meetings held in March, April and May.
Christmas Showcase and Silent Auction for the Salvation Army, Monzae Miller, Director. Meetings held in September, October, November and December.
Celebration of Service reception in April to honor students who gave volunteer hours to charitable agencies and honor business leaders who sponsored the scholarships awarded to the students. GSCC Publications Committee, Shelby Cochran, Chairperson. Scheduled meetings held each semester. Called meeting for special items held on request.
Make A Difference Day projects in the community held in October.
Alabama College System Public Relations Association (ACSPRA), Rick Mould, President. Meeting in Fall and Summer Conference in June.
Entertainment Program for the Lions Club at the Center for Cultural Arts in January. Red Cross Benefit Taste of Gadsden, Convention Hall in January.
Recruiting Shows/Information area programs monthly. Programs held at Hokes Bluff Middle School, Ohatchee, Cherokee County, Emma Sansom, Glencoe, Pell City, Scottsboro, Southside and Ragland High Schools.
CollegeFest, an event to bring students, faculty, staff and administrators together with community to celebrate GSCC and its involvement in the community. This event also provides an opportunity to honor outstanding faculty, alumni and community leaders who have shown great support for the college with the Distinguished Service Award.
Promotion of Black Histoty Events during the month of February and Cultural Diversity Week activities in October.
Miss Gadsden State Community College Scholarship Pageant (Nov.), a preliminary to Miss Alabama (June). Miss Alabama Workshop (May).
GSCC Alumni Association Christmas Trip. A County Christmas in Opryland, TN in December. Riverfest, Assist the Chamber of Commerce with this annual event held in May.
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2.Provide a list of internal and external research conducted in 2002-2003 for the purpose of defining the college’s public relations problems, needs and opportunities.
Personal contacts with current and former students through Interclub Council meetings and other above named committees, feedback from recruitment staff and college surveys.
The Public Relations office conducts a Student Survey during each Freshman Orientation session held at each campus before the start of the Fall Semester.
3.Cite significant institutional needs, problems, and public relations opportunities identified by the college’s public relations advisory committee in planning sessions and/or through institutional research conducted in
2002-2003.
Institutional needs:
Perpetual need to foster and maintain good communications between College and community. Maintain good communications with news media to help keep the community informed with knowledge of what our College has to offer. Strengthen internal employee pride and enthusiasm concentrating on commitments to the constantly changing education market. Focus on updating the GSCC web page and Internet image.
Institutional problems:
Electronic communication needs to be more of a focus. The improvement in this area has been successful with the timing of online and telephone registration prior to regular registration. More online courses need to be available to be competitive. The trend of students who are more familiar with computer technology demands an updated and innovative approach. Internal communications and participation has improved with e-mail availability.
Public Relations opportunities:
Collegefest--since 1995 the College has celebrated being a vital part of the community and brought special attention to many facets of GSCC with this event. This past year GSCC along with the Alumni Association invited the community to a free concert in Wallace Hall. Entertainment included the GSCC A Capella Choir, the Eura Brown Fourth Grade Choir, and Three On A String, a Blue Grass Band that has performed throughout the world, including a featured concert with the New York Philharmonic Orchestra.
The GSCC Alumni Association continues to grow and offer great advertising and public relations. Promoting Alumni events promotes awareness in the community.
Utilizing space in the printed schedules allows greater public relations story and photo overage of outstanding programs and achievements of students and faculty.
Production of the annual report provides information about the College that will reach area business/community leaders and inform them of its resources.
Production of Campus Clips, a televised 15-minute program that focuses on different college programs, informs the public and heightens awareness of GSCC.
Production of the weekly radio program GSCC Reports. These programs promote weekly events and community projects at GSCC and provide awareness of programs and services at Gadsden State.
4. List institutional public relations goals achieved in 2002-2003.
The promotion of college programs both academic and technical with a focus on any new programs available. Existing and new programs were regularly featured in the Class schedule,
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news releases, GSCC Reports and Campus Clips.
ostering and maintaining good communications between Gadsden State Community College and the community was achieved as community leaders and citizens regularly attended college functions. Staff and students are visible in the community throughout the year.
The public is made aware of college events through press releases, radio programs, television ads and the monthly calendar of local events published by The Gadsden Times.
Promotion of internal communications and the strengthening of employee relations is achieved as the Public Relations office provides information about upcoming events through the Events page and Calendar on the College’s homepage. Events are also sent to employees via e-mail.
To support alumni, college and community programs.
5. Evaluate the effectiveness of the college’s implementation strategies in specific terms for each of the goals under item 4.
To promote college programs both academic and technical with a focus on any new programs available: By using the schedule, news releases, Campus Clips, and GSCC Reports we were able to highlight all new programs both academic and technical available at GSCC.
To foster and maintain good communications between Gadsden State Community College and the community: Keeping in mind that community involvement is important, our faculty, staff and administrators have been in involved in various community functions. Some of these include:
Bowling for Kids Sake, Big Brothers Big Sisters, American Heart Association, Head Start, Kidney Foundation, United Way, Rose Haven, Salvation Army, Red Cross, LifeSouth, Muscular Dystrophy, March of Dimes, American Cancer Society, Boys & Girls Clubs and the Cystic Fibrosis Foundation.
To promote internal communications and strengthen employee relations: Employee awareness of activities, programs, and opportunities at GSCC has increased by use of email, information in the schedule, annual report, Community Calendar in the Gadsden Times, events page and college calendar on the website. It has been asset to have event information readily available for staff members to assist visitors to the campus who may not know where a meeting is being held.
To support alumni, college and community programs: By using various means of advertising we achieved community awareness of alumni events. We were also involved in the planning of Collegefest, Alumni Homecoming dinner and membership drive. All college events and activities were publicized and promoted. We were a part of Riverfest, Tribute to Law Enforcement, Senior Citizen’s activities, Taste of Gadsden, and Veterans Helping Veterans.
6. List goals identified for 2002-2003 that were incorporated into the college’s long-range plan this year.
To promote the interests of the college in our community and make the community aware of the
services our college has to offer.
To promote the recruitment of students.
To promote alumni involvement in college related activities and programs.
To promote linking students to community service.
To promote effectiveness of electronic media concerning our college.
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Form E-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGAMENT PLAN
ECONOMIC DEVELOPMENT
2003-200412005-2006
SACS/COC Criteria 4.2
Institution: Gadsden State Community College
1. Identify critical economic development needs in the college community.
The seivice area’s economy is not what it used to be. While the national economy was booming, traditional industries, the 30-40 year old manufacturers, were providing a stable employment base, however they were negatively impacted by down turns in their related business sectors. Gulf States Steel was faced with turbulence in the national steel industiy resulting in plant closure in December 2000. The Etowah County/Gadsden metropolitan area unemployment rate in February 2001 reached 9.6 percent. In January 2002 Business Alabama magazine wrote an article entitled “Economies in Transition” which describes our community’s response to change. Our communities, its leaders and the college all recognize the need for and development of a strategic plan for change from a manufacturing base to a service base economy.
2. Indicate the type of support the college provides to meet those needs.
The college, through its President, Administrative Cabinet, Joe M. Ford Center for Economic Development, Training for Business and Industry, Division of Adult Education & Skills provide essential seivices and resources of the institution to support the needs of the community. The college is intricately involved in community-based initiatives to promote and implement strategies for economic development within the service area.
The college, through its multitude of partnerships and/or consortiums, continues to provide technical support to business/industry for smart growth and expansion.
The college, through its financial appropriations and/or grant funds, provides direct scholarships to support workforce training and retraining programs.
The college is actively involved in expansion of existing business and recruitment of new business/industry within the service area.
3. Indicate evidence of the college’s involvement in economic development (college
officials serving on boards, special partnerships, special services, etc.).
The President and Dean of Economic Development and Governmental Relations are respectively involved in economic development throughout the service area.
The President is a member of the Gadsden/Etowah (IDA) Industrial Development Authority. She is a member of the Gadsden/Etowah Chamber of Commerce and serves on related committees and taskforces in support of economic development.
The Dean of Economic Development and Governmental Relations serves as the principle administrator for the Joe M. Ford Center for Economic Development. The Dean serves as Executive Director of the Northeast Alabama Economic Development Consortium. The Dean of
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Economic Development and Governmental Relations serves as a member of the Gadsden/Etowah
Chamber of Commerce and serves on related committees and taskforces in support of economic
development. The Dean of Economic Development and Governmental Relations serves on the
Board of Directors and the Executive Committee of Northeast Alabama Regional Medical Center.
The President, Dean of Economic Development and Governmental Relations, members of the Administrative Cabinet and college personnel serve on numerous community, civic, and governmental appointed boards in support of the communities served by the college.
The college has numerous unique special partnerships i.e.;
The Joe M. Ford Center for Economic Development partnership with Jacksonville State University and the State of Alabama whose mission is:
The Joe M. Ford Center for Economic Development is a partnership between Gadsden State Community College, Jacksonville State University and the State of Alabama. The Ford Center will serve as an education and economic development resource for business, industiy, government, and economic developers. The Center will provide educational opportunities to retain, train, and retrain the area’s workforce. It will serve to foster the development of strategic initiatives to serve our current workforce while planning for its future and will be the community’s partner in workforce readiness and in meeting the needs of our ever-changing economy.
3. Indicate evidence of the college’s involvement in economic development (college officials serving on boards, special partnerships, special services, etc.). - Continued
The Institute for Emergency Preparedness partnership with Jacksonville State University whose mission is:
The purpose of the Institute for Emergency Preparedness will be to provide training, research and education to students and the community in the areas of emergency medical services, emergency management, hazardous materials management and domestic preparedness. In so doing, the Institute will support Jacksonville State University’s and Gadsden State Community College’s mission of providing service to the community through extending their knowledge, skills and intellectual resources. The Institute for Emergency Preparedness will cooperate with other units of JSU and GSCC to fulfill its educational, training, service and research functions. The Institute of Emergency Preparedness will develop and facilitate programs that support domestic preparedness as well as seek funding for emergency medical services, emergency management, hazardous material training and domestic preparedness education and research.
The Northeast Alabama Economic Development Consortium is a public-private partnership of businesses, Gadsden State Community College, Jacksonville State University and community leaders which assemble to formulate strategic plans for economic revitalization. The consortium has received national recognition in the economic and workforce development category for its training/retraining scholarship program for displaced workers.
The college is a member of the Automotive Alilance and Semiconductor Consortium, both of which are vitally important to economic development of the State of Alabama.
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Form F-I
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
COMMUNITY SERVICES
2003-200412005-2006
SACS/COC Criteria 4.6
Institution: GADSDEN STATE COMMUNITY COLLEGE_________
1. Describe the institution’s approach to:
A. Life-long learning (community education)
The Life-long Learning management plan includes an assessment of needs within the service area each semester through community surveys, focus groups, and advisory committee questionnaires. In response to identified needs, the Life-long Learning staff develops and organizes special courses, seminars, workshops, and programs. Professional development workshops in Nursing and Allied Health, Social Work, Early Childhood Education, Business and other areas are offered on a regular basis in both the Anniston and Gadsden areas. Planning includes the implementation of marketing strategies and actions for reaching target populations, evaluation of presentations and revisions for course improvement following SACS criteria for accreditation of credit courses and CEU criteria and guidelines for noncredit courses.
B. Adult education (literacy)
More recent legislative action has designated the Alabama College System as the entity responsible for Adult Education Services in the State of Alabama. To follow this authority at Gadsden State, Adult Education Services reporting to the college have been placed under the Associate Dean for Adult Education & Skills Training Division. This will provide better oversight for management and fiscal support of the programs, which are integral throughout the communities of a regional area in educating the population to a high school level and providing other skill development such as ESL for the Hispanic population. Also, the organizational placement of adult education is shared with workforce development, which provides a direct connection to and greater awareness of opportunities to aid in the development if a regional workforce simultaneously with the student’s exit from adult education. Short, fast-entry-fast-exit skills training programs are immediately available for this population and are specifically designed to provide the student with expedient entry into a skilled job.
C. Public/Community Services
As a part of the educational activities of Gadsden State Community College, the College provides year-round interest, leisure, and enrichment courses for those within the service area. These courses are designed to meet needs of the community and are selected on the basis of current information from professional newsletters regarding trends, locally conducted surveys, participant evaluations, and expressed interests. They are offered on a self-supporting basis and are regularly evaluated and revised.
Utilizing the Nursing and Allied Health division and in cooperation with the medical personnel in the area, Gadsden State offers community-wide health fairs, one being on Martin Luther King, Jr.’s, birthday, in commemoration of his life and philosophy of service. To promote further a sense of service in the community, the College coordinates an annual Volunteer Service Day, with city and county agencies participating.
The College will continue to assist service agencies and organizations by recruiting, training, and placing volunteers through its service-learning program. The continuation of the program has been further assured by the establishment of a service-learning center on campus with a full-time coordinator. The goal of the center is to involve more students, more faculty, and more agencies in volunteering and service initiatives within the community.
Gadsden State continues to provide a Summer Youth College with many learning and recreational activities, including band, basketball, and tennis clinics, and enrichment, interest, and leisure courses for the youth of the area. A special environmental science program for high school students and a discovery camp for elementary and middle school students are planned each summer. A new program, in its second year, is Kids College that targets children
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from kindergarten through 5th grade. As a summer enrichment program extending from early June through mid- August, children can participate in one or more classes, even to a day-long program, five days a week. In addition to meals and supervised play, the children take classes in a variety of subjects, including math enrichment, keyboarding skills, internet skills, and communication. Kids College has been highly popular with record enrollments; and not only does the College plan to continue the program, but also to expand it in order to serve more children.
The College continues to be actively involved in K-12 education. Along with its successful and long-standing Upward Bound and Talent Search Programs, the College is in its fourth year of participation in the U.S. Department of Education grant program known as GEAR-UP (Gaining Early Awareness and Readiness for Undergraduate Programs). In partnership with Gadsden City Schools, the Chamber of Commerce, and other local organizations, the College coordinates instructional, mentoring, tutoring, and counseling services for students who are now tenth graders, but who were seventh-graders when targeted by the program. The program will continue to target this particular cohort of students for two more years, through their senior year. Working with students in the schools systems of seven counties, this program focuses on career awareness and exploration. Like other K- 12 initiatives, the services include mentoring and counseling. In recent years, Gadsden State has become more involved in math and science education as practiced in K- 12, with plans to extend this involvement even more. Through its Aquaculture program, re-circulating systems have been placed in over 20 high schools throughout the College’s service area. In addition, the College has provided training for the high school teachers who can, in turn, best utilize the re-circulating systems to teach basic principles of biology, chemistry, and physics.
To maintain a continual thread of new ideas and influence of the College in now an even greater regional area as a result of the merger, many of the administrators and Cabinet members serve their respective communities through various forums of community and civic service. Some hold key positions on county Chamber Boards and chairing Chamber Education Committees and other such key committees. Others serve in local Rotary International Clubs and Kiwanis Organizations, and many more. Their involvement is strongly encouraged and supported by the College President, as she sees their service as critical to the “insider’s” understanding that enables the College’s effective service and support throughout each community.
B. Drug, alcohol, and blood borne pathogen exposure awareness
The College is continuing its program of regular distribution of pamphlets on drug and alcohol prevention and on the health hazards of blood borne pathogens to students and staff. Special programs and literature are provided through Student Services and the GSCC Alcohol and Drug Prevention Program Committee. The STAR (Students are Not Responsible) program, an affiliate of BACCUS (Boosting Alcohol Consciousness
through University Students), is promoted through SGA and other clubs and organizations.
Indicate the institution’s development and implementation of the following:
A. Does the institution have an AIDS policy?
X Yes ____No*
B. Does the institution have a sexual harassment policy?
_X Yes ____No*
C. Doe the institution comply with Student Right-to-Know and Campus Security Act?
X Yes No*
D. Does the institution comply with Americans with Disabilities Act?
X Yes No*
E. Does the institution comply with Higher Education Reauthorization Act?
X Yes No*
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*If no, please explain.
3. List activities and programs provided to enhance the quality of life in the community and expand cultural horizons.
The College continues to provide opportunities for cultural enrichment and civic awareness through its LifeLong Learning, Service-Learning, and other community outreach programs, including those previously described. A list of some of these activities is as follows:
Health Fairs
Job Fairs
Volunteer Festivals
LASER program (a service-learning scholarship program)
Talent Search, Upward Bound, GEAR-UP, School-to-Career, Tech Prep Programs
Veterans Upward Bound program
American Reads volunteers in local elementary school
I{UD Community Development Center located in public housing
I{UD/COPC (Community Outreach Partnership Center) program
Summer Environmental Institute (for high school seniors)
Musical and drama student performances
Collegefest, a celebration of the College’s contributions to education and culture
Teleconferences in conjunction with national organizations
Literary Society and its annual publication of the literary journal Noccalula
College Christmas Showcase to raise money for the Salvation Army
Annual Gadsden and Ayers Golf Tournaments
Mardi Gras King and Queen to raise money for the American Heart Association
Visits of international students to civic organizations and schools
Serving s foreign language interpreters for hospitals and other organizations
Co-sponsoring the GED graduation for the area
College employee participation in agencies such a United Way, Chamber of
Commerce, Big Brothers and Big Sisters, and in civic organizations
Personal enrichment courses and workshops through Continuing Education
Central-Carver Legacy Program (an oral history initiative and archives exhibit)
Faculty and Staff High School Liaison Program (connects faculty and staff with their former community schools)
90

(2-0 1) Form G-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
MANAGEMENT INFORMATION
2003-2004 / 2005-2006
SACS/COC Criteria 5.3
Institution: _Gadsden State Community College_________________________________________ Projected fiscal year: _2003- 2004
1. Indicate the rationale/justification for data processing equipment enhancements, replacements, and new purchases/additions for each projected fiscal year.
-To provide most current technology to the users. The constantly changing of technology forces the institution to make changes to existing equipment to stay up to date.
2. Equipment purchases/deletions

Total Projected Equipment Cost $_1 48500
*Under Class, column 7, indicate whether equipment is Academic Computer Equipment (AC) or Administrative Computer
Equipment (AD). In addition, under Class, column 8, indicate whether equipment is an Enhancement (E), a Replacement (R), or a
New Purchase/Addition (NP/A). Note: Use one set of forms for each fiscal year.
Form G-1
91

‘ (1) Add	(2) Delet e	(3) #	(4) Vendor	(5) Model #	(6) Type	*(7) Class	*(8) Class	(9) Unit Cost	(10) Maint. Cost	(11) Total Cost
X		20	IBM	PC		AD	NP/A	2000	0	40000
X		50	IBM	PC		AC	NP/A	1500	0	75000
X		10	HUBS			AC/AD	NP/A	1000	0	10000
X		10	PRINTERS			AC/AD	NP/A	750	0	7500
X		2	SERVERS			AC/AD	NP/A	3000	0	6000
X		1	SERVER			AC/AD	NP/A	10000	0	10000

(2-01)
Indicate the rationale/justification for data processing software to be purchased in each projected fiscal year.
- New software has to be purchased to keep up with the new releases and updates. Licenses have to be renewed and new versions purchased.
4. Software programs/modules/systems to be modified, developed, or purchased:

Total Projected Software Purchases Cost $_30000________________________________
*Under column 4, indicate (M) for Modified, (D) for Developed, or (P) for Purchased.
92

(1) Add	(2) Delete	(3) Program/Module/ System Name	(4) *Action to be Taken	(5) Time Frame	(6) Cost
X		VARIOUS TITLES	P	3—6 MONTHS	20000
X		UPGRADES	M	YEARLY	10000

5. Software programs/modules/systems to be evaluated:

(2-01)
Form G-1

(1)	(2)	(3)	(4)	(5)
Add	Delete	Program/Module/System Name	Function	Time Frame
X		VARIOUS TITLES	ACADEMIC/ADMINI STRATIVE	YEARLY

(2-0 1) Form G-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
MANAGEMENT INFORMATION
2003-2004 / 2005-2006
SACS/COO Criteria 5.3
Institution: _Gadsden State Community College___________________________________________ Projected fiscal year: _2004- 2005
1. Indicate the rationale/justification for data processing equipment enhancements, replacements, and new purchases/additions for each projected fiscal year.
-To provide most current technology to the users. The constantly changing of technology forces the institution to make changes to existing equipment to stay up to date.
2. Equipment purchases/deletions

Total Projected Equipment Cost $_1 62500
*Under Class, column 7, indicate whether equipment is Academic Computer Equipment (AC) or Administrative Computer
Equipment (AD). In addition, under Class, column 8, indicate whether equipment is an Enhancement (E), a Replacement (R), or a
New Purchase/Addition (NP/A). Note: Use one set of forms for each fiscal year.
94

(1) Add	(2) Delet e	(3) #	(4) Vendor	(5) Model #	(6) Type	*(7) Class	*(8) Class	(9) Unit Cost	(10) Maint. Cost	(11) Total Cost
X		25	IBM	PC		AD	NP/A	1900.00	0	47500
X		70	IBM	PC		AC	NP/A	1400.00	0	98000
X		7	HUBS			AC/AD	NP/A	1000.00	0	7000
X		10	PRINTERS			AC/AD	NP/A	500.00	0	5000
X		2	SERVERS			AC/AD	NP/A	2500.00	0	5000

(2-0 1) Form G-1
3. Indicate the rationale/justification for data processing software to be purchased in each projected fiscal year.
- New software has to be purchased to keep up with the new releases and updates. Licenses have to be renewed and new versions purchased.
4. Software programs/modules/systems to be modified, developed, or purchased:

Total Projected Software Purchases Cost $_45000________________________________
*Under column 4, indicate (M) for Modified, (D) for Developed, or (P) for Purchased.
95

(1) Add	(2) Delete	(3) Program/Module/ System Name	(4) *Action to be Taken	(5) Time Frame	(6) Cost
X		VARIOUS TITLES	P	3—6 MONTHS	25000
X		UPGRADES	M	YEARLY	20000

5. Software programs/modules/systems to be evaluated:

(2-0 1)
Form G-1

(1)	(2)	(3)	(4)	(5)
Add	Delete	Program/Module/System Name	Function	Time Frame
X		VARIOUS TITLES	ACADEMIC/ADMINI STRATIVE	YEARLY

(2-01)
Form G-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
MANAGEMENT INFORMATION
2003-2004 / 2005-2006
SACS/COC Criteria 5.3
Institution: _Gadsden State Community College_________________________________________ Projected fiscal year: _2005- 2006
1. Indicate the rationale/justification for data processing equipment enhancements, replacements, and new purchases/additions for each projected fiscal year.
-To provide most current technology to the users. The constantly changing of technology forces the institution to make changes to existing equipment to stay up to date.
2. Equipment purchases/deletions

Total Projected Equipment Cost $_1 35000
*Under Class, column 7, indicate whether equipment is Academic Computer Equipment (AC) or Administrative Computer
Equipment (AD). In addition, under Class, column 8, indicate whether equipment is an Enhancement (E), a Replacement (R), or a
New Purchase/Addition (NP/A). Note: Use one set of forms for each fiscal year.
97

(1) Add	(2) Delet e	(3) #	(4) Vendor	(5) Model #	(6) Type	*(7) Class	*(8) Class	(9) Unit Cost	(10) Maint. Cost	(11) Total Cost
X		20	IBM	PC		AD	NP/A	1800.00	0	36000
X		70	IBM	PC		AC	NP/A	1200.00	0	84000
X		5	HUBS			AC/AD	NP/A	800.00	0	4000
X		10	PRINTERS			AC/AD	NP/A	500.00	0	5000
X		2	SERVERS			AC/AD	NP/A	3000.00	0	6000

(2-01)
Form G-1
3. Indicate the rationale/justification for data processing software to be purchased in each projected fiscal year.
- New software has to be purchased to keep up with the new releases and updates. Licenses have to be renewed and
new versions purchased.
4. Software programs/modules/systems to be modified, developed, or purchased:

Total Projected Software Purchases Cost $_80000________________________________
*Under column 4, indicate (M) for Modified, (D) for Developed, or (P) for Purchased.
98

(1) Add	(2) Delete	(3) Program/Module/ System Name	(4) *Action to be Taken	(5) Time Frame	(6) Cost
X		VARIOUS TITLES	P	3—6 MONTHS	30000
X		UPGRADES	M	YEARLY	50000

5. Software programs/modules/systems to be evaluated:

(2-0 1) Form G-1

6. Video telecommunications and networking technology:
A. Does the college use this technology? _X_ Yes _____ No
B. Type of equipment technology (e.g., satellite, VSAT, microwave, ITFS)
_SATELLITE
C. Does the college have downlink capability? _X_ Yes _____ No
D. How is technology used? (e.g., distance learning, third-party broadcasts, video conferencing, faculty inservice)
_THIRD PARTY BROADCASTS__________________________________
E. Name(s) of associations and/or consortia with whom the college is connected:
F. Name and telephone number of college point-of-contact:
_JEFF GREEN 256.549.8200
99

(1) Add	(2) Delete	(3) Program/Module/System Name	(4) Function	(5) Time Frame
X		VARIOUS TITLES	ACADEMIC/ADMINI STRATIVE	YEARLY

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
PERSONNEL
2003-2004 / 2005-2006
SACS/COC Criteria 4.8

Institution:
Projected fiscal year: 2003-2004
Note: Use one set of forms for each fiscal year.
1. Employee data

Gadsden State Con,m,tv Co11ee

(2-0 1)
Form H-i

100

Salary Schedule	# Staff Additions	# Staff Deletions	# Staff 9/30	Projected Payroll
A				FULL-TIME $19,388,203
B			7
C			47
D			172
E			135
H			17
Part-time Instructors			160	PART-TIME $3,156,386
Other			190
TOTAL 728 $22,544,589

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
PERSONNEL
2003-2004 / 2005-2006
SACS/COC Criteria 4.8

(2-0 1)
Form H-i

Institution: - -
Proj ected fiscal year: 2004-2005
Note: Use one set of forms for each fiscal year.
1. Employee data

Gadsden State Community College

101

Salary Schedule	# Staff Additions	# Staff Deletions	# Staff 9/30	Projected Payroll
A				FULL-TIME $19,969,849
B			7
C			47
D			172
E			135
H			17
Part-time Instructors			160	PART-TIME $3,251,078
Other			190
TOTAL 728 $23,220,927

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
PERSONNEL
2003-2004 I 2005-2006
SACS/COC Criteria 4.8
Institution: Gadsden State Community College
Projected fiscal year: 2005-2006
Note: Use one set of forms for each fiscal year.
1. Employee data

(2-0 1)
Form H-i

102

Salary Schedule	# Staff Additions	# Staff Deletions	# Staff 9/30	Projected Payroll
A				FULL-TIME $20,568,944
B			7
C			47
D			172
E			135
H			17
Part-time Instructors			160	PART-TIME $3,348,610
Other			190
TOTAL 728 $23,917,554

2. Independent contractors
A. Vending
R&E Services
Buffalo Rock
Automatic Laundry
B. Cafeteria
Sodexho Campus Services
C. Bookstore
Barnes & Noble
D. Maintenance
Landcrafters Siemens
Xerox Rite-Way
IBM Bagby Elevator
E. Other
None
103

(2-01)
Form H

(2-0 1)
Form 1-3

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
NON-INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 6.4

Institution
Projected fiscal year:

Gadsden State Community Collene
2003 - 2004

Function code is from the Chart of Accounts. Source of funds should be listed as Unrestricted (state request) or estricted (an external source is projected).
Note: Use one set of Form 1-3 for each fiscal year.
104

Function	Brief Description	Estimated Cost	Projected Source of Funds	Useful Life
7	Two Personal Computers	$ 6,000	U	5
7	Two Laser Printers	2,000	U	5
7	Bucket Truck	40,000	U	15
6	One Large Commercial Pizza Oven	7,500	U	10
7	Backhoe Attachments	10,000	U	10
6	Cafeteria Steamer	5,000	U	7
7	Closed Circuit Security TV System	25,000	U	5
7	Work Van for Valley Street Campus	20,000	U	15
6	One Commercial Refrigerator	10,000	U	15
6	One Commercial Oven	7,000	U	15
12	Eight Passenger Vans	25,000	U	10
12	Two Trucks for Security	30,000	U	10
7	One Portable Generator	6,000	U	25
6	One Walk-in Freezer	8,000	U	15
		$201,500

(2-0 1)
Form 1-3

Institution:

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
NON-INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006
SACSICOC Criteria 6.4
Gadsden State Community Collece

Projected fiscal year:

2004 - 2005

$270,000

Function code is from the Chart of Accounts. Source of
Restricted (an external source is projected).
Note: Use one set of Form 1-3 for each fiscal year.

funds should

be listed as Unrestricted (state request) or

105

ncti n )de	Brief Description	Estimated Cost	Projected Source of Funds	Useful Life
7	Energy Management System Valley Street	$ 60,000	U	10
6	Closed Circuit TV Equipment	15,000	U	5
7	Fork Lift	35,000	U	20
12	Passenger Van	25,000	U	10
7 12	Replacement of Energy Management System for George Wallace Drive and East Broad Street	60,000	U	10
Work Van for Anniston Campus	20,000	U	15
7	Bob Cat	30,000	U	15
7	Airless Paint Spray Equipment	5,000	U	5
6	Copier — Administration — Ayers Campus	8,000	U	10
6	5 — Administration Computer & Printers — Ayers Campus	7,000	U	5
7	Auto Scrubber Floor Machine — Ayers Campus	5,000	U	7

Institution:

EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
NON-INSTRUCTIONAL EQUIPMENT
2003-2004 I 2005-2006

Gadsden State Community Colleae

SACSICOC Criteria 6.4

(2-0 1)
Form 1-3

Projected fiscal year:

2005-2006

$134,400

Function code is from the Chart of Accounts. Source of funds should be listed as
Restricted (an external source is projected).
Note: Use one set of Form 1-3 for each fiscal year.

Unrestricted (state request) or

106

Function Code	Brief Description	Estimated Cost	Projected Source of Funds	Useful Life
12	Eight Passenger Van	$ 25,000	U	10
7	Ten Personal Computers	30,000	U	5
7	Ten Laser Printers	10,000	U	5
7	Vacuum Truck	20,000	U	10
7	7 ft. finish mower	2,200	U	5
7	Two floor machines	6,000	U	10
7	Carpet Shampooer	4,000	U	10
7	Freon recovery system	4,000	U	10
7	Trencher Equipment	3,500	U	10
7	Maintenance Vehicle — Ayers Campus	15,000	U	15
5	5 — Administration Computers — Ayers Campus	7,200	U	5
7	Commercial Lawn Mower — Ayers Campus	7,500	U	10

(2-01)

Form J-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
ADMINISTRATION
2003-2004 / 2005-2006
SACS/COC Criteria 6.1
Institution: Gadsden State Community College
Provide a copy of the current organizational chart. Please include all major functional areas, position titles, and the names of employees assigned to those positions.
Chart Attached
2. Provide a list of the committees of the college that are associated with governance to include the name of each committee, its official responsibility, its members, and the criteria for selecting (appointing or electing) membership.
See Attachment
3. Provide the name(s) of the community leader/chair and the college point-of-contact for the college’s foundation. Also, provide the mailing address if different from the college address.
Community Chair: Mr. Willie Maise
College Liaison: Mr. John Blue
GSCC Foundation address: P. 0. Box 143, Gadsden, AL 35903
4. Describe any administrative changes planned in the next three years, including consolidation of existing positions, the creation of new positions, or any other major reorganizational plans.
With the merger of Ayers State Technical College and Gadsden State Community College, a new organizational structure was created in which numerous administrative positions were filled on a one-year temporary basis. At this point the temporary structure for 2003-2004 is serving the College well; however, during 2003-2004 the structure will be reviewed and changes made for subsequent years as needed. It is the College’s intent that the positions filled on a temporary basis for 2003-2004 shall be filled through job searches on a permanent basis for 2004-2005.
107

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COLLEGE COMMITTEES AND TASKFORCES
ADVISORY COMMITTEES
Craft Advisory Committees
The members of each craft advisory committee, appointed by the President, shall be
citizens of Alabama, persons from business and industry who provide employment for graduates from that training area, and craft persons currently employed. Craft Advisory Committees exist for each major training area in the Technical Division.
STANDING COMMITTEES AND TASKFORCES
(Outlined below are standing committees/taskforces and their responsibilities. Faculty and staff identify
membership preferences and the President makes appointments.)
Standing committees and taskforces serve an important function in the implementation of College objectives and in long range planning. Through designated committees and taskforces, faculty and staff members are given opportunities to make recommendations and suggestions to the College administration relative to operations and policies.
President’s Cabinet
The President’s Cabinet, selected by the President, shall meet on a regular basis to plan and evaluate operations of the College. The Cabinet will function to initiate long range planning and evaluation. The Cabinet includes the President, Dean of Academic Services, Dean of Technical Programs, Dean of Student Services, Dean of Institutional Advancement & Community Services, Dean of Administrative and Financial Services, Assistant to the President, and Dean of Economic Development and Governmental Relations. The membership may change as directed by the President.
Admissions Committee
The purpose of the Admissions Committee shall be to rule on the eligibility of students requiring admission to the College. Students coming under the review of this committee include the following:
1. Students from another state.
2. Transfers from other institutions with poor academic or disciplinary records
3. Students requesting reinstatement to the institution after dismissal due to academic or disciplinary problems.
Alcohol and Drug Abuse Prevention Committee
The function of the Alcohol and Drug Abuse Prevention Committee is to provide services to educate students and staff regarding the dangers of alcohol and drug abuse.
108

(2-0 1)
Athletic Committee
The Athletic Committee serves in an advisory capacity to the Athletic Director and Dean of Academic and Student Services. The Committee is concerned with all aspects of athletics, including academic success of student athletes, practices and patterns of recruiting student athletes, types of intercollegiate sports at the College, intramurals, and athletic and recreational facilities. The Committee serves as liaison between the athletic program and the administration.
Calendar Committee
The Calendar Committee prepares an annual working calendar for all aspects of college life, including the instructional calendar.
Catalog Committee
The functions of the Catalog Committee include the addition and deletion of courses and programs which have been approved by the Program Review Taskforce and the administration, and editing for accuracy, grammar, clarity, legality, and consistency.
College Leadership Team
The College Leadership Team is charged with identifying significant problems and challenges
that the College faces and recommending solutions for those problems.
Community Relations
The Community Relations Committee is charged with providing recommendations regarding public relations’ policies, procedures, and programs.
Disability Services
The Disability Services Committee is responsible for monitoring compliance with ADA regulations and recommending actions to address problems and opportunities for disabled students and employees.
Distance Learning
The Distance Learning Committee is charged with reviewing, planning, and evaluation processes for distance learning programs and recommending changes designed to enhance effectiveness of instruction offered via distance learning formats.
Diversity and Multicultural Affairs Committee
The primary goal of the Diversity and Multicultural Affairs Committee is to advise Gadsden State Community College administration regarding effective recruiting and retention of minority students.
109

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Employee Benefits Committee
The committee is charged with reviewing fringe benefit programs, insurance programs, etc., and reporting its recommendations to the faculty and staff for consideration.
Evaluation Committee
The Evaluation Committee is responsible for periodically analyzing staff evaluation procedures and making recommendations to the administration regarding an appropriate system of evaluation.
External Minority Affairs
The External Minority Affairs Committee is comprised of service area citizens and is designed to advise the President as to how College services for minority students may be enhanced.
Facilities Planning Taskforce
The primary purpose of the Facilities Planning Taskforce is to work with the administrators and the end users to insure their involvement in the facilities planning process, and make recommendations to the President on major capital expenditures, including construction of new facilities and the renovation of existing facilities. The Taskforce is to publish and update a campus master plan annually.
Faculty and Staff Handbook Committee
The Faculty Handbook Committee is responsible to the Dean of Academic and Student Services for reviewing and updating the Faculty Handbook on an annual basis.
Honors
The Honors Committee shall make determinations as to honors awarded to students and College staff. The Committee shall make recommendations to the President regarding honors policies and procedures.
Hospitality Committee
The Hospitality Committee is responsible for social functions in connection with special events including the Christmas Brunch, graduation reception, etc.
Institutional Advancement Taskforce
The purpose of the Institutional Advancement Taskforce is to serve as a clearing house of resources and to identify potential external funding sources with special emphasis on funding for activities and projects in the humanities, fine arts, and sciences.
110

(2-0 1)
Institutional Planning Taskforce
The Institutional Planning Taskforce acts in an advisory capacity and guides the planning process of the College. The taskforce advises the administration as to the identification and evaluation of the college’s mission, goals, and objectives.
Internal Audit
The Internal Audit Committee is charged with reviewing financial records for compliance with school policies and with making recommendations to the President regarding financial practices.
Learning Resources Center Committee
The Learning Resources Center Committee serves in an advisory capacity to the Director of Learning Resources relative to policies and procedures for library services and serves as liaison between the LRC and the administration.
Professional Development Committee
The Professional Development Committee is responsible for reviewing professional development activities and for recommending programs for faculty and staff.
Professional Employees Grievance Committee
The Professional Employees Grievance Committee shall be responsible for hearing grievances from professional personnel regarding work-related problems. The Committee will record facts and evidence, vote on the issue before them, and make recommendations to the President. This Committee serves in an advisory capacity to the President. The total Committee is composed of five (5) members. Four (4) Schedule D employees are elected-- two (2) each from the Academic and Technical Divisions, and one (1) Schedule B or Schedule C employee is selected by the Administrative Cabinet. Committee members select the chairperson.
Program Review and Curriculum Committee
The Program Review Taskforce serves in an advisory capacity to the Dean of Academic and Student Services and the President. This Taskforce represents the faculty in academic matters and may serve as a liaison between the faculty and administration. The Taskforce is concerned, specifically, with curriculum changes, curriculum review, proposals for new programs, and program evaluation in terms of cost, enrollment, and effectiveness.
Publications Committee
The purpose of the Publication Committee is to make suggestions and recommendations on all school publications. This Committee does not have the authority to make recommendations and changes where Federal Law, State Law, or School Board Policies apply. Areas coming under the review of this Committee include the following: the College’s role in the campus press, the relationship of the student newspaper to the school, policies on the use of the school’s name and logo, and the review of the student
111

(2-01)
handbook, faculty handbook, support personnel handbook, catalog, brochures, recruiting materials, and forms.
Recruitment and Selection Committee
The purpose of the Recruitment and Selection Committee is to determine the selection criteria for each vacant position and to screen applicants for minimum requirements. This Committee will interview finalists and recommend in alphabetical order the top three applicants to the President. The Committee will also report annually to the President on compliance with the provisions of the Shuford Consent Decree. The Committee, which is appointed annually by the President, shall consist of at least 40% black and 50% female, with members from each of the C, D, and B Salary Schedules. An ad hoc member may be added to lend expertise from a particular discipline.
Safety Committee
The Safety Committee will review and make recommendations relative to the College providing and maintaining a safe and healthy environment for students, faculty, staff and visitors.
Salary Schedule E Personnel Committee
The Salary Schedule E committee is responsible for implementing the State Board of Education policy on reclassification.
Scholarship Committee
The purpose of the Scholarship Committee is to screen and review scholarship applications and to recommend policies and procedures for administering the scholarship program.
Sexual Harassment & Discrimination Review Committee
The Committee shall be responsible for hearing formal charges of sexual harassment andlor discrimination brought against College employees. The Committee will report it’s findings and recommendations to the Dean of Academic & Student Services.
Sick Leave Bank Committee
The Committee’s function is to manage the sick leave banlc per State Board of Education directives.
Student Discipline Committee
The Student Discipline Committee will consist of the SGA President and two (2) faculty members--one (1) each from the Academic and Technical Divisions. The faculty members are selected for one year by the Administrative Cabinet.
112

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Student Discipline Appeals Committee
The Committee reviews student appeals from the Student Discipline Committee and makes recommendations regarding its findings to the Dean of Academic & Student Services.
Student Financial Aid Appeals
The Student Financial Aid Appeals Committee is charged with hearing student appeals regarding judgments made by the College that impact student financial aid.
Student Services Taskforce
The purpose of the Student Services Taskforce is to make suggestions and recommendations on all programs and services provided by Student Services. This taskforce does not have the authority to make recommendations and changes where Federal law or School Board policies apply.
Support Personnel Grievance Committee
The Support Personnel Grievance Committee will be responsible for hearing grievances from support personnel regarding work-related problems. The Committee will record the evidence, vote on the issue before them, and make recommendations to the President. The Committee shall consist of two (2) support personnel, elected by the support personnel from all three campuses; two (2) faculty, one each from the academic and technical divisions, elected by the faculty; and one (1) administrator selected by the Administrative Council.
Traffic and Parking Committee
The purpose of the Traffic and Parking Committee is to respond to appeals of traffic citations referred to the Committee by the Campus Security Chief. The decision of this Committee on such appeals is final. This Committee is composed of six faculty and staff members.
113

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GSCC Committee Assignmónts
2003-2004
Admissions Catalog Disability Services
Jimmy Bridges Vivian Burnett Nona Bridges
Robert Johnston Joan Eads Lovelle Buchanan
Theresa Gilley Tom Humphrey Emory Burns
Kathy Gillison-Parker Annette Junior Kim Cobb
Wanda Ledlow Rhoda Oden Dana Davis
Elona Morgan Teresa Rhea Stewart Davis
Cherlyn Stowe Evelyn Portis-Sutton Cindy Greer
Evelyn Woods Esther Wilson Beverly Hicks
0. B. Works Jim Jolly, ex-officio Don Smith
Student Leader Danny Wilborn
College Leadership Team Teresa Rhea, Chair
Adult Learner Recruitment Johnny Baker Michelle Conger, Co-Chair
And Retention Mary Blevins Sherry Curtis (ex-officio)
Pam Clough Michelle Bradford Dale Hill, (ex-officio)
Diann Cruickshank Emory Burns Vernon Cain, Advisory
Cindy Greer Linda Cater John Caylor, Advisory
Tim Moore Pam dough
Elona Morgan Stewart Davis Distance Learning
Tony Thrower Kathy Gillison-Parker Kevin Ashley
Tarva Vaughn Carol Gray David Barnett
Tina Whittington Cindy Greer June Bearden
Shirley Hall Dawn Bush
Alcohol & Drug Abuse Charles Hill Mary Cooper
Prevention Shernevelyne Hill Christine Cunningham
Linda Brown Evelyn Portis-Sutton Christina Dilges
David Collins Teresa Rhea Todd Hamilton
Sun ita Graves Danny Rubrigi Charles Hill
Belivion Herring Cal Smith Jay Johnson
Beverly Hicks Eric Stringer Wayne Payton
Angelnetta McGee Joe Cavender-Alternate Brandy Vaughn
Valerie Richardson Dale Cox-Alternate Sandy Wells
Brad Snead Cindy Haynes-Alternate
Donna Wood Cherlyn Stowe-Alternate Employee Benefits
Cindy Turner-Alternate Richard Bennett
Athletics Tarva Vaughn-Alternate Faye Brewer
Marian Haynie Kim Carter
Sonny Kirby Community Relations Tim Carter
Amanda Morgan Joe Cavender Luanne Longan
David Smith Glenda Fogleman Charlotte McDaniel
Amy Snow Blame Galliher Jim Prucnal
Eric Stringer Cindy Goggans Valera Sanders
Riley Whitaker Beverly Hilderbrand Candice Thompson
Gloria Whitten Pam Johnson Kim Cobb, ex-officio
Anika McGee
Calendar Sharon McGruder Evaluation
Tammy Bridges Beryl Odom Steve CaIdwell
Beverly Elam Jack Page Shelby Cochran
Amy Floyd Jane Radcliffe Kim England
Brenda J. Ford Carol Tidwell Judy Ford
Carolyn Jacobs Kay Smith-Foster (ex-officio) Charlotte Goggins
Joe Mashburn Jason Hurst
Jack Mayfield Lynette King
Jan Patterson Jim Pitchford
Teresa Rhea Wanda Ross
Jim Jolly, ex officio Meredith Tumlin
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Facilities Planning Institutional Advancement Diversity & Multicultural
Taskforce Taskforce Affairs
Debbie Atkins Kathy Brown Donna Adams
Phil Bain Patti Dark Ron Bagby
Mary Blevins Mark Dye John Blue
Barry Boatwright Melia Gagliardo Michelle Bradford
Diann Cruickshank Blame Galliher Emory Burns
Stewart Davis Molly Misko Carl Byers
Willie Duncan Jack Page Willie Duncan
Jeff Green Valerie Richardson Shirley Hall
Tim Green Paula Ross Janice McCormick
Tim Hardy Dennis Sears Susan Mullins
Pam Noah Eric Stringer
Jim Prucnal Institutional Planning Tar-va Vaughn
Don Smith Taskforce
Neal Tharp John Blue ParkinglTraffic
Keith Vaughn Linda Cater Barry Abernathy
Robert Dark Larry Burton
Faculty & Staff Handbook Debbie Duminski Marilyn Collins
Penny Abernathy Misty Hicks Tommy Hartline
Blanca Borrero Pam Johnson Joe Mashburn
Julie Bowen Sam Ledbetter Shirley Napper
Glenda Copeland Connie Meloun William Patterson
Lila Gearhart Beryl Odom Judy Richerzhagen
Russell Hillpot Jim Pitchford
Frances Mack Michael Sosebee Professional Development
Tern Towe Neal Tharp Joe Cavender
Jim Pitchford Phil Waits Kim Cobb
Carol Wilcutt Robin Cochran
Internal Audit Jennie Dobson
Honors Phil Bain Dale Hill
Debbie Atkins Johnny Baker Ann Porter
Karen Blythe-Smith Cindy Cano Cal Smith
Vivian Burnett Jacqueline Clark Lisa Thacker
Shirley Colvin Tanya Holcombe Gina Tice
Dale Cox Donna Howington Gay Utz
Glenda Fogleman Jim Prucnal Melinda White
Beth Gray Angela Waits
Charles Hill Suzanne Zahorscak Professional Employee
Michael Johnson Grievance
Donna O’Lander Learning Resources David A. Barnett
George Terrell, Chair Dorothy Burgess Robert Dark
Susan Wadsworth Pat Connell Frank Miller
Leah Elkins Tammy Potter
Hospitality Nancy Gilbert George Terrell
June Bearden Brenda Hammer
Ruby Clarke Pat Hat
Tony Cobb Nancy Lee
Carol Gray Brenda Lockridge
Belivion Herring Gina Martin
Shernevelyne Hill Pat McGee
Amy LaCount Jamie Payton
Leatrice Martin Glenda Selman
Brian Ross Kim Sonnberger
Kay Smith-Foster
Pam Talley
Cynthia Tant
Danny Wilborn
Geraldine York
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Program Review & Safety Student Discipline
Curriculum Ed Clark Staci Culberson
Bob Baker Jessica Dover Deanna Johnson
Edie Boyd Steve Lankford Yolanda Monroe
Susan Brown Mark Light Tammy Potter
Rita Crider Perry Shields SGA member
Gwen Ford Tony Thrower
Zora Garner Harold Waddell Student Discipline Appeals
Tim Green John Caylor, ex-officio David Burgess
Diane Honeycutt Sue Robinson
Janie Johnson Salary Schedule E SGA member
Jim Jolly Personnel
Sandra Rudolph Kim Carter Student Financial Aid
Carol Tidwell Robert Dark Appeals
Phyllis Waits Tanya Holcombe Fay Birchfield
Sam Ledbetter Alicia Harris
Publications Susan Wadsworth Linda Hollingsworth
Judy Elliott Kim Cobb, ex-officio Paul Ozor-Ilo
Regina Evans Rebecca Vice
Hugh Hammer Scholarship Brenda Young
Katrina Hardin Lynda Craft SGA member
David Hartley Bill Crowe
Deborah Hood Robert Dark Student Services Taskforce
Alecia Hurst John Faucett Bridget Burney
Emmett Powell Tim Green Deborah Beverly
Kay Smith-Foster (ex-officlo) Ali Iranmanesh Michelle Conger
Jesse Osborn Dana Davis
Recruiting & Selection Pat Rutledge Jennie Dobson
Michelle Bradford, Chair Connie Swafford Sherry Gwin
Jacqueline Clark George Terrell Jimmy Johnson
Wayne Findley Gary Udaka Judy Hill
Marian Haynie Jim Vanderford Charlotte Kiger
Cindy Haynes Emmett Powell
Sexual Harassment Cherlyn Stowe
Pat Brooks Sharon McGruder
Pam dough Patty Wilborn
Wanda Ross
Billye Smith Support Personnel
Brad Snead Grievance
Vicki Albright
Sick Leave Linda Cater
Patty Carrell Tim Heard
Richard Dobbs Kelly Haynes
Ann Porter Gina Martin
Valerie Richardson
Lisa Thacker
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Form K-I
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
EXEMPLARY PROGRAMS, SERVICES, AND PROJECTS
2003-2004 I 2005-2006
College: Gadsden State Community College
Describe (who, what, when, where, how, and why) the single most innovative concept which has surfaced through your college and which merits planning, development, or implementation within the 2003-2004 /
2005-2006 planning cycle. The incentive for stimulation and the potential for impact are some of the positive considerations in determining your submittal. Consider all dimensions of the college as you make your selection. If no program, service, or project meets these criteria, indicate none.
Gadsden State Community College (GSCC) and Jacksonville State University (JSU) have partnered to develop the McClellan Center for Higher Education. This is a partnership in several dimensions. The two colleges have committed to refurbish a building at the former Fort McClellan which was closed by the Base Re-alignment and Closure (BRA C) Committee in 1999. Building 3151 was obtained from the Joint Powers Authority after base closure. Building 3151 is 68,500 square feet that is undergoing renovations of approximately $7, 000,000 to allow it to be utilized as the McClellan Center for Higher Education. The Center will house the Anniston Campus of GSCC and JSU will offer classes in the building as well.
The Public Safety Telecommunications (PST) Program will be housed in the new McClellan Center for Higher Education. The PST Program is a virtual college program for
telecommunicators and dispatchers and was developed by the Institute for Emergency Preparedness (IEP). GSCC and JSU are partners in the (IEP) which was established to provide training, research and education, emergency management, emergency medical services, hazardous management and homeland security. GSCC and JSU along with The Association of Public-Safety Communications Officials (APCO) International are partners in the APCO Virtual College (A VC). The primary purpose of the A VC is to provide academic degrees for public safety telecommunicators. GSCC awards associate’s degrees in PST and JSU awards bachelor’s degrees with a major in Emergency Management and a minor in Public Safety
Telecommunications, and a master’s of
Public Administration with a concentration in Emergency Management. The PST Program is unique in that it is the only program offering these degrees anywhere. The PST program currently has 150 students from 46 states and 5 countries.
The McClellan Center for Higher Education should be ready for classes during the 2004-2005 academic year.
The partnership between GSCC and JSU continues to provide numerous benefits and opportunities. An on-going project is the partnership which built the Joe M. Ford Center for Economic Development on the East Broad Campus of GSCC. Both colleges continue to occupy this facility and have found it very beneficial to all parties.
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Form L-l
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
INSTITUTIONAL EFFECTIVENESS
2003-2004 I 2005-2006
SACS/COC Criteria 3
Institution: Gadsden State Community College
The institutional effectiveness measures adopted by the State Board of Education contain the provision that “each college shall develop and implement an evaluation system whereby each instructor and staff member is evaluated at least annually by a supervisor with appropriate education and experience.” For this executive summary, attach hereto a copy of your college’s personnel evaluation plan.
All personnel are evaluated annually by their supervisors. Students evaluate classroom
instruction at least one semester each year. New part-time instructors are evaluated each
semester by students. Regular part-time instructors are evaluated at least one semester each year by students.
Institutional effectiveness plan contact person: Jim Pitchford
Telephone: 256-549-8226
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Form M-1
EXECUTIVE SUMMARY
INSTITUTIONAL MANAGEMENT PLAN
EMERGENCY PREPAREDNESS PLAN
2003-2004 I 2005-2006
Institution: Gadsden State Community College
Each institution in the Alabama College System will outline the steps that will be followed and the staff responsible for initiating and completing the steps in the event of terrorist threats, disaster resulting from the acts of persons, and natural disasters.
In accordance with requirements set forth, the necessary steps and respective responsible par-ties are outlined in the academic year 2002-2003 Institutional Safety Handbook. The Safety Handbook provides an “all hazard” approach to emergency preparedness. The responsible party for safety planning is vested in the Dean of Financial and Administrative Services. The academic year 2002-2003 Institutional Safety Handbook is herein attached.
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Form N-i
ASSESSING THE INSTITUTIONAL EFFECTIVENESS CLIMATE
AT YOUR INSTITUTION
The following self-assessment items address conditions which are likely to facilitate the effectiveness of institutional planning and evaluation processes. The items are not necessarily directed to “must” statements in the Criteria; rather, they are provided here simply as guidance for institutions which aspire to develop and maintain exemplary processes for planning and evaluation. On a 1 to 3 scale, where the following values hold, assess the institutional effectiveness climate at your institution.
1 = Exemplary
2 = Adequate
3 = Inadequate
1. Expressed leadership and support from the 1 2 3
chief executive officer is evident.
2. Appropriate staff expertise is available in 1 2 3
planning and evaluation.
3. Appropriate fiscal support is provided for 1 2 3
planning, evaluation, and institutional research.
4. Plans identify major issues and priorities for 1 . 3
the institution.
5. Plans are based upon an ongoing assessment of 1 2 3
external environment, internal factors, and
institutional capabilities.
6. Well-defined written procedures and schedules 1 2 3
have been developed.
7. Integration of major institutional processes is 1 2 3
emphasized (e.g., results of assessment, personnel
evaluation, program review, etc., provide input for
planning).
8. Planning/evaluation processes are coordinated 1 2 3
with external entities/demands (e.g., state level
planning and budgeting, federal reports,
accreditation processes, etc.).
9. Procedures are established for monitoring progress 1 2 3
and implementing appropriate modifications
within the planning/evaluation cycle.
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10. Procedures are established for annual update of plans, 2 3
incorporating assessment results into plans
for institutional improvement.
11. Clear linkages are established between institu- 1 2 3
tional goals, plans, and the allocation of resources.
12. Planning and evaluation procedures take into 1 2 3
account the accreditation criteria which
specifically apply to each functional area of
the institution.
13. Outcomes assessment findings are “fed back” to 1 2 3
decision makers.
14. Clear and explicit goals are formulated for each 2 3
functional unit of the institution.
15. Emphasis is placed on the identification of specific 1 2 3
educational outcomes.
16. Provisions are made for the broad-based involvement 1 2 3
of faculty members and administrators in develop men
and implementation of planning and evaluation
processes.
Adapted from the SACS Resource Manual on Institutional Effectiveness, 1998 edition.
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