Alice Lloyd College

SACS Compliance

Alice Lloyd College – SACS Compliance Audit

Alice Lloyd College is accredited by the Southern Association of Colleges and Schools Comission on Colleges to award baccalaureate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 or at http://www.sacscoc.org for questions about the accreditation of Alice Lloyd College.

4.1

The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating student achievement.

Response:

box1Compliance   box2Non-Compliance

The Leaders are Here
The longstanding mission of Alice Lloyd College (ALC) is to “educate mountain people for positions of leadership and service to the Appalachian region.” When ALC was founded in the early 1920s, Mrs. Lloyd, the founder, insisted that “The leaders are here.” Her goal was to provide people of the region an opportunity for an education. This would make it possible for them to serve and lead among their own people, thereby uplifting Appalachia.
ALC collects information about its graduates in an effort to evaluate the success of the institution in respect to its mission. On an annual basis, the Academic Dean’s Office assigns a select number of faculty and staff to serve as members of an Institutional Research and Assessment Committee, which is chaired by the Director of Institutional Research. This committee helps to ensure that pertinent data is collected and utilized in ways that will benefit the school and the students it serves, as well as keeping ALC focused on its important mission.
The mission of Alice Lloyd College is to educate mountain people for positions of leadership and service to the mountains by:

  • Making an Alice Lloyd College education available to qualified mountain students regardless of their financial situation.
  • Offer a high quality academic program, emphasizing the liberal arts.
  • Promoting the work ethic through a self-help student work program in which all full-time students participate.
  • Providing an atmosphere in which Christian values are maintained, encouraging high personal standards and the development of character.
  • Serving the community and region through appropriate outreach programs that utilize mountain people helping mountain people.
  • Assisting deserving students in obtaining advanced study beyond their program at Alice Lloyd.
  • Producing leaders for Appalachia who possess high moral and ethical values, an attitude of self-reliance, and a sense of service to others.

(2012-2014 ALC Catalog 4 )

Course Completion
All students at ALC must complete the College’s 54 hour general education core requirement. Students must complete each course (or an equivalent course transferred from another college) with a grade of C or better. Below is a list of the general education core:

General Education Requirements / 54 hours
Institutional: 16 hours:
CIS 110, Comm 126, Eng 101, Eng 102, LE 101, PE 103.
Humanities: 12 hours
Social Science: 12 hours
Natural Science/Mathematics: 12 hours
Students at ALC who wish to pursue degrees in the Teacher Education program (TEP) must complete 75% of the general education core before applying for admission to the TEP. Students wishing to major in Business Administration must complete a pre-business curriculum prior to admission to the Business Administration program. The pre-business curriculum is outlined below:
The Pre-Business/Accounting Curriculum includes the following courses: Acc 201, Acc 202, Bus 212, Bus 240, Bus 295, CIS 110, Comm 126, Econ 209, Econ 210, Eng 101, Eng 102, and Math 112, 113, 114 or 125.
There are two significant points at which a student’s general knowledge is assessed using a recognized test of academic proficiency. At the beginning of the freshman year all students take the Measurement of Academic Proficiency and Progress (MAPP); then at the beginning of the junior year, all students take the MAPP test to indicate progress during their first two years at Alice Lloyd College. (See Academic Profile Comparisons).
In addition to the two designated assessments of general knowledge, students also complete course requirements which may include: daily assignments, projects, research papers, and comprehensive tests.

Students are guided toward completing their degree with the appropriate courses through supervision of the Registrar and faculty advisors. Guide sheets are used to ensure that students are taking the required courses relative to their degree.

Student course completion rates are also monitored by the Director of Financial Aid to ensure that students meet Satisfactory Academic Progress criteria for state and federal financial aid. A student completing less than 66.6% of courses attempted or earning less than a 2.0 overall GPA is placed on probation and is allowed one semester to meet the 66.6% requirement and/or raise the GPA to at least a 2.0.

The following chart contains benchmarks set by the college when evaluating student success as well as attainment of these benchmarks for the last three academic years for which the data is available.
Assessment Thresholds

 

Established Threshold

Appropriateness of Threshold

Achievement of Threshold

Changes, if needed

Retention

70% freshman retention

As a college serving up to 75% first generation college students each year, research indicates that ALC should struggle to retain freshman students. Retention rates have been as high as 68% in 2005 . The college has never met the 70% benchmark in its history, but increased retention efforts since 2011 have shown an improvement in the retention of cohort entering ALC in 2012.

2012-2013: 64.06%
2011-2012: 53.57%
2010-2011: 55.21%

Since 2011, every student attending ALC must go through a formal interview with the Director of Admissions or an Admissions Counselor with the capability to ensure that these students have the capability to complete an academic program. In addition, beginning in 2011, the Enrollment Committee (comprised of Dean of Students, Academic Dean, Director of Student Success, and the Director of Admissions) meet weekly throughout the summer. There is an emphasis in these meetings to communicate with non-returning students in order to determine why they left ALC.

State Licensing Exams

All students who complete the Teacher Education program are required to pass the PRAXIS II exam prior to student teaching.

All students who receive teaching certification must pass the PRAXIS II exam, and students may take the exam as many times as they desire, but ALC’s most recent emphasis has become seeing that students pass the exam in as few attempts as possible.

2013-2014: 100%
2012-2013: 100%
2011-2012: 100%

In an effort to increase first-time pass rates for the PRAXIS II exam,  our education department has made more of an effort advise students more carefully about when to schedule PRAXIS II exams. A concern has been that students were taking the PRAXIS II exam in many cases prior to completing relevant content coursework within their programs.

Capstone Courses

All students enrolled in programs requiring completion of a senior seminar course (History, English, Biology, Sociology, Liberal Arts) must successfully complete a senior seminar course with a grade of C or better.

After completing all other coursework required for their degree programs, it has been determined that Senior Seminar courses are a good way to allow students to demonstrate what they’ve learned through working on a rigorous and detailed research project under the supervision of a faculty member within the program.

Percentage of Students Successfully  Completing Capstone Course
2013-2014:
HIST 488-100%
ENG 490- 100%
BIO 413-92%
SOC 489-79%
2012-2013:
HIST 488-100%
ENG 490- 100%
BIO 413-100%
SOC 489-88%
2011-2012:
HIST 488-90%
ENG 490- 92%
BIO 413-92%
SOC 489-0% (capstone requirement for Sociology major wasn’t added until fall 2012)

ENG 490 (senior capstone course for English majors) syllabus was revised in 2012 to require students to follow a more strict drafting process in composing their capstone projects.

Work Study Performance

Students should complete all contracted hours (at least 160 per semester) and abide by all rules for attendance and performance while enrolled in the student work program.

 

Students Completing at Least 155 of 160 Required Hours
2013-2014: 88%
2012-2013: 89%
2011-2012: 84%

In 2012, Student Work Office began submitting weekly reports of all students behind 10 or more hours to Academic Dean. Academic Dean communicates with Student Work Supervisors to ensure that students don’t fall too far behind in work assignments.

Graduation Rates

35% four-year graduation rates
40% six-year graduation rates

 

Graduation rates for Cohort
2010: 25.76 (4 year)
2009: 20.85 (4 year)
2008: 26.48 (4year);          36.75 (6 year)

Since 2011, the Retention/Enrollment Committee (comprised of Dean of Students, Academic Dean, Director of Student Success, and the Director of Admissions) meet weekly throughout the summer. There is an emphasis in these meetings to communicate with non-returning students in order to determine why they left ALC.

Since 2013 Financial Aid Office generates Satisfactory Academic Progress for all students on financial aid suspension/probation. These reports are distributed to Academic Dean and to faculty advisors in an effort to ensure students are eligible for federal financial aid and can finish an academic program in a timely manner.

Changes to Freshman Transition program.

Post-Graduate Placement

Career Services Threshold of Acceptability

 

Graduate Statistics 2007-14

 

Enrollment Data
The college tracks new student enrollment data on a monthly basis using the Monthly Admissions Report. The report tracks applications and acceptances as well as GPA, ACT/SAT, and financial aid information for students applying to ALC. The report compares this data with data from the previous year, and the data in this format is available for comparison back to 2005.

Each summer, the Retention and Enrollment Committee holds weekly meetings and uses this data to manage enrollment for the fall semester. The committee is typically comprised of the Academic Dean, Dean of Students, Director of Admissions, Assistant to the Director of Admissions, Director of Housing, and the Director of Student Success. In examining the student body at Alice Lloyd College, a major concern of this committee is providing leadership for the Appalachian region, a primary focus of the College’s mission. On average, between 95 and 99% of ALC’s student body comes from Appalachia (97% for the 2011 incoming class, 96.3% for 2012, and 99.4% for 2013.) The emphasis on recruitment from this area helps to ensure that the College produces leaders for this area.

State Licensing Examinations
The teacher education component of the Alice Lloyd College academic program makes up a large percentage of ALC graduates. Twenty-seven percent of the 2012, 21% of the 2013, and 20% of the 2014 graduating classes were education majors. In addition to their rigorous requirements for graduation, education majors must also meet certain licensure requirements established by the Kentucky Education Professional Standards Board (EPSB). Education majors must complete the PRAXIS I exam in order to gain entrance into the education program. Success on specific categories of the PRAXIS II exam is required in order to receive certification by the EPSB. Results of the PRAXIS II are reported to the EPSB through an annual Title II Report. This report card is available online. See PRAXIS II results and PRAXIS II First Time Pass Rates for detailed results about student pass rates for the Pedagogical Content Knowledge and Content Knowledge portions of the PRAXIS II exam.

Capstone Courses
In lieu of student portfolios, many programs at ALC require students to complete capstone courses in their field of study. Graduates in English, Sociology, Biology, Liberal Arts, and History must complete senior-level capstone courses in which they complete a substantial written research project under the supervision and direction of a faculty member or in some cases, a team of faculty. Successful completion of this course is a requirement for graduation in these majors.

Student Work Evaluations
As part of its mission, ALC strives to promote “the work ethic through a self-help student work program in which all full-time students participate.” Student Worker Evaluations are performed each semester on every student. Students in supervisory roles within the work program are evaluated by a Student Supervisor Evaluation. Student Worker Evaluation data is used to assess not only the job performance of individual students but the effectiveness of the student work program as a whole. Evaluative data about  both student workers and student supervisors is analyzed by work area.

Retention and Graduation Rates

The Student Satisfaction Survey is administered by Student Services each year and is used to evaluate student satisfaction in various areas of the College including academics, student life, and the student work program. A three-year summary of the Student Satisfaction Survey results can be found here.

In addition, other reports compiled by the College track retention by major. However, these reports are not completed on a regular basis but rather when it is determined that additional information is required on the retention of a particular class. (See Summary of Majors for Non-Returning Students Fall 2011- Spring 2012).
This data is used by Student Services and Academic Affairs to guide decision making with respect to student satisfaction and the various programs offered by the College.

Alice Lloyd College also maintains a variety of data for each graduating class. This data includes the number of degrees conferred as well as well as the area of study for each degree. This data is used for generating both internal and external reports. Internal reports include Graduates by Major, ACT/GPA correlations, and 4, 5, and 6 year graduation rates. External reports include IPEDS, Degree Completion Report, The Council on Post-Secondary Education Annual Report, and the annual Title II Report. Both internal and external reports are distributed and discussed as appropriate during cabinet meetings, Retention Committee meetings, division head retreats, faculty meetings, Academic Affairs Committee meetings and elsewhere in order assess the college’s performance in recruiting, retaining and graduating students. Data from these reports is used to direct retention directives on campus.

One example of how this data led to a change to improve college retention efforts happened in 2011 as the Freshman Transition Program (Bridge Program) went from being a non-credit 16-session program lasting throughout the entire first semester of the students’ enrollment at ALC to being a 12-session program in which 8 (75%) of the sessions occur during the new students’ first week at ALC. In addition, students receive one hour of institutional credit for successfully completing the program. During a 2011 review of data detailed in the Freshman Retention Comparison listed above, it became evident that the vast majority of students who left ALC during their first year did so at the end of the fall or spring semester. Another concern was that the Freshman transition Semester sessions were poorly attended, especially toward the end of the first semester. The Retention and Enrollment Committee made the following three suggestions to the Freshman Transition Program director who has since implemented them: (1)  the program should be more intensive at the beginning of the semester when students are likely to have the most trouble acclimating to college life; (2) students should receive 1 hour institutional credit to encourage attendance; (3) the program should end with an exit interview in which the Freshman Transition Program director interviews and advises students at the end of the semester. In the year following these changes to the Freshman Transition Semester attendance and successful completion of the program rose dramatically although the retention rate of freshman didn’t show the same immediate results.

Year

Enrolled in Freshman Transition Semester

Successfully Completed Freshman Transition Semester

Percentage Successfully Completed

Freshman Retention Rate

2010

176

153

86.9%

59.5%

2011

188

143

76.1%

55.21%

2012

200

188

94%

53.57%

2013

188

181

96.2%

64.06%

 

Job Placement Rates
The Academic Dean’s Office, the Director of Institutional Research, the Office of Alumni Relations and the Career Services Office collect information about graduating seniors in a number of ways.

The Senior Exit Survey is administered by the Academic Dean’s Office and is completed by each student receiving a degree. Data from this survey is reviewed by the Administrative Cabinet and the Assessment Committee to identify strengths and weaknesses in various aspects of the College. (See Senior Exit Survey Results 2014).

The Office of Alumni Relations asks each senior to complete a Graduate Information Sheet  prior to graduation. This document provides the Alumni Office with important contact information for each graduate. It also provides information regarding each graduate’s future plans relative to graduate school or career pursuits. The Office of Alumni Relations then contacts these graduates within six months to confirm and update the information given on the Graduate Information Sheet. Information collected is entered into the alumni database and is shared with the Career Services Office.
The Career Services Office prepares an annual Graduate Employment Statistics Report which provides employment and/or graduate/professional school enrollment information for each graduating class. (See Graduate Statistics 2007-2014).

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