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Progress of 1994 Visit
Printable Version |
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PROGRESS
REPORT, 2003
RECOMMENDATIONS: OVERALL COLLEGE
NORTHWEST ASSOCIATION OF SCHOOLS AND COLLEGES
ACCREDITATION REPORT, 1994 |
| Recommendation,
1994 |
Status,
2003 |
| Develop an equipment
replacement schedule and the ways and means to fund such an effort. |
Replacement schedules
have been formulated. There have been improvements in many areas,
yet the demands in technology areas, in particular, tend to accelerate
faster than available funds. The availability of funds for equipment
is simply not predictable, making it difficult (impossible) to follow
a replacement schedule. (See Standard 8, Equipment.) |
| Review and address
assignment of core faculty regarding overly broad teaching assignments,
perhaps beyond academic background, by providing additional full-time
positions or through working to establish an effectively remunerated
pool of part-time faculty. |
The full-time
faculty has nearly doubled in the past ten years. This increase has
helped considerably to diversify and broaden core faculty areas of
expertise. (See Standard 4) Departments consider their pool of adjunct
faculty to be qualified and competent, although recruitment of qualified
faculty is difficult for college English courses and the life sciences.
The increase in distance education offerings has in recent years lessened
pressures for finding qualified adjunct faculty at branch campuses
and satellite centers. Also, there are additional full-time faculty
hired in Ely and Winnemucca since the last comprehensive accreditation. |
| Consider methods
to strengthen the use and effectiveness of occupational program advisory
committees. |
All but one of
the AAS programs have had advisory board meetings in the last year.
Many programs can point to specific ways in which the advisory committees
have contributed ideas and expertise. |
| Instructional
leadership, program directors, and concerned faculty review results
of assessment data collections efforts of the Office of Institutional
Research and Assessment and take steps to implement changes that are
consistent with the findings |
A major assessment
effort in the past five years was the work conducted by GBC and The
Education Alliance in determining the feasibility of baccalaureate
programs. That work, along with focus groups and elementary education
and BAS committee work (involving GBC personnel and the key employers),
has formed the basis for much of the College efforts since 1998. More
recently, the College’s assessment data and actions are shifting
to (1) planning for assessment of general education learning; and
(2) developing and using institutional research data (e.g., enrollment
trends and patterns as good predictors for use in program planning). |
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