Prepared for The Commission of Institutions of Higher Education of the North Central Association of Colleges and Schools

 

 

Chapter 12

Seminole State College & Issues Involving Integrity

 

Seminole State College prides itself in its good community reputation, its solid relationships with educational institutions, other partners, and accrediting bodies, and its fair and honorable dealings over the years with its students, faculty, and other constituents. The College's adherence to published policies, procedures, and practices ensures institutional integrity.

The goal of Seminole State College is "to practice what it preaches" by following, in its practices and procedures, as strictly and judiciously as possible, commitments published and disseminated in its policy pronouncements, catalog, handbooks, and manuals. Seminole State College also conscientiously complies with all federal, state, and local regulations. The College, in every way, affirms its belief in its mission and demonstrates good-faith integrity.

 

The Good Reputation It Enjoys In the Community.

This relationship has been reciprocal and of good faith. Seminole State's last two Presidents have held leadership positions in the Seminole Chamber of Commerce. Local city leaders, area representatives of the State Legislature, and officials of the Chamber of Commerce credit SSC Presidents Cook and Utterback with keeping College life interwoven in the fabric of Seminole. Both Drs. Cook and Utterback are respected leaders on campus, in Oklahoma higher education, in the State political scene, and in the surrounding community. Other staff members of the College have served as presidents of the local chamber, on chamber committees, and also on the Governing Board of the Jasmine Moran Children's Museum.

Seminole State College, in good faith and with integrity and with loyal support of its citizens, faculty and staff, has served the needs of its service area for 69 years. It remains a small, public college of quality, part of a unique community in which to live and learn.

 

Strong Relationships with Educational Institutions, Partners, Accrediting Bodies.

Seminole State College was initially accredited by the Commission of Institutions of Higher Education of the North Central Association of Colleges and Schools in 1975, the same year the College became a fully supported junior college for the locality. Following the NCA's last two site visits, NCA continued the College's accreditation for two ten-year periods. During 1992, the College received national recognition from NCA for its Institutional Assessment Plan. Seminole State College is particularly proud of its diligence and good faith efforts in answering the six concerns of the last NCA team visit, and the spirit of openness it conducted the recently completed self-study process.

Compliance with the concerns and advice of the previous NCA visitors indicates the integrity and seriousness of the institution's approach to accreditation. Three examples of honestly addressing past concerns illustrate SSC's good-faith efforts in this regard. First, twice during the 1990s, Seminole State College rewrote its mission statement, updating it to better reflect the school's purpose. This revision was the prime concern of the previous NCA Team. In 1994-1995, led by the administration and with active support from various constituency groups on campus--faculty, staff, and students--the College reworked the mission the first time. During 1998 and 1999, taking advantage of the self-study process, Seminole State College again re-examined its mission statement. With constituency deliberations and input from the entire College through the submission of written ideas and e-mail, the NCA Committee reorganized the language of SSC's mission statement and rewrote it a second time.

Second, the prior NCA Team advised the College to rewrite its policies to insure that they clearly expressed that programs and services remained broadly accessible to students of diverse backgrounds and experiences. This belief is printed in the mission and purpose section of the Catalog on page 3. "Universal Access" is also an "institutional belief and commitment" applied to the recruitment of students, faculty, staff, and administrators.

Section II-4-1 of the newly revised Board Policies manual includes the Seminole State College Equal Employment Opportunity/Affirmative Action policy, which states:

Seminole State College declares and affirms to its students, employees, and to the public that it is committed to equity in recruitment, employment, and promotion in all job classifications and in all educational programs without regard to race, creed, color, religion, gender, age, marital status, national origin, ancestry, or disability. In order to assure that equal opportunity is afforded to all students, employees, and applications, Seminole State College recognized the need for, and the implementation of, an Equal Employment Opportunity/Affirmative Action Program.

The College believes that these policies, philosophies, and procedures supporting affirmative action are put into practice consistently on campus. Advertisements to recruit and hire SSC staff persons are published in all area newspapers, large urban regional papers, the Black Chronicle (an African-American newspaper in Oklahoma City), and The Chronicle of Higher Education. Notices of staff positions are routinely mailed to appropriate graduate departments throughout Oklahoma, including Northeastern University, with its high proportion of Native American students, and Langston University, a historically Black institution (see Self-Study Resource Room for search materials).

In addition, SSC "does not discriminate on basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its policies, practices or procedures" in student recruitment or in student services. The College "is in compliance with Title VI of the Civil Rights Act of 1964, Executive Order 11246 as amended, Title IX of the Educational Amendments of 1972, Section 504 of the Social Rehabilitation Act of 1973 and the American with Disabilities Act (ADA) of 1990." In addition, Seminole State College has entered into a Program Participation Agreement with the U. S. Department of Education. So as a Title IV-eligible institution, the College through the Financial Aid Office complies with equal accessibility requirements of the Higher Education Reauthorization Act (as amended in 1992). These policy statements are published on page i of the Catalog, approved by SSC's Board of Regents on separate occasions and routinely reviewed by the Administrative Council.

Seminole State College practices the principles of equality that its pronouncements on affirmative action profess. The College recruits among area Tribes and provides private scholarships through the Seminole State College Educational Foundation, Inc. SSC reaches out to Native Americans through contact with the Bureau of Indian Affairs.

Third, in response to a concern of the prior NCA Team, Seminole State College twice since 1989--in the early 1990s and during the recent self-study process of 1997-1999--took the opportunity to re-define its General Education philosophy and strengthen its offerings in General Education. The Division Chair Council led this total effort, assisted by the Vice President for Academic Affairs and several faculty members. The revised General Education philosophy, published on page 37 of the Catalog reads:

Seminole State College believes General Education forms the central core for all associate degrees. The College is, therefore, committed to requiring students in all degree programs to participate in basic General Education courses. The College also believes that General Education experiences form bridges between the various educational endeavors of the institution, including terminal and transfer programs and life-long learning. General Education is designed to broaden students' exposure to commonly recognized areas of knowledge; introduce students to diverse subject areas that will encourage informed choices to be made in today's society; and equip students with essential skills necessary for careers and life-long learning.

Since 1990, the College made great strides in identifying and strengthening its General Education offerings and requirements, particularly in the Humanities and Fine Arts. This scrutiny followed a determined response to previous NCA concerns and reflects a commitment to offer students more choices in those particular disciplines. As a result of this effort, seven new Humanities courses, including three subjects in the Fine Arts, and one general orientation course, were added to the General Education coursework. The impetus for these improvements reflect the new mission statements adopted and approved in 1994-95 and 1997-99 that called for "providing quality learning experiences" for individuals enrolled in "General Education and other university-parallel coursework." The following Humanities/Fine Arts subjects emerged in SSC's course schedule: Studies in America's Writings, Introduction to Mass Communications, Black and White Photography I and II, Special Projects in Journalism or Photography, Leadership Development, Issues in Social Science as Perceived Through Hollywood Movies, and Women Writing. A student orientation short course, Personal and Academic Success Strategies (PASS), was also added. The Seminole State College Student Opinion Survey (fall of 1998) indicated that, overall, 89% of students polled were very satisfied-satisfied with the variety of courses offered at SSC. In addition, General Education requirements for the Associate of Applied Science degree in Business and Information Systems were increased from 6 to 18-19 credit hours with more coursework centered on the Humanities, Social Science and Behavioral Sciences (see page 54 in the Catalog).

The spirit of openness, in which Seminole State conducted the recent NCA self-study is another indication of how the College earnestly operates with integrity. During the first month of Dr. Utterback's Presidency, February 1997, the current self-study process began. The new President appointed four senior administrators and faculty members as coordinators to develop the Self-Study Plan. Eight general objectives of the institutional self-study process eventually grew out of the plan. They were shared in open meetings of constituent groups and were incorporated in the approved Self-Study Plan. Objectives # 2 and # 4 embody the principles that illustrate our commitment to integrity:

The self-study process also pointed out sharply the challenges Seminole State faces. It helped us renew and redefine procedures needing attention, such as academic and institutional budget preparation. It helped in finding perspective and defining issues such as faculty tenure and the General Education philosophy behind the support of SSC's coursework. The cooperation of faculty and staff in the self-study process led again, for a second time since 1989, to update the mission statement of the College. Sharing information that we learned about ourselves through the year-long study has been most difficult; sharing takes time and effort. Many of us were involved in NCA committee deliberations and assignments while essential academic, student, and other services still held priority. We have shared some information by word of mouth and memo; e-mail has given some updates to all; self-study progress reports were given at some constituency group meetings and at other gatherings such as the Business and Computer Science Division meetings. In the process, some faculty, professional staff, and classified staff members emerged as NCA superstars by devoting time and energies to the self-study process. Others chose not to participate actively, but every individual had the opportunity to serve the institution in this process. Every member of the SSC staff attended NCA in-service programs during past two years.

Finally, the relationship that Seminole State College enjoys with academic program accrediting bodies, such as The National League for Nursing (the Nursing Program), The National Accrediting Agency for Clinical Laboratory Sciences (Medical Laboratory Technology), and the Oklahoma State Regents for Higher Education (Business/Computer Science), has been productive for the institution and for the students it serves. Historically, the College has received excellent program reviews in these areas. There have been no adverse actions taken by the above accreditation bodies.

In summary, Seminole State College is proud of and enjoys its reputation. The College is aboveboard in its dealings, practices, and relationships with all institutions and agencies. SSC recognizes that this strength has emanated from years of successful dealings with students, faculty, and other constituents.

 

Honorable Dealings over the Years with Students, Faculty, And Other Constituents.

A number of good faith examples with students, faculty, staff, and other SSC constituents prove that ethical relationships between the College and its people exist and that Seminole State demonstrates integrity in its practices and dealings with them.

These programs involve faculty, students, and other constituents in a cooperative effort, which illustrate that Seminole State genuinely fulfills its mission statement by providing "training, resources, and services designed to benefit the community and region," supportive of the College's mission-related public functions and NCA Criterion 1.

 

Adherence to Published Policies, Procedures, And Practices Which Help Ensure Institutional Integrity.

The principal publication that features institutional policies, procedures, and practices is the Board Policies and Internal Administrative Policies and Procedures of Seminole State College manual. This comprehensive document serves as the institution's core handbook for faculty and staff. Copies of the Board Policies manual and regular updates are available to all full-time faculty and staff persons at Seminole State. Two copies of this publication are on reserve for public inspection in the David L. Boren Library . This manual, a policy guide for Board of Regents members, administrators, faculty, and all staff, details general administrative policies and procedures for the institution on topics ranging from employment, leaves, salaries and fringe benefits, and tenure to maintaining drug-free workplace, avoiding sexual harassment, and addressing grievances. Adhering to these policies and setting institutional procedures to deal with them, the College does its best to insure integrity in relationships with personnel and persons in the community.

The Board Policies manual contains three parts or sections: "Basic Documents," "General Administration," and "Fiscal Affairs and Physical Plant." A review of some of the major policies and procedures spelled out in these sections of the Board Policies manual reveals examples of how Seminole State carries its integrity promises out in practice.

The College also judiciously follows federal regulations and state policies, and North Central Association mandates, issuing appropriate operating guidelines that further prove good- faith, institutional integrity in its practices with these entities. For example:

Strengths

Challenges

Seminole State College confidently and actively fosters good relationships with community groups, its faculty and staff, and its principal constituents, the students. This commitment to service is proven in the College's long-lasting and solid partnerships, which have been developed, strengthened, and extended over the years. Institutional integrity is also illustrated in the College's investments of human resources, staff time, and finances, which allow personnel to remain current and to attend workshops in compliance with state and federal regulations, especially, such as with Title IV, Title IX, ADA, OSHA, and the Family and Medical Leave Act.

The most convincing proof that Seminole State practices what it preaches as judiciously as possible is what is published and disseminated in its policy pronouncements, catalog, handbooks, and manuals, and often appears in comments by its students, alumni, and personnel. In the fall of 1998 Seminole State College Student Opinion Survey--987 students or approximately 55% of those enrolled were polled--yielded the following supporting data:

The actual words of students, alumni, and personnel better express their belief in the programs, works, and integrity of Seminole State College.

STUDENTS: "I feel that SSC has made a significant impact on my attitude about myself. The faculty portray a confident and caring atmosphere that overflows to their students." (1998)

"If I had to start all over and take different college courses, I would still come to SSC. I love it here." (1998)

ALUMNUS FRANK PATTERSON: "Why did I come to Seminole? I needed to know what I had inside. I thought I could test the waters here. The College was a launch pad for my career." (SSC Recognition Banquet, April 29, 1999)

ALUMNA JANE STARK BRADLEY: "This school has touched my life and my family's life. I attribute my success in my career to starting academic studies at a smaller college." (SSC Recognition Banquet, April 29, 1999)

 

Part III Conclusion