Seminole State College

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

 

 

Part III

Conclusion: Request for Continued Accreditation

 

The Self-Study Report 2000 of Seminole State College is the culmination of three years of planning, preparing, and analyzing the effectiveness of all the institution's programs. The purpose of the self-study is to better understand the institution, analyze and learn from its strengths and challenges, and to assemble an honest report in order to merit continued accreditation from the Commission of Institutions of Higher Education of the North Central Association of Colleges and Schools.

Dozens of administrators, faculty, and members of the professional and classified staffs of SSC have been involved in the institutional self-study process. They have engaged in committee work to the extent that schedules and desire for participation permitted. What distinguishes the preparation of this Self-Study Report over the prior document of 1989 is the extensive e-mail communication that has ensued. All members of the College community had the online opportunity to participate from contributing to the revised mission statement to reviewing the drafts of all of Self-Study Report chapters. In addition, constituency groups scheduled 12 formal meetings during 1998-2000 in order to contribute to the Self-Study Plan and to assist in drafting the finished document. Two in-service programs in 1998 and 1999 and two College-wide retreats in 1999 and 2000 were devoted to the self-study process and other institutional planning issues. During the NCA kickoff in-service program held in 1998, the College was fortunate to have on campus Dr. Cecilia Lopez. Dr. Lopez, who approved the Self-Study Plan, is Seminole State College's NCA liaison officer. Dr. Lopez met with each of the six NCA self-study sub-committees and helped start their inquiries.

The institution learned from the three-year self-analysis. The Seminole State College community, as a team of educators, is proud of the strides made over the last decade in the fulfillment of institutional mission and public functions as the College serves students as efficiently and effectively as possible. The members of the SSC community are conscious of the many challenges confronting the institution as well as its strengths and successes. In that spirit, the work of self-evaluation and the NCA self-study committees goes beyond the 2000 report as the College continues to refine and improve academic and related procedures. The Seminole State community believes the College merits the Team's consideration for continued accreditation for a third ten-year period. This conclusion is based on the results of the self-study and on the sincere fulfillment of SSC's commitment to each of the five institutional criteria established by the North Central Commission.

 

NCA Criterion 1

The institution has clear and publicly stated purposes consistent
with its mission and appropriate to an institution of higher education.

The mission of Seminole State College is clear and proudly promulgated in SSC's internal documents, manuals, and handbooks as well as in its external publications such as the Catalog. Since the last NCA Team visit the mission statement has been revised twice (1994 and 1999) in an open, active processes involving faculty and staff. This rewriting was also responsive to SSC's seven public functions as authorized by the Oklahoma State Regents for Higher Education and incorporates measurable, long- and short-range institutional and educational goals. Revisions of Seminole's mission statement were formally examined and approved in 1995 and 1999 during two public meetings of the Seminole State College Board of Regents. The institution pledges to continue to revisit and reshape the mission into the future. In addition, the College recognizes the need for vigilance featuring the mission statement in all internal and external documents.

The College's constituents understand the institution's mission and purposes as evidenced by results of recent group surveys and in discussions with varied internal and external groups through mechanisms such as the 1998, 1999, and 2000 institutional meetings and planning retreats. However, the best evidence of this commitment is the dedication and long-standing service of faculty and staff members. In their classroom teaching, advising, and everyday work, they testify to the fact that, as the mission statement reads and the Self-Study Report substantiates:

The College exists to enhance the capabilities of individuals to achieve their goals for personal development by providing quality learning experiences and services that respond to diverse individual and community needs in a changing global society. Seminole State College prepares students to continue their education beyond the two-year level, trains students for careers and other educational opportunities, and makes available resources and services designed to benefit students and the community at large.

The challenge remains to articulate that mission, especially to its external public (see Self-Study Report, Chapter 6)

 

The many ways that Seminole State College meets and exceeds
Criterion 1 are highlighted below:

Chapter 6 – Mission and Governance

• The College’s constituencies are involved in the development of the institution’s mission statement.
• The College’s constituencies believe the mission statement is clear and understandable.
• The mission statement is disseminated in internal and public documents.
• The College provides training, resources and services to the community.
• As a mission-driven institution, SSC serves students through its state-supported functions.

 

Chapter 7 – Academic Affairs and Student Affairs Programs

• SSC’s academic and support programs tie directly to the mission statement.
• The College’s degree programs reflect all facets of the institutional mission and functions.
• The academic divisions have accumulated resources to accomplish institutional purposes.
• Professional development seminars are held to enhance traditional semester courses.

 

Chapter 8 – Assessment at Seminole State College

• Assessment at SSC is and will continue to be mission-oriented.
• By using various assessment tools, SSC continues to accomplish its educational goals.

 

Chapter 9 - Personnel

• Personnel are committed to the mission of the two-year institution of higher education.

 

Chapter 10 – Physical and Financial Resources

• Fiscal Affairs provides timely services and accurate information.

 

Chapter 11 – Institutional Planning

• In its planning, the institution adapts its programs to meet constituents’ needs as mission-directed.

 

NCA Criterion 2

The institution has effectively organized the human
financial, and physical resources necessary to accomplish its purposes. 

Human, physical, and financial resources are in place at Seminole State College. In unique ways, the Self-Study ascertained that these different resources contribute to the fulfillment of the institution's mission and to the manifestation of SSC's seven public, legislatively directed, functions in order to accomplish the institution's purposes now and into the future.

The Self-Study Report describes clear, recognizably governing, representative groups active and functioning at the College. These groups of campus constituencies are organized, in open, advertised meetings that follow agendas and publish minutes. Members are also invited to attend each other's deliberations. For example, formal arrangements exist among SSC groups to promote cross-attendance and encourage participation in decision-making. The president of the Faculty Senate attends regularly scheduled meetings of the Seminole State College Board of Regents. During his three-year tenure, SSC's President has frequently made presentations to the Faculty Senate and has appeared before other constituency groups.

The governing body of the institution, the Board of Regents, is the policy-making organization of the College, composed of members of the public appointed by the Oklahoma Governor and approved by the State Senate. The membership represents the community at large, and members bring distinguished expertise and diverse career experience to benefit the institution. Board prerogatives and administrative procedures are clearly delineated in the Board Policies manual (see Chapter 6).

Other campus leadership constituency groups illustrate SSC's shared governance structure. These functioning bodies include the Administrative Council, the Faculty Senate, the Division Chair Council, the Professional Staff Council, the Classified Staff Association, the Student Government Association, and the Seminole State College Educational Foundation, Inc. (see Chapter 6). These College constituents include dedicated, highly qualified administrators, faculty, professional and classified staff members who possess degrees and the requisite credentials and training to serve students. The Self-Study found that many SSC employees have tenure that exceeds ten years of service, and they are encouraged to develop professionally themselves and to advance at this institution (see Chapters 7 and 9).

As indicated throughout the Self-Study Report, College personnel, educational and student service programs, the physical plant, and financial and other resources benefit students and enhance learning on SSC's campus. The last 10 years have witnessed steady growth and improvement in these resources, particularly in staffing, multimedia, and other instructional advances, capital improvements, campus health and safety, consortium agreements, and academic and student services programming. Moreover, the past three years have seen growth of the institution's overall enrollment as well as major advances in resource development and capital expansion.

In summary, enrollment in the academic programs has grown. Services such as TRIO Programs have been added, and increases in scholarships have occurred in order to assist students and persons in the community to enroll and succeed in school. Approximately $10 million has been spent in capital improvements to support student learning, informational technology, business and training coursework, and teaching as well as efforts to make the campus' buildings and facilities safer and more accessible. State and institutional budgets have increased the support of academic and student services' areas, especially during the last three years, with the help of accelerated and successful fund-raising initiatives. Reserves have also been built up. Nevertheless, the Self-Study Report recognizes the important challenge of continuing to plan in order to develop and add to human, physical, and financial resources that prepare Seminole State for the future (see Self-Study Report, Chapters 4, 7, 8, 9, 10 and 11).

 

Throughout this document Seminole State College has illustrated
how it meets and exceeds Criterion 2.

Chapter 6 – Mission and Governance

• SSC has internal and external evaluative checks to measure program quality.
• The Employment Readiness program applies higher education to workplace preparation.
• The College has a positive impact on local economic development efforts.
• Programs reflect proper use of resources being allocated to accomplish institutional purpose.
• The College conducts research to improve institutional effectiveness.
• The Board of Regents approves policies for the College operation and monitors financial income and expenditures.
• The Administrative Council is effectively organized and qualified to oversee operations.
• On-campus constituency groups provide input in the decision-making process at SSC.
• The governing board and administration are dedicated to accomplishing the College's functions.
• The faculty's professional preparation and responsibilities are linked to achieving the mission.
• Seminole State College's financial resources are dedicated to teaching and instruction.

 

Chapter 7 – Academic Affairs and Student Affairs Programs

• Departmental work involves faculty serving on campus, community and state committees.
• Departmental labs are upgraded to improve student learning and preparedness.
• College facilities highlight and promote effective learning.
• The credentials and experience of the faculty meet and exceed appropriate requirements.
• Academic assistance labs provide individual tutoring.
• To facilitate instructional quality, enrollments are usually limited to 25 students per class.
• Counselors use the SSC Catalog to help students understand degree requirements.
• Student guidelines accurately and fairly describe expected objectives.
• The academic divisions have accumulated resources to accomplish institutional purposes.
• The David L. Boren Learning Resources Center serves the campus and community.
• Library resources have been developed through coordination with the academic divisions.
• Statistical information is maintained on the Testing Center to ensure efficient operation.
• Telecommunications and OneNet coordination is handled through the Learning Resources Center.
• The Office of Student Affairs effectively serves the growing numbers of students at SSC.
• Campus Police work to create a safe and healthy learning environment.

 

Chapter 8 – Assessment at Seminole State College

• Program analyses found assessment worked by prompting instructional changes.
• Graduates rate their experiences at the College very high.
• By using various assessment tools, SSC continues to accomplish its educational goals.
• SSC supports effective learning through availability of convenient resources for students and community members.
• The excitement for learning has increased as technology has become available for instruction.
• Technological upgrades and expansions are done to support academic goals.
• Financial offices work with all students to ensure their success and satisfaction.
• The College is financially sound and has solid fiscal programs and procedures in place

 

Chapter 9 – Personnel

• Faculty is charged with providing effective classroom instruction through solid preparation.
• Faculty members are qualified and well prepared academically.
• Sixty-five percent of full-time faculty members have at least seven years of service at SSC.

 

Chapter 10 – Physical and Financial Resources

• SSC marshals financial and physical resources.
• The Chemical Hygiene Plan addresses OSHA and Department of Labor requirements.
• SSC strives to improve access to physical resources.
• Main campus buildings encompass approximately 168,000 square feet.
• The physical plant supports effective teaching and learning.
• There is expanded new technology for instruction and administrative support.
• The Computer Committee assists in planning campus-wide technology.
• Employees place students' needs first to ensure satisfaction.
• Instruction and Academic Support budgets reflect steady increases.
• SSC offers modern, up-to-date, ADA accessible buildings and grounds.
• SSC is financially sound and has procedures in place to continue into the future.

 

Chapter 11 – Institutional Planning

• SSC utilizes resources to accomplish its mission and functions.
• The Three-Year Plan guides the development of institutional objectives.

 

NCA Criterion 3

The institution is accomplishing its educational and other purposes. 

Self-Study Report 2000 reveals that Seminole State College is accomplishing its various purposes. The quality of its academic programs and related student services and the implementation of its assessment plan clearly support the institution's commitment to quality.

The self-evaluation and analysis plainly show that Seminole State College's commitment to General Education is strong and coherent. During the past ten years, through our own institutional initiatives and Oklahoma State Regents for Higher Education directives, the College has strengthened its General Education offerings, establishing strict, rigorous course requirements for degree completion in all program areas.

To complete the General Education degree requirements at SSC, students must select from a variety of specific courses in the arts, business and computer sciences, communications, humanities, mathematics, natural and social sciences, and personal wellness. The courses vary in content but all aim to broaden students' perspectives on the arts, society, cultural diversity, and biological and physical environments. Three-fourths or more of the credit hours earned in transfer degrees (generally 47 hours) and an appropriate number of hours earned in technical degrees (for example, 18-19 credit hours in Business Administration) come from General Education courses. As part of Seminole's self-study process, the faculty and staff rewrote and updated the institution's General Education Philosophy to more clearly reflect the mission statement. This statement emphasizes the first-priority function of public colleges as prescribed by the State Regents: to offer "General Education and other university-parallel coursework." The principal section of that mission statement reinforces the importance of intellectual courses of study that

. . . form bridges between the various educational endeavors of the institution, including terminal, 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.

In addition, during the 1990s, seven new humanities courses and one general orientation course, including three subjects in the fine arts, became part of the General Education coursework at Seminole State College. The following humanities/fine arts subjects were included in SSC's course schedule: Studies in America's Writings, introduction to Mass Communication, 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. The recent inauguration of the Honors and the Foreign Studies Programs has invited faculty and students alike into two new dimensions of intellectual interaction.

Oklahoma State Regents policies also strengthened the importance of General Education for Seminole State College and statewide for public colleges. In the mid-1990s, the OSHRE required that students enrolled in AA and AS degree programs must complete a three-credit hour course in mathematics instead of basic, entry-level, zero-level math. The Regents also replaced the general-course requirement in Physical Education with the requisite that students enroll in at least one three-credit course in Wellness and Human Development. Finally, the Regents approved an articulation agreement that eases the transfer of students from two-year colleges to four-year institutions (see Chapters 3, 4, and 7).

A particular bright spot that illustrates Seminole State College is accomplishing its educational purposes is the implementation of the Assessment Plan. The award-winning plan was developed and implemented in 1991. Building upon that plan over the last nine years has led to important improvements in academics, student-services, and fiscal affairs on SSC's campus. The impetus of the self-study process has led to the development of a second-generation, updated assessment plan, which is nearly complete. The self-study focus also resulted in the reconfiguration of the College's standing committee on assessment. Seminole State College is also proud of its record of program accreditation in Nursing, Medical Technology, and Business/Computer Science which by their nature reinforce the necessity of assessment.

The College recognizes the challenge of moving beyond mandating assessment to the tasks of calculating, measuring, changing, and improving the institution so that our students will be even more successful (see Self-Study Report, Chapter 8).

 

The evidence presented throughout this document clearly documents how Seminole State College meets and exceeds Criterion 3.

Chapter 6 – Mission and Governance

• The College offers coherent General Education and university-parallel coursework.
• Programs are clearly defined and academically rigorous.
• Strides have been made to define and strengthen general education requirements.
• SSC sustains programs in general, vocational-technical, developmental and continuing education.
• The College has quality programs that bring the college and community together.

 

Chapter 7 – Academic Affairs and Student Affairs Programs

• SSC's academic and support programs are mission-oriented.
• The State Regents prescribe core courses for all Associate degrees.
• Students with special needs are provided accommodations to assist with their education.
• Faculty members participate in campus life to promote intellectual interaction with students.
• Information about program offerings is widely disseminated.
• Departmental work involves faculty serving on campus, community and state committees.
• Courses of study are appropriately named and consistent with State Regents' guidelines.
• Faculty members supplement College counselors' efforts in providing information about academic disciplines.
• Required and elective courses emphasize scholarly achievement and personal growth.
• Faculty members participate in student assessments.
• Counselors use the SSC Catalog to help students understand degree requirements.
• The College administers placement tests to appropriately place students in courses.
• Student guidelines accurately and fairly describe expected objectives.
• Terminal grades directly correlate with measures of proficiencies and competencies.
• Technical instructors document ongoing staff development to verify continued competence.
• The academic divisions identify needs for modification of courses.
• The David L. Boren Learning Resources Center serves the campus and community.
• The Testing Center provides information about career and transfer opportunities.
• The TRIO programs direct federal tax dollars back into the local economy.

 

Chapter 8 – Assessment at Seminole State College

• Assessment at SSC is and will continue to be mission-oriented.
• The College has participated in the Collegiate Academic Assessment Program Pilot Project.
• Faculty is working toward developing evaluations of General Education core competencies.
• The entry-level assessment detailed in the Assessment Plan remains viable and functional.
• The latest edition of the assessment plan continues General Education work emphasis.
• Program outcome assessment reviews degree programs.
• A series of community and student surveys measures satisfaction with the College.
• Course-embedded assessment measures course effectiveness as related to student achievement.
• Findings from annual assessment reports illustrate Assessment Plan's entry-level component to be effective.
• Program analyses found assessment worked by prompting instructional changes.
• The General Education component confirms that SSC students perform well in a university or employment setting.
• Graduates rate their experiences at the College very high.
• By using various assessment tools, SSC continues to accomplish its educational goals.
• The excitement for learning has increased, as technology has become available for instruction.
• Technological upgrades and expansions are done to support academic goals.
• Financial commitment to equipment purchases strengthens academic divisions.
• Financial offices work with all students to ensure their success and satisfaction.

 

Chapter 9 – Personnel

• Faculty members are qualified and well prepared academically.
• Sixty-five percent of full-time faculty members have at least seven years of service at SSC.

 

Chapter 10 – Physical and Financial Resources

• SSC main campus serves the College's clientele effectively and efficiently.
• Main campus buildings encompass approximately 168,000 square feet.
• Expanded new technology for instruction and administrative support.
• The Computer Committee assists in planning campus-wide technology.
• SSC has a financial commitment to equipment needs.
• Employees place students' needs first to ensure satisfaction.

 

NCA Criterion 4

The institution can continue to accomplish its purposes
and strengthen its educational effectiveness.   

The self-study evidenced adequate planning that allows Seminole State College to continue and effectively accomplish all its educational and related purposes well into the future. Human, fiscal, and physical resources are integrated into planning mechanisms that help guide resource growth and program effectiveness for years to come.

During the past three years, emphasis on administrative re-organization and on constituency-based, long-range planning has projected staffing, academic programming, capital, and related resource needs that will prepare the institution for the future. The Self-Study Report documented the fact that SSC administrators, faculty, and staff have spent considerable time and effort reshaping and strengthening the budgeting process. Seminole State College personnel have been working and updating policy and procedure handbooks and manuals to better serve students. Area plans, such as in academic, admissions, plant, and resource development have been developed or in some cases initiated. All of the campus constituencies brought about and shared in these plans. Moreover, a second-generation assessment plan, in place in 2000, outlines clear-cut processes to continue to evaluate the institution's educational and related programs and to implement findings. Additional strong evidence of preparation for the future includes planning for the Residential Learning Center and the Technology and Industry Training Center.

During the past three years, the Seminole State College Educational Foundation, Inc. has been re-invigorated, its machinery and committee structures overhauled. The results have been increased endowment income and other gifts, principally those in scholarships, which help reach out to larger numbers of students than ever before. Supporting the campus' plans to fund programs into the future, gifts and grants have increased ten-fold. Reserves stand at $500,000 in spite of the increased level of budget spending. Section 13 funds provide resources for instructional programs and related technologies. Finally, the annual retreats in 1998, 1999, and 2000, directed by the President's Office and involving Regents, faculty, administrators, students, and staff, have reinforced the College's campus-based planning efforts and unified preparations for the future. The foundations for all these different planning processes originate in the academic area, and actively involve grassroots efforts.

 

The following highlights confirm how Seminole State College
meets and exceeds Criterion 4.

 

Chapter 6 – Mission and Governance

• The College measures and evaluates over-all effectiveness of its efforts.
• The Community Needs Assessment Survey helps determine interest in course offerings.
• The Administrative Council directs the College in positioning itself for the future.
• The planning of institutional and academic programs is directly related to the mission.

 

Chapter 7 – Academic Affairs and Student Affairs Programs

• SSC's qualified staff are involved in institutional planning efforts.
• The Division Chair Council is involved in academic program planning.
• Staff, collection and budget of the Boren Learning Resource Center support academic program planning.

 

Chapter 8 – Assessment at Seminole State College

• Assessment at SSC is and will continue to be mission-oriented.
• For eight years, the Assessment Plan has served as an effective structure guiding the College.
• The entry-level assessment detailed in the Assessment Plan remains viable and functional.
• Program outcome assessment reviews degree programs and is continuous.
• A series of community and student surveys measures satisfaction with the College.
• Technological upgrades and expansions are implemented to support academic goals.
• Financial commitment to equipment purchases strengthens academic divisions.
• Financial offices work with all students to ensure their success and satisfaction.
• A second-generation Assessment Plan will guide future assessment efforts.

 

Chapter 9 – Personnel

• The Administrative Council helps plan for the College's future.
• Faculty is charged with providing effective classroom instruction through solid preparation.

 

Chapter 10 – Physical and Financial Resources

• The Facility Management Plan Summary helps SSC to accomplish its purposes and plan for the future.
• In 1998, the College proceeded with plans for the physical expansion of the College campus.
• The Computer Committee assists in planning campus-wide technology.
• SSC has a financial commitment to equipment needs.
• SSC plans to operate effectively through the next decade by facing fiscal challenges.

 

Chapter 11 – Institutional Planning

• SSC utilizes resources to accomplish its mission and functions.
• The College utilizes annual retreats to gain input and plan for the future.
• The College's Annual Report documents and describes the planning accomplishments.
• By adapting its programs to meet constituents needs, the College is flexible and creative

 

 

NCA Criterion 5

The institution demonstrates integrity in its practices and relationships. 

The Self-Study Report gives adequate evidence that the fair treatment of SSC's constituencies remains paramount in its on-campus dealings and relationships with members of the community at large. This ensures Seminole State's integrity and reputation as an institution committed to higher education. The College conscientiously complies with federal, state, and local regulations and mandates.

Several examples support this last NCA Criterion. The NCA subcommittee on Mission and Governance engaged its members and the institution's on-campus constituents in open debate on the revision of the institution's mission statement. The College has made commitments to promulgate that mission and purpose, remaining steadfast in the commitment to restate them in updated publications. Ample evidence shows constituents sharing in decision-making and, since the last NCA Team visit, the institution expanded that participation to members of the new Classified Staff Association. The subcommittee on Academic Programs and Student Services Programs and other NCA subcommittees cite illustrations of a half-dozen or more consortial arrangements that strengthen SSC's academic programs and promote its standing among other academic institutions, thus safeguarding its reputation as an institution of higher education. The NCA subcommittee on Assessment reinforced the importance of ongoing evaluation, of listening to reasonable requests of students and other constituents, of building upon assessment, and of making meaningful changes to better the institution. The subcommittees on Mission and Governance, Academic Programs and Student Services Programs, Assessment, and Personnel all document the existence of grievance procedures and other campus machinery to safeguard the rights, prerogatives, and recourse of faculty, students, professional staff and classified staff at Seminole State College. Vigilance to ensure such equitable treatment remains a constant institutional challenge (see Self-Study Report, Chapter 12)

 

Evidence has been presented throughout this document that Seminole State College meets and exceeds Criterion 5 as highlighted below.

Chapter 6 – Mission and Governance

• The College has a positive impact on local economic development efforts.
• SSC demonstrates integrity through diverse community relationships.
• SSC's practices and relationships show integrity toward its mission and functions.

 

Chapter 7 – Academic Affairs and Student Affairs Programs

• Students with special needs are provided accommodations to assist with their education.
• Information about arbitrating disputes and filing grievance procedures are distributed to students and employees.
• Information about program offerings is widely disseminated.
• Counselors use the SSC Catalog to help students understand degree requirements.
• Representatives from other colleges meet with SSC students to facilitate transfers between institutions.
• Faculty modifies and updates curriculum to reflect current educational trends.
• There are published statements of non-discrimination and equity access for employment candidates.
• Professional development seminars are held to enhance teaching.
• Student Opinion Surveys reflect high satisfaction with accuracy of information received prior to enrollment.
• Services for students with disabilities are noted in campus publications.
• Financial assistance is available to afford all students the opportunity to succeed.
• Policies and procedures related to residence life are published and distributed.
• The TRIO programs assist school districts with services for local students.
• The College has expanded opportunities for women to compete in intercollegiate athletics.
• The Athletic Department adheres to a departmental policy on Substance Use and Abuse.

 

Chapter 8 – Assessment at Seminole State College

• Assessment at SSC is and will continue to be mission-oriented.
• The College has participated in the Collegiate Academic Assessment Program Pilot Project.
• A series of community and student surveys measures satisfaction with the College.
• The College seeks community perceptions through the Community Opinion Survey.
• The annual Graduate Opinion Survey is imperative for institutional integrity.
• By using various assessment tools, SSC continues to accomplish its educational goals.
• The College's current physical expansion is necessary for growth.
• SSC conforms to recommendations and standards of NACUBO in its financial procedures.
• Financial offices work with all students to ensure their success and satisfaction.

 

Chapter 9 – Personnel

• SSC personnel are recognized by the community for the integrity of their work.

 

Chapter 10 – Physical and Financial Resources

• SSC has improved access to physical resources.
• SSC's oversight responsibilities conform to NACUBO standards.
• Employees place students' needs first to ensure satisfaction.

 

Chapter 11 – Institutional Planning

• The College utilizes annual retreats to gain input and plan for the future.

 

Chapter 12 - Seminole State College and Issues Involving Integrity

• SSC enjoys a good reputation in the community.
• The College has strong relationships with educational institutions, partners and accrediting bodies.
• The institution has had honorable dealings with students, faculty and constituents.
• SSC adheres to policies and procedures, ensuring institutional integrity.

 

 

Request For Continued Accreditation

Our three-year self-study process confirms that Seminole State College continues to meet the 24 General Institutional Requirements and meets the five Criteria for Accreditation from the North Central Commission on Institutions of Higher Education. Based on this belief, the College requests from the NCA Commission continuing accreditation for a ten-year period with the next visit scheduled for the 2009-2010 academic year.