5.3.2 Instructional Support

 

 

5.3.2.1 To support its curriculum, each institution MUST provide a variety of facilities

 and instructional support services (e.g., educational equipment and specialized facilities such as laboratories, audiovisual and duplicating services, and learning skills centers) which are organized and administered so as to provide easy access for faculty and student users.

 

Benedict College provides a wide array of instructional support services and facilities that include a Media Center, general and discipline-specific laboratories, duplicating services, and special programs that support the curriculum.  See table 59  below.  All are designed to embrace the purpose of the institution, support the curriculum, and provide an atmosphere conducive to and supportive of the academic and personal growth of all students.  The campus facilities are continuously evaluated as a part of the strategic planning process.  Upgrades and renovations of instructional support facilities are included in the Master Plan. 

 

Table 62

Instructional Support Facilities

 

Laboratories, resource collections, and equipment are also made available through the department in each academic building.  For example, in Bacoats Hall, the Education Department has installed Learning Plus software to support its students in their preparation for PRAXIS I.  The Department of Fine Arts, located in the Henry Ponder Fine Arts and Humanities Center, features a variety of practice rooms, musical equipment, and art laboratories needed for instructional support for students enrolled in courses offered by that department.

 

The Media Center, which is administered by the Library, supports the educational program by providing audiovisual equipment and technical assistance to students, faculty and staff.  Toward this mission, the Media Center produces, acquires, organizes, and maintains audiovisual materials in sufficient quantities, depth, and diversity to support the curriculum.  The Media Center is open from 8:30 a.m. to 5:00 p.m. Monday through Friday.  Services provided by the Media Center include: providing audiovisual materials to faculty and students to support teaching and learning; supplying media and equipment for teaching purposes; providing self-guided audiovisual materials; supplying necessary audiovisual equipment and technical assistance for College activities; and videotaping educational, teaching programs, and campus events.  Included in the equipment inventory are TV/VCRs, overhead projectors, camcorders, LCD projectors, tape recorders, and portable screens.  A complete inventory, checkout forms, and related documents can be found in the Self-Study exhibit.

 

Duplicating services are largely provided by the Communication Center which is conveniently located in the lower level of Stuart Hall.  The Center is open from 8:30 a.m. to 4:30 p.m., Monday through Friday.  The Communication Center is primarily used for duplicating large quantities of documents including papers, examinations and proposals.  The Center provides professional typesetting and duplication services for campus events and programs and offers black and white and color duplicating, printing, binding, laminating, and related services. Although most academic units have some duplicating services in each support office for preparation of instructional materials, the Communication Center provides duplicating and printing services beyond the capability of individual academic departments.

 

A variety of instructional support services is provided to students and faculty through the Counseling and Testing Center.  Students in all majors are provided ready access to counseling services, tutorial services, and instructional laboratories for reading, writing, and mathematics.  Testing seminars and workshops are provided for students in support of their preparation for professional examinations such as the GRE, GMAT, LSAT, MCAT, and PRAXIS. Additionally, special services for disabled students are provided through the Academic Advising Coordinator including diagnostic services and targeted, special needs assistance such as readers for visually impaired students and a partner-tutor assigned to each student.

 

Continuous assessment of the effectiveness of the instructional support services has led to the restructuring and relocation of several key positions and offices that provide these services.  These changes, coupled with the additions and renovations of a number of instructional support facilities over the past year, yielded needed improvements in services and facilities. 

 

5.3.2.2 They MUST be adequate to allow fulfillment of the institutional purpose

 and contribute to the effectiveness of learning.

 

Analysis of utilization and survey data indicate that the instructional support services provided by the College to support the curriculum are adequate to meet the institutional purpose and to contribute to the effectiveness of learning.  For example, in the Spring 2000 Self-Study surveys of students, 62% reported that staffing of the learning laboratories was adequate.  Faculty and students regularly use the services available through the Counseling and Testing office since it is the first point of contact for all freshmen and transfer students.  Faculty who teach general education core courses, particularly in English, foreign languages, and mathematics routinely refer students to the tutors, laboratory sessions, and individualized instructional support services available through the Counseling and Testing Center.  Faculty advisors are notified in writing when their advisees present challenges that require the attention of the counselors or the Academic Advising Coordinator in this area.  This process allows for full communication between the staff in the Counseling and Testing Center, the Coordinator of Academic Advising, and faculty members.  In addition, students whose freshman placement test scores indicate that they need additional assistance with a core subject area are required to enroll in the respective laboratories.  Written communication from the faculty member teaching the laboratory and clearance from the Counseling and Testing Center facilitates notification of the faculty advisors of each student’s status and progress.

 

In addition to the college-wide services provided through the Counseling and Testing Center and Academic Advising, the instructional support services offered through individual departments and units of the College assist in facilitating effective learning for all students.  These unique support services add a specialized character to the overall instructional support system provided by the College.

 

The Coordinator of Academic Advising works directly with all students who have been identified as special needs students.  Through this office, the physical and academic support services for any student with a temporary or permanent disability are coordinated.  In response to data collected from users about the accessibility of these services, the Office of the Coordinator of Academic Advising has been renovated to permit easy access for wheelchair bound students.  Accommodations are determined on an individual basis according to the nature of the disability and may include the following services: assistance with College-related business such as registration and financial aid; orientation tours to familiarize students and faculty with campus facilities and resources; liaisons with faculty to determine support needed for classroom activities; assistance in arranging for readers, scribes, and personal care attendants; special proctored examinations; and assisted equipment with related user training and support, such as computer software, note-taking resources, and tape recorders.

 

5.3.2.3 These requirements APPLY to all programs

 wherever located or however delivered.

 

All Benedict College courses for College credit are offered on the campus where all instructional support services are located.

 

5.3.3 Information Technology Resources and Systems

 

 

5.3.3.1 Information technology resources and systems are essential components in higher education.

  An institution MUST provide evidence that it is incorporating technological advances into its operations.

 

Benedict College continuously incorporates technological advances into its operations to complement its educational program and to provide maximum efficiency for all units of the College.  The Office of Management Information Systems (MIS), a unit of the Division of Institutional Effectiveness, oversees the use of information technology to support both the academic and administrative needs of the institution as stated in its mission on page one of the MIS Policies and Procedures Manual. Every aspect of the institution has benefited from the continuous enhancements to the information technology infrastructure.  Specifically, the College has invested in improvements in the Management Information Systems areas with the expansion of staff, approaching a 1:1 faculty to computer ratio and maintaining a 10:1 student to computer ratio.  The advancements have enabled Benedict College to provide students, faculty, and staff with a growing variety of educational equipment, laboratories, training facilities, and services.  These improvements have enhanced instruction, student services, planning and professional development.

 

Current information technology projects include the Benedict College web site page which has been redesigned, the provision of faculty and staff training sessions, and infrastructure improvements to complete wiring and connectivity of all campus buildings, such as the Honors House, Oak Street and Haskell Dormitories, and the Gressette Leadership Center.  The College projects a fully operational teleconferencing capacity for 50 persons by 2002 and developing campus radio and television broadcasting capacity by 2004. 

 

Benedict College operates and maintains a large network of computer systems ranging from large shared systems to desktop computer workstations connected together by a fiber optic backbone and other communication systems called the Benedict College Network (BCNet).  Utilizing the BCNet are several servers as described in the table below:

 

Table 63

Servers in Use at Benedict College

 

The College manages its administrative and academic components with the People Oriented Information Systems for Education (POISE) software.  Specifically, these administrative software capabilities support the following areas:  Financial Aid, Enrollment Management, Housing, Student Billing, Purchasing, Inventory, Registration, Grades, Counseling, Alumni Affairs and Donations.  To further enhance its operation, the system has been upgraded during the last two years to the latest version of the admissions, registration, and billing modules.  Also, the degree audit module has been installed.  With these accompaniments, the College upgraded workstations terminal emulation software to provide improved accessibility to data.  In addition to these upgrades, the College manages this system more efficiently with an increase in expert staff.  Also, the College has successfully provided POISE training to faculty and staff.

 

Due to the network infrastructure improvements and system upgrades, the College has successfully provided e-mail access via the BCNet.  This has enabled faculty and staff to be assigned e-mail addresses and to access others on campus and from remote sites (utilizing web access).  Also, as a result of infrastructure improvements, internet access is readily available to students, faculty and staff on all networked computers as well as capabilities to handle voice, data and video via the network.

 

5.3.3.1 Information technology resources MUST support the planning function

 and the educational program component of the institution at appropriate levels.

 

For the planning functions of the College, the POISE system has been installed and used as the student information system.  This includes an integrated system for registration, financial aid, academic advising, and alumni development.  This system provides data for Institutional Effectiveness functions and planning as well as for academic advising.  The College’s information technology resources support the planning function as reflected in the Strategic Plan and specifically in Strategic Direction 6, Obtain the Quantity and Quality of Facilities, Equipment, Software, and Other Educational Resources Required to Achieve the College Mission.  A generous College investment in hardware, software, infrastructure, communication networks, and staffing has permitted the educational program to be supported at appropriate levels.  Specifically, MIS has acquired additional trained staff, published a MIS Policies and Procedures Manual, and installed numerous software applications in specific computer laboratories and offices as well as on the College’s networked system, including PLATO and Learning Plus.

 

Evidence of the use of information technology resources to support the planning functions and educational program of Benedict College can be found in the multiple computer laboratories provided for student and faculty use across the campus including the living learning centers.  A detailed chart listing the locations, number of computers and printers, applicable software and hours of operation is found in Section IV of this report.  The laboratories are supported by the Management Information Systems staff.  The Office of Institutional Effectiveness assits the MIS staff with analyses of vurvey data, help desk requrests, and other measures to ensure that assessments are provided and used to enhance services.  On-going assessments, as well as analyses of Self-Study data have revealed disparities between faculty, staff, and student perceptions of availability of computer resources and the continuous enhancements in technological resources provided by MIS.  As a result, additional efforts have been made to increase awareness of upgrades, repairs, additions, training and other services and computer resources provided by MIS.  Electronic mail alerts and a newsletter series are two examples of actions taken by MIS to address perceptions of computer resources and services.

 

5.3.3.3 Institutions MUST provide the means by which students may acquire basic competencies

 in the use of computers and related information technology resources.

 

A significant feature of Benedict College is the availability of computers for student training and use.  As noted earlier, there are over 20 computer laboratories on campus where students participate in formal class instruction, complete assignments and projects, conduct research, and participate in training sessions on new technologies.  Students enhance previously learned Computer Skills or learn basic computer literacy skills and competencies through the Freshman Orientation which includes a required computer literacy workshop.  Additional opportunities to improve skills are provided through the eight hours of seminar courses that students are required to complete.  MIS also provides seminars within classes for students to acquire information concerning computing resources.  Additionally, MIS utilizes Work-Study, volunteer, and service learning students within computing operations to allow students the opportunity acquire technical skills and educational experiences involving information technology.

 

To complement basic acquisition of computer skills and competencies, there is a continuum of technology infused into the educational program.  General Education core courses and major courses often require word processing to write papers, Power Point presentations, spreadsheets, databases, graphic calculators, web searching, and e-mail.  For example, some courses require students to download and submit assignments using the web and e-mail functions.  All major programs have provisions in the discipline to ensure students are exposed to and are proficient in the technologies that are critical for success in their respective fields.

 

The general education requirement for computer literacy is now infused in the seminar series.  The instructional objectives for computer literacy in the Seminar Series are described in the course outlines. In addition, each major program has identified intended competencies which involve infusing technology into the curriculum, with appropriate and adequate measures for assessing student achievement.  (See Division of Academic Affairs, Assessment of Educational Competencies, 1999 - 2000.

 

5.3.3.4 There MUST be provisions for ongoing training of faculty and staff members

 so that they may make skillful use of appropriate application software.

 

The newly renovated facility that houses MIS features training rooms for faculty and staff.  Even prior to this particular training location, ongoing training for faculty and staff was provided throughout each academic year.  Notices of such training sessions were posted throughout the campus, delivered to targeted audiences via campus mail, and were posted on the e-mail system.  In addition, division and unit directors require some special training sessions.  Faculty and staff are also encouraged to submit requests for desired specialized training sessions.  For instance, MIS staff conducted Learning Plus training sessions per request for faculty and staff, in which one session accommodated over 25 persons.  Also examples of other requests include Microsoft Office, Word, POISE and GroupWise 5 training.  Additionally, MIS has conducted Faculty and Staff Institute training which has provided valuable opportunities for technological sessions.   Survey results from the Fall Semester 2000 staff instituted revealed that 100% of the respondents agreed or strongly agreed that the technology workshop was effective.

 

5.3.3.5 These requirements APPLY to all programs wherever located or delivered.

 

 

All Benedict College courses for College credit are offered on campus where all information technology services are based.

 

5.3.3.6 Policies for the allocation and use of information technology resources MUST be clearly stated

 and consistent with an institution’s purpose and goals.

 

The MIS Policies and Procedures Manual detailing the allocation and use of information technology resources and services is provided in the Self-Study exhibit.  The policies for the allocation and use of information technology resources are clearly stated and consistent with the purpose and goals of Benedict College’s mission purpose and goals.

 

5.3.3.7 These policies MUST be evaluated regularly to ensure that academic and administrative

 needs are adequately addressed.

 

The policies and procedures for the allocation and use of information technology resources are evaluated on an annual basis by the director of MIS and the Information Technology Committee.  This committee is a College-wide standing committee that serves as an advisory and oversight body to the MIS staff to ensure that the technology needs of the College are addressed.  The committee also monitors all technology-related policies for computer acquisitions, access, and use, and makes recommendations for computer training for students, faculty, and staff.  This committee is composed of administrators, faculty, staff, and students.  (See Self-Study Exhibit.)

 

The ongoing evaluation conducted by this committee provides the opportunity to adjust the priorities and reallocate resources in light of the current needs of the growing College population and the emerging technological advances.  Visits to similar colleges and to professional conferences as well as analysis of student, faculty, and staff needs provide the basis for continuous adjustments in policies and procedures.

 

5.3.3.8 Appropriate security measures MUST be installed and monitored

 to protect the confidentiality and integrity of academic systems, administrative systems, and institutional networks.

 

The MIS Policies and Procedures Manual outlines the process to provide for disaster recovery and contingency plans, and proper on-site and off-site storage locations.  The policies also outline other areas of security and safety through restricted access, restricted on-line access, as well as security from power failures, temperature control, and fire damage.  Internal security is provided by required password protection for BCNet access, the administrative and academic network (POISE) and for software databases, files, as well as raw data.

 

Improved network security through upgrades and restructuring has positioned Benedict College to provide measures to protect the confidentiality and integrity of academic systems, administrative systems, and institutional networks.  In some cases, however, additional measures are being implemented to allow for expanded use of some systems by students and faculty, while continuing to maintain the highest security of all systems.  Specifically, the technical firewall that provides security protection from all entities outside of the Benedict College Network (BCNet) was adjusted as a result of assessment of  the Self-Study.  Pending the establishment of protocols between Benedict College and DRA, all functions of the OCLC will be fully operational.

 

There should be a clearly defined program for maintaining and replacing equipment and software so that they remain consistent with current technology.

 

The administrative software is maintained through maintenance agreements with the providers.  These agreements are monitored and approved by management information systems (MIS).  Equipment is replaced on a systematic basis by MIS.

 

 

5.3.4    Student Development Services

 

 

5.4.1    Scope and Accountability

 

 

5.3.4.1 Student Development services ARE ESSENTIAL to the achievement of the educational goals

 of the institution and SHOULD contribute to the cultural, social, moral, intellectual, and physical development of students.

 

The Division of Student Affairs is primarily responsible for providing Student Development Services and Programs for Benedict College students to enhance their spiritual awareness, and develop the intellectual, social, and physical skills necessary for development as learners, leaders, and citizens within the community.  For example, Educational Specialists from the Student Support Services Unit are provided to supervise laboratories for all students particularly those enrolled in freshman level English and Mathematics courses. Additionally, students have access to the PLATO Learning Tutorial package and other educational and tutorial software to provide direct academic assistance. Furthermore, students on academic probation are automatically assigned Academic Counselors in the Student Support Services Unit who assist them in designing individual educational plans for academic success.

 

Content in College-wide freshman through senior seminar courses managed by the Student Leadership Development Office contributes to the academic enhancement, personal and professional development of all students by addressing such issues as:  time management, critical thinking, library usage, career choices, computer literacy, conflict resolution, cultural diversity, professional ethnics and integrity, research, and graduate and professional school attendance.

 

In addition, the College provides a series of programs and activities such as:  art exhibitions, recitals, theatrical productions, empowerment workshops, and panel discussions throughout the academic year.  To commemorate Black History Month the African American Bazaar, held since 1990, further contributes to the overall academic and social development of students.  The annual Black History Teleconference also contributes to the overall development of students.  The Teleconference brings together many distinguished guests of various professional backgrounds to address many important issues affecting our global society.  It is broadcast live from the Benedict College campus to over 61 nations by SCETV in conjunction with PBS.

 

Physical Development

 

To enhance physical development all students are required to take 2 semester credit hours of a physical education course to fulfill the General Education core requirements.  Other opportunities include participation in the Military Science program and intramural sports.  The College also has a state-of-the-art Wellness Center which helps students maintain physical fitness and healthy lifestyles

 

5.3.4.1.2 To ensure effectiveness, the institution MUST develop goals for the student

 services program consistent with student needs and with the purpose of the institution. 

 

A variety of student services and programs are provided in the Division of Student Affairs which serves the needs and interests of all students enrolled at Benedict through the cooperation of the administration, faculty, staff, and students. The Student Development Program provides students with opportunities to enhance their skills as learners and their personal and professional skills as leaders and communicators. It also seeks to improve students’ social graces, attitudes, behaviors, appearances, and general successes in pursuit of careers, graduate studies, and life in general. Specifically, the Program seeks to accomplish the following goals:

 

1.                     Help students make a successful transition from high school to college;

 

2.                     Help students make a successful transition from college to professional careers and graduate school;

 

3.                     Improve components of student life to increase student retention and success; and

 

4.                     Identify and implement the goals and objectives for each area of the Division of Student Affairs.

 

5.3.4.1.3 Appropriate student development services MUST be provided for distance learning

programs as well as on campus programs. 

 

Benedict College does not offer Distance Learning Programs.

 

5.3.4.1.4 The institution MUST clearly designate an administrative unit

 responsible for planning and implementing student development services. 

 

The administrative unit responsible for planning and implementing student development services is the Division of Student Affairs, which is one of the six major divisions of the College.

 

A cooperative effort between the Vice President and the unit directors within the Division of Student Affairs enables the Student Development Program to prioritize and implement each activity according to the immediate needs of the student population.  Each unit is staffed with individuals who have the academic preparation to meet the requirements consistent with their assignment.  The Organizational Chart of the Division of Student Affairs and the description of the responsibilities of the unit indicate that the institution clearly designates an administrative unit responsible for planning and implementing student development services. (Division of Student Affairs Organizational Chart,  Benedict College Catalogue 1999-2000, Institutional Effectiveness Flow Chart)

 

5.3.4.1.5 Appropriate policies and procedures for student development programs

 and services MUST be established.

 

Policies and procedures for student development programs and services are outlined in the Division of Student Affairs Manual and in individual unit procedures manuals. These manuals provide guidelines and instructions for Student Affairs responsibilities, authorities, and actions. Accordingly, Student Affairs personnel are expected to discharge their responsibilities in the manner prescribed by the appropriate statements of policy, procedure, and practice defined in the manuals.  The policies and procedures manual of the Division of Student Affairs is consistent with those published in the College Catalogue and Student Handbook. The College Catalogue provides the latest information about the college’s academic programs. The Student Handbook provides students with information on many facets of college life such as the College’s policies and procedures, community resources, organizations, and college services. Policies most relevant to students, whenever possible, are printed in full in this handbook. However, due to limitations of space, many state and federal laws as well as some college policies and procedures are only referenced. Since a major portion of the Handbook highlights rules and regulations that govern the living standards of the college community, students are responsible for familiarizing themselves thoroughly with the contents.

 

Documentation of Compliance:

College Strategic Planning Documents

College Catalogue and College Catalogue Addendum

Residential Life Student Handbook

Student Affairs Organizational Chart

Institutional Effectiveness Flow Chart

College Policies and Procedures Manual

Student Development Polices and Procedures Manuals

Personnel Department Transcript Evaluation Documents

Student Activity Surveys

Residential Life Brochures

Residential Life Staff Manual

Policies and Procedures Manuals

 

5.3.4.1.6 These services MUST be staffed by individuals who have academic preparation

 and experience consistent with their assignments.

 

Extensive academic preparation and practical work experience are required of all personnel within the Student Development Services area. In general, the Vice President for Student Affairs is required to hold a Master’s Degree and have at least ten years of related higher education experience. The Unit Directors are required to hold Bachelor’s degrees and have at least five years of related higher education experience.

 

Currently, the Vice President for the Division of Student Affairs holds the doctorate degree and has over twenty-five years experience in higher education. Also, four of the ten Unit Directors hold the Master’s Degree. The personnel files and certified credentials of each staff member, including updated resumes, official transcripts, letters of recommendation, and criminal background checks are available in the Personnel Office and in the Office of the Vice President for Student Affairs.  (Personnel transcript evaluation documents)

 

5.3.4.1.7 Exceptional cases MUST be justified by the institution on an individual basis.

 

 

The Division of Student Affairs employees meet the required standards as described above. However, as a general College policy, all exceptional cases, if the need arises, are justified and documented by the institution on an individual basis through processes facilitated by the Personnel Office.  (Personnel Transcript Evaluation Documents)

 

5.3.4.1.8 Student development services and programs MUST be evaluated regularly.

 

 

The Office of Student Affairs in cooperation with the Office of Institutional Effectiveness conducts regular evaluations of Student Development Services on an annual basis.  Primary tools used for performance assessment include the Unit Operational Plan, the Student Affairs Planning Form, and the Student Affairs Weekly Report.

 

The Operational Plan allows each unit director to establish specific goals for their department.  These goals are to be achieved within the designated one-year period.  This plan is not only a guide for respective units, but is also a tool for the Vice President of Student Affairs to assess the performance of the director and the unit.  The assessment is recorded on the yearly evaluation form of the director and recommendations for corrective actions are made.

 

The Student Affairs Planning Form allows each director to record the details of preparation for each major program and unit.  This form also allows the director to record performance and attitudinal assessments of the individual program.

 

The Student Affairs Weekly Report allows each director to give cursory assessment of all programs and activities of each week based on the goals within their specific Strategic Plan.  The reports are presented in weekly Student Affairs Council meetings, which allow immediate peer assessment.  In addition, the Vice President of Student Affairs is able to initiate some short-term corrective action based on the insights of the Student Affairs Council to improve attitudinal assessment as soon as possible.  Results of student surveys are also included in the evaluation of each area that provides student development services.  Therefore, Student Development services and programs are evaluated regularly.  (Student Activity Surveys)

 

5.3.4.2 Resources

 

 

5.3.4.2.1 Human, physical, financial, and equipment resources for student development

 services MUST be adequate to support the goals of the institution.  Staff development, SHOULD be related to the goals of the student development program and SHOULD be designed to enhance staff competencies and awareness of current theory and practice.

 

Human resources within the Division of Student Affairs are adequate to meet the goals and objectives of the Division in general and the Units in particular. Ample staff have been hired to provide adequate student development services and program activities to accommodate the recent increase in student population and program development.  Over the past 5 years, the College has placed strong emphasis on strengthening student development services by increasing the number of qualified staff. As a result, there has been a substantial increase in the number of qualified staff to carry out the programmatic and administrative functions of the Student Affairs Division.

 

To ensure the optimal use of physical resources, the Division of Student Affairs strategically places its units and student development services and programs in appropriate locations in close proximity to each other. Adequate physical resources include, but are not limited to: the Gressette Leadership Center which houses the Student Leadership Development unit, Career Planning and Placement, the Service-Learning Program, and the Office of Scholarships; the David H. Swinton Campus Center which houses the Office of Student Activities; BC CARES which houses counseling and testing offices, and learning laboratories; and Starks Hall which houses Public Safety.

 

The Division of Student Affairs receives adequate financial resources through an institutional operating budget and Title III federal funds.  Each Unit is given an operational budget each year. Each Unit, as well as the Division, is required to complete a Five Year Strategic Plan and an annual Operating Planning Form which determines the amount of financing one Division or Unit receives from the institution.

 

Adequate equipment resources can be demonstrated in a number of ways.  For example, a state-of-the-art academic support laboratory is located in BC CARES. While each dormitory room is equipped to provide students connection for use of personal computers, a computer center is set up for student use in each of the residence halls. The residence hall computers are equipped with a fiber optic link to the College’s mainframe computer and library, as well as electronic mail and Internet accessibility. The current student-to-computer ratio is 10 to 1.  A detailed description of other equipment resources is found in the Division of Student Affairs unit reports.

 

Staff development which relates to both the goals the College and of the student development program is designed to enhance staff competencies and awareness of current theory and practice. On-campus staff development activities are conducted on a regular basis to keep that staff current on computer software as well as the latest theory and practice in their areas.  All employees attend additional conferences and seminars to supplement their in-house training.  Thus, human, physical, financial, and equipment for student development services are adequate to support the goals of the institution. (Documentation of Compliance: Budget Summary Forms, Policies and Procedures Manuals, Unit Reports)

 

5.3.4.3 Programs and Services

 

 

5.3.4.3.1  Counseling and Career Development

 

 

5.3.4.3.1.1 Each institution SHOULD provide personal counseling services

 for students, as well as a career development program. 

 

Through the Office of Counseling and Testing Services and the Office of Career Planning and Placement, Benedict College provides a host of counseling services and career development activities and opportunities for the students.  The Office of Counseling and Testing provides students with academic, personal, and financial counseling. Counselors assist students with concerns that affect their enrollment at the College. The Testing and Assessment component is responsible for planning, coordinating, and implementing new students’ placement tests and the General Education Proficiency Examination.  The Office of Testing and Counseling also assists with registration and performs other duties that promote academic success such as a regular schedule of tutorials in English, Mathematics, French, and Spanish.  Unit positions include the Director of Counseling and Testing, a Coordinator of Testing/Counselor, Staff Counselors, Learning Specialists, and an Administrative Assistant.

 

In addition to academic counseling, personal counseling services are conducted through the Benedict College Center for Academic Reinforcement, Enhancement, and Support (BCCARES).  Individual as well as group counseling services are available for students.   Education/Counseling groups are generally organized as the need arises.  For example, counseling sessions are provided on alcohol and drug education, sexual responsibility, behavior modification, and general conflict resolution.  In the event that a more intensive level of counseling is necessary, referrals are made by the Student Health Center to a professional counseling service.

 

The Office of Career Planning and Placement assists students and alumni with their career plans and provides information about vacancies in a wide variety of professional fields. The office coordinates the campus visits of representatives from industry, government, and graduate and professional schools. In addition, the Office places students in internships, assists students in finding jobs, summer employment, cooperative education positions, and facilitates graduate and professional school placements.  (Student Handbook, Counseling and Career Services)

 

5.3.4.3.1.2 An effective career development program SHOULD include career information

and planning, placement services, career counseling, testing services, and follow-up activities.  There SHOULD be clearly specified policies regarding the use of career development services by students, alumni, and employers.

 

The Office of Career Planning and Placement is designed to provide students with opportunities to develop leadership and citizenship skills required to be successful in careers, graduate studies, and in life. Career Planning and Placement assists students and alumni with their career plans and provides information about vacancies in a wide variety of professional fields.  The office coordinates campus visits of representatives from industry, government, and graduate and professional schools.  Additionally, the office places students in internships, assists students in finding jobs, summer employment, cooperative education positions, and graduate school placements.  Career Planning and Placement also conducts workshops on job readiness skills, conducts seminars and professional leadership workshops, and assists academic department liaisons in identifying and securing paid summer internships for qualified students.

 

The Office of Career Planning and Placement provides career counseling for students via seminar classes, scheduled appointments, and internship classes and for alumni by scheduled appointments.  Testing services include providing student test booklets and computer software  for study and practice to enhance preparation for graduate and professional school admissions.  Follow-up activities include using the results of the Senior Exit Survey for assessment of services and working with the Office of Institutional Effectiveness in tracking graduates regarding job placements and graduate school attendance.  (Student Handbook, Counseling and Career Services, Testing Services, Career Planning and Placement Procedures Manual, Orientation Handbook, Counseling and Testing Procedures Manual)

 

5.3.4.3.2  Student Government, Student Activities and Publications

 

 

5.3.4..3.2.1 The institution MUST develop a statement of the student’s role

 and participation in institutional decision making.

 

The Constitution of the Benedict College Student Government Association clearly states that the primary purpose of the organization is, “to serve as a liaison between the student body and the administration in the presentation of student opinion on matters affecting student life, affairs, and the formation of College policies and regulations.  Similarly, 53.8% of students agree, “The SGA is effective in promoting the interests of students”.  Therefore, students have a role and are participating in institutional decision-making.

 

Students participate in decision making mainly through involvement on the College Board of Trustees, College Standing Committees, and the Student Government Association.  Currently, there is student representation the Board of Trustees.  Students are represented on the following Student Affairs Committees: Committee on Student Affairs, the Scholarships Committee and the Student Judiciary Committee.

 

Students are also represented on the following Administrative College-wide Committees: the Athletics Committee, College Convocations, Assemblies, and Special Events Committee, Enrollment and Retention Committee, Faculty and Staff Grievance and Appeals Committee, Faculty and Staff Recognition and Courtesy Committee, Honorary Degrees Committee, Information Technology Committee, Institutional Effectiveness Advisory Committee, and the Religious Life Committee.

 

Students are represented on the following Academic Affairs Committees:  Biohazard and Radiation Safety Committee, Committee on Misconduct in Science and Protection of Human Subjects, Curriculum Committee, Honors Advisory Committee, Institutional Animal Care and Use Committee, and the Library Committee.

 

Students are represented on the following School of Arts and Sciences Committees: Minority Access to Research Careers (MARC) Honors Undergraduate Program Steering Committee and Minority Biomedical Research Support Program (MBRS) Advisory Committee. Students are represented on the following School of Professional Programs Committees: Advisory Council on Teacher Education and Social Work Advisory Committee. According to the student survey, 59.5% of the students agree, “Students have an opportunity to participate in decision making on campus through various college committees.”  (Student Handbook, Standing Committee Manual)

 

5.3.4.3.2.2 The institution MUST have an activities program

 appropriate to its purpose and encompassing student interests.

 

The Office of Student Activities is responsible for helping plan and coordinate extracurricular activities on the campus, catering to the needs of students to meet under non-inhibiting conditions for relaxation and enjoyment during their leisure hours.  These functions may vary from dances to film shows, card parties to prayer meetings, or cookouts to formal dinners.  Informal groups or recognized student organizations that wish to sponsor events make arrangements through the Director of Student Activities to eliminate scheduling conflicts and enhance coordination and security at all student functions on campus.  The Office of Day Student Activities coordinates and develops programs and activities for non-resident students and serves as a link between non-resident students and the College.  Thus, the institution has an activities program that is appropriate to its purpose and encompasses student interests.  (Student Handbook)

 

5.3.4.3.2.3 The institution MUST develop policies and procedures governing

 the supervisory role of the institution over student activities.

 

The Committee on Student Affairs is the policy-making committee which serves as the primary governing body over student activities.  The Student Government Association and Student Judiciary Committee further enforce these policies when incidents warrant further action.  Therefore, the institution has developed policies and procedures governing the supervisory role of the institution over student activities.  (Student Handbook)

 

5.3.4.3.2.4 When student publications or other media exist, the institution MUST

 provide a clearly written statement of the institution’s responsibilities regarding them.

 

As stated in the Student Handbook, “It shall be the policy of the College, through the Division of Academic Affairs and Division of Student Affairs to ensure that fair, effective, and accurate services are afforded the student publications.”  Accordingly, three student publications are produced regularly on campus.  These include the Benedict Tiger, Student Newsletter, and the Benedict College yearbook-Benedictus.

 

The Benedict Tiger is the monthly student newspaper of Benedict College and is distributed throughout the campus.  Sixty-seven percent (67%) of students agree that “Student opinions may be freely expressed in the Benedict Tiger and the Student Newsletter.”  Both publications are products of courses offered in the curriculum for Mass Communication and with staff consisting of approximately ten students with numerous faculty advisors.  Similarly, the yearbook staff produces the yearbook and is responsible for all aspects of publishing the final product each year.    (Student Handbook, Strategic Planning Document, Manual on Standing Committees, College Policies and Procedures Manual, Benedict Tiger, Benedictus, and Student Newsletters).

 

5.3.4.3.3  Student Behavior

 

 

5.3.4.3.3.1 The institution MUST publish a statement of student rights

and responsibilities and make it available to the campus community.