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Standard 1 – Leadership 1.1 - A strength of the Business Unit is the culture of the work environment. Administrators, faculty, and staff continually focus on “what is best” for the students. Through this focus, changes constantly occur to address how to serve its students better. For example, the change in the Advising model and the process of how course offerings occur are only two of the many ways student needs are addressed. Everyone is flexible and on board with making changes as needed. This caring attitude and empathy of all personnel has contributed towards the success of students. The internal advancement of administrators provides each person with knowledge of each other’s roles in various departments and contributes to a holistic view of student needs. It also contributes to open communication among departments, evaluating situations, and developing plans of action.
Standard 2 - Strategic Planning 2.2.a - Each degree program addresses several action plans based on the strategic plan. Table 2.4 details respo3.nsibilities, timelines, and evaluation processes.
Standard 3 - Student and Stakeholder Focus 3.1 - The Business Unit provided evidence of a well-defined advising process and procedure. It starts with the student being required to attend a private counseling session. Students are then counseled individually until they earn 30 credits. After 30 credits, the students are transferred to faculty advisors who guide them toward completing their program while making connections with employers in their field.
Standard 3 - Student and Stakeholder Focus 3.1 - The Business Unit has many opportunities for students to receive financial aid. About 30% of the students receive financial aid from the Business Unit foundation account, which provides flexibility in accessing the funds. Although tuition is the focus, it also covers other financial needs of the students. These needs are usually identified during the conversations between the advisor and the student.
Standard 4 - Student Learning Assessment 4.1 - All Business Unit programs are on a systematic review cycle for programs, and the ILOs are well-defined.
Standard 5 - Faculty Focus 5.3.c - The Business Unit provides professional development for full-time faculty.
Standard 6 – Curriculum 6.2 - Although the Business Unit did not include in the self-study how faculty and lecturers are assigned classes, it was clarified during the visit that the offering of classes was created initially by the Dean who identified the best time to offer classes based on the input from the Enrollment Manager. In addition, sections are added during the registration period if the Enrollment Manager notices the need for more sections to be offered during the same time as another similar course. The Manager contacts the Dean about the need for additional sections, and the Dean creates the new section and finds an adjunct faculty to teach the added section.
Standard 7 - Business Unit Performance 7.1.a-c - NSCC has several forms for tracking student success, including performance tracking and graduate surveys. The educational support systems assisted the Business Unit in gathering commonly used data. The Business Unit may, however, benefit from identifying more consistent data points for self-evaluation purposes.
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