Office of Institutional Effectiveness

The Office of Institutional Effectiveness

Seminole State College seeks to be an institution of unparalleled excellence, regarded by both internal and external constituents as a college whose quality is second-to-none, where employees and regents make a continual effort to meet the needs and exceed the expectations of our community and our students. To meet this degree of excellence, SSC has adopted an institutional effectiveness process for measuring and documenting how well the college is achieving its mission and addressing its strategic agenda for the purpose of continuous quality improvement of student learning, student development, and administrative departments.  

SSC’s Institutional Effectiveness process is carried out by the work of Administrative Council and the Assessment of Student Learning committee members. The purpose of their work is two-fold: 1) to create and sustain an environment that supports a culture of continuous quality improvement, and 2) to facilitate an ongoing systematic process of assessment to support SSC’s mission and strategic agenda.

 


Seminole State College Strategic Plan

SSC Organizational Chart

Higher Learning Commission Accreditation

Accreditation

Dr. Bill Knowles, Chief Academic Officer, Vice President of Academic and Student Affairs

Jessica Isaacs, Accreditation Liaison Officer, Dean of Instruction

Dr. Deanna Miles, Coordinator of Accreditation, Assistant Professor of STEM

 

SSC follows HLC’s Open Pathway Accreditation program, which consists of several components:

  1. The Quality Initiative Proposal, Project, and Report
    1. 2015 - 2019 - Math Pathways
    2. 2025 - 2029 - Quality Initiative
  2. The Assurance Argument — (The Five Criteria for Accreditation)
  3. The Evidence File
  4. The Federal Compliance Form and Appendices
  5.  The Comprehensive Visit.

 

HLC Accreditation Documents – Open Pathway for Accreditation.


 

Archived Accreditation

 

Institutional Research

Overview

Because Seminole State College (SSC) wishes to encourage academic scholarship while providing a safe environment that protects all rights of research participants, an Institutional Review Board (IRB) will be responsible for reviewing all requests for research studies that involve Seminole State College faculty, staff, or students. Research projects must be approved whether conducted by a Seminole State College employee or an external agent. (Student research, as part of a graded course at SSC, will normally be considered exempt from this policy, if human participants are not involved or if interview techniques for the research represent no risk to the participants.) The IRB will be an institutional subcommittee of the Institutional Research Committee chaired by the Vice President of Academic Affairs (or his or her designee) and staffed by SSC faculty and administrative staff who currently hold terminal degrees.

As part of the approval process, research investigators are asked to review the application for IRB approval (see attached) and determine if the proposal qualifies for an exempt, expedited, or full review.

  1. If the investigator expects that the proposal qualifies for an “exempt” review (that is, there is no risk to human subjects), an application will be submitted to and reviewed by the IRB Chair. If the Chair agrees that the proposal qualifies as “exempt,” the proposal may be approved with the Chair’s signature. If the Chair cannot verify that the proposal qualifies as exempt, the application may be reviewed by two other members of the IRB Committee and/or may be returned to the investigator for further clarification through a revised application and, if needed, a reclassification as an expedited or full review.
  2. If the investigator expects that the proposal qualifies for an “expedited” review (that is, there is minimal risk to human subjects), an application will be submitted to the IRB Chair and will be reviewed by two members of the IRB Committee, at least one of whom should have subject matter background. The application may be approved, denied, or returned to the investigator for further clarification through a revised application and, if needed, a reclassification as a full review.
  3. If the investigator expects that the proposal qualifies for a “full” review (that is, there is a possibility of a higher level of risk to the participants), the application will be reviewed by a minimum of four members of the IRB Committee. If they determine that the appropriate precautions have been put in place to manage participant risk, they will approve the research study contingent upon the approval of the President; however, Seminole State College does not support research projects involving participants under the age of 18 in any category other than “exempt” status, in which there is no risk evident for the participants. If they determine that there are insufficient precautions in place, the application will be denied, and the investigator will have the opportunity to submit one revised version after a 30-day waiting period.

All applications, regardless of classification, must be submitted a minimum of two weeks prior to the date on which the investigator would like to begin the study if approved. While the IRB will review all submissions within two weeks, for expedited and full reviews it is recommended that the application be submitted one month prior to allow for revisions or clarifications.

Approved applications are valid only for the academic year in which the proposal is submitted. Research that extends beyond one academic year will require a reapproval by the IRB.

IRB Application

For more information, please contact:

Jessica Isaacs, Accreditation Liaison Officer, Dean of Instruction

j.isaacs@sscok.edu

(405) 382-9513

Seminole State College

P.O. Box 351, 1207 Boren Boulevard

Seminole, OK 74868

 

Reports

Institutional Statistics

Institutional Statistics Report FY 2022-2023


Transfer Reports

Online Degree Office Data

Accreditors

Degree Program Assessment

The Assessment of Degree Programs uses Course-Embedded Assessment (as well as ETS Proficiency Profile and transfer data when appropriate). In the case of Degree Program Assessments, the Course-Embedded Assessments used focus on and quantify the achievement of Course Outcomes by students, as opposed to General Education Outcomes. It should be noted that by design, Course-Embedded Assessments simultaneously evaluate student achievement of both General Education and Degree Program Outcomes. Degree Program Reviews and Executive Summaries are submitted to OSRHE every 5 years or as scheduled. Degree Program Evaluations are performed annually.


Degree Program Reviews, Executive Summaries, and Evaluations

2023-2024

 

2022-2023

 

2021-2022

 

2020-2021

 

2019-2020


2018-2019


2017-2018

2016-2017


2015-2016

 

2014-2015


2013-2014


2012-2013


  •  

2011-2012


Degree Program Outcomes

 


General Education Assessment – Student Outcomes

General Education Outcomes

Revised April 30, 2014

SSC has established four general education outcomes that students are expected to demonstrate as the result of their diligent participation in coursework and campus activities. As such, all courses offered for college credit should accomplish one or more of the following student outcomes:

Outcome 1:    Demonstrate effective and scholarly communication skills.

Outcome 2:    Utilize scientific reasoning and/or critical thinking to solve problems.

Outcome 3:    Demonstrate knowledge and display behavior related to functioning in and adding value to a global society.

Outcome 4:    Recognize the role(s) of history, culture, the arts, or sciences within civilization.

In order to assess the achievement of the above desired outcomes, Assessment of General Education utilizes a number of direct indicators including Course-Embedded Assessment of the general education component of all SSC courses, student performance on the ETS Proficiency Profile, and the success of students that transfer to four-year institutions. The College also employs a number of indirect assessments of General Education as highlighted in other sections of this website.

General Education Outcomes Matrix (May 2019)


General Education Evaluations

General Education Course Embedded Assessment Summaries

ETS and CAAP Test Summaries

ETS Test Summaries

CAAP Test Summaries

OSRHE Assessment Report Executive Summaries

Indirect Assessments

The SSC assessment procedure consists of five overlapping levels of student assessment as listed below:

  1. Entry-Level Assessment
  2. Assessment of Transitional Education
  3. Assessment of General Education
  4. Degree Program Assessment, Evaluation and Review
  5. Assessment of Student Engagement and Satisfaction

Depending on the nature of each level of assessment, an appropriate balance of direct and indirect assessments is implemented. Indirect assessment activities are designed to determine if desired student learning outcomes for general education, degree programs, and the institution as a whole are being met. The Assessment of Student Engagement and Satisfaction provides indirect assessment data that contributes to student assessment at each of the above levels to differing degrees. Indirect assessments regularly used for the assessment of student engagement and satisfaction include internal instruments such as Student Feedback on Classroom Instruction, the Graduate Exit Survey, the Entering Student Engagement Survey, the Faculty Survey on Student Engagement and the SSC Institutional Statistics Report.


Transitional Education Assessment

Transitional education at Seminole State College (SSC) consists of mathematics and language arts components offered through two of the SSC academic divisions. SSC conducted a major curriculum redesign of its developmental education program in 2013 and in the process “rebranded” it transitional education. Another redesign occurred in 2017 implementing co-requisite transitional education courses at scale. As with the previous redesign, the number of transitional courses and the time required for remediation were significantly reduced in both mathematics and language arts by offering one co-requisite course for each mathematics or language arts general education course.  SSC still offers one traditional mathematics transitional education course and one traditional language arts transitional education course. All students have the opportunity to finish general education mathematics and language arts in one year. Students enrolled in these courses were required to participate in a loosely structured first-year experience. Assessment of transitional education now focuses on four performance rates: (1) transitional course completion, (2) completion of remediation as a whole in a given subject area, (3) completion of gateway college-level courses, and (4) graduation.


Assessment of Student Learning Committee

Assessment is a vitally important process and one the College takes seriously. It provides a mechanism for the College to evaluate its educational philosophy and its methods of providing a quality educational experience for its students. Most importantly, it focuses on student learning and the improvement of the learning environment at SSC. In general, the assessment of student learning is guided by the following line of questions: WHAT are students learning? HOW do we know it? And how do we USE this evidence to improve student learning? With those questions in mind, the College assesses groups of students in a variety of ways and at periodic intervals in an effort to gain a clear understanding of student academic ability and academic progress. Assessment is a dynamic, interactive process and is reviewed and refined each academic year.


Assessment of Student Learning and Institutional Assessment Procedure Manual


Multiple Measures Rubrics

 

 

Placement Cut Scores

Assessment of Student Learning Committee Updates

Assessment of Student Learning Committee Update 2024

Assessment of Student Learning Committee Update 2023

Assessment of Student Learning Committees by Year

2024 - 2025 Assessment of Student Learning Committee

 

  • Jarrod Tollet: Coordinator of Assessment, Professor of Math/Science/Engineering, STEM

  • Jessica Isaacs: Dean of Instruction, ALO

  • Tammy Kasterke: Assistant Professor of Business and Information Systems, BE

  • Sheila Morris: Registrar, Student Support Services

  • Julie Hix: Comptroller, Fiscal Affairs

  • Samuel Rivera: Assistant Professor of Criminal Justice, SS

  • Kelly Hankal: Director of Medical Laboratory Technology Program, HS

  • Wendy Slusher-Rich: Assistant Professor of Agriculture

  • Laura Votaw: Coordinator of Distance Education, Academic Affairs

  • Dr. Deanna Miles: Accreditation Coordinator, Assistant Professor of STEM

2023 - 2024 Assessment of Student Learning Committee

 

  • Dr. Amanda Estey Vice: President of Academic Affairs

  • Jarrod Tollet: Coordinator of Assessment, Professor of Math/Science/Engineering, STEM

  • Jessica Isaacs: Professor of Language Arts, LAH

  • Tammy Kasterke: Assistant Professor of Business and Information Systems, BE

  • Sheila Morris: Registrar, Student Support Services

  • Julie Hix: Comptroller, Fiscal Affairs

  • Samuel Rivera: Assistant Professor of Criminal Justice, SS

  • Kelly Hankal: Director of Medical Laboratory Technology Program, HS

  • Wendy Slusher-Rich: Assistant Professor of Agriculture

  • Laura Votaw: Coordinator of Distance Education, Academic Affairs

  • Dr. Deanna Miles: Accreditation Coordinator, Assistant Professor of Health Sciences

Assessment of Student Learning Committee Minutes