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:
- The Quality Initiative Proposal, Project, and Report
- 2015 - 2019 - Math Pathways
- 2025 - 2029 - Quality Initiative
- The Assurance Argument — (The Five Criteria for Accreditation)
- The Evidence File
- The Federal Compliance Form and Appendices
- The Comprehensive Visit.
HLC Accreditation Documents – Open Pathway for Accreditation.
- 2024 Assurance Review (Year Four)
- 2020 Seminole State College Formal Notification Letter of Accreditation
- February 24, 2020 Seminole State College Final Report – Reaffirmation Review – HLC
- 2020 Assurance Argument
- 2019 Quality Initiative Report
- 2019 HLC Quality Initiative Review
Archived Accreditation
- 2018 Financial Indicators – Panel Analysis Report
- 2014 Interim Report – Report and Staff Analysis Form
- 2010 Continued Accreditation – Action Letter
- 2009 Continued Accreditation – Institutional Response
- 2009 Self Study Report
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.
- 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.
- 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.
- 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.
For more information, please contact:
Jessica Isaacs, Accreditation Liaison Officer, Dean of Instruction
(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
- Institutional Statistics Spring 2023
- Institutional Statistics Spring 2022
- Institutional Statistics Fall 2022
- Institutional Statistics Summer 2022
- Institutional Statistics Fall 2021
- Institutional Statistics Summer 2021
- Institutional Statistics Spring 2021
- Institutional Statistics Fall 2020
- Institutional Statistics Summer 2020
Transfer Reports
Online Degree Office Data
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
- Degree Program Reviews
2022-2023
2021-2022
- Degree Program Reviews
2020-2021
- Degree Program Reviews
- Degree Program Review Executive Summary
- Degree Program Evaluations
- Art AA – suspended
- Biology AS
- Business AS
- Business Operations AAS
- Child Development AA
- Computer Science AS
- Criminal Justice AS
- Early College Certificate
- Enterprise Development B.A. AS
- Health, Physical Education, and Recreation AS
- Health Sciences AS
- Liberal Studies AA
- Pre-Engineering AS
- Psychology AS
- Secondary Education AS
- Social Sciences AA
2019-2020
- Degree Program Reviews
- No Reviews Required
- Degree Program Review Executive Summary
- No Reviews Required
- Degree Program Evaluations
- Art AA-suspended
- Biology AS
- Business AS
- Business Operations AAS
- Child Development AA
- Computer Science AS
- Criminal Justice AS
- Early College Certificate
- Elementary Education AS
- Enterprise Development BA AS
- Health, Physical Education, and Recreation AS
- Health Sciences AS
- Liberal Studies AA
- Pre-Engineering AS
- Psychology AS
- Secondary Education AS
- Social Sciences AA
2018-2019
- Degree Program Reviews
- Degree Program Review Executive Summary
- Degree Program Evaluations
- Art AA
- Biology AS
- Business Technology AAS
- Enterprise Development AS
- Criminal Justice AS
- Child Development AA
- Computer Science AS
- Elementary Education AS
- Engineering Technology AAS
- Health, Physical Education, and Recreation AS
- Health Sciences AS
- Liberal Studies AA
- Pre-Engineering AS
- Psychology AS
- Secondary Education AS
- Social Sciences AA
2017-2018
- Degree Program Reviews
- Degree Program Review Executive Summary
- Computer Science AS
- Psychology AS
- Pre-engineering AS
- Business Technology AS
- Degree Program Evaluations
2016-2017
- Degree Program Reviews
- Degree Program Review Executive Summary
- Degree Program Evaluations
- Biology AS
- Business AS
- Business Technology AAS
- Criminal Justice AS
- Child Development AA
- Computer Science AS
- Elementary Education AS
- Health, Physical Education, and Recreation AS
- Health Sciences AS
- Language Arts and Humanities AA
- Liberal Studies AA
- Mathematics AS
- Physical Sciences AS
- Pre-Engineering AS
- Psychology AS
- Social Sciences AA
2015-2016
- Degree Program Reviews
- Art AA
- Language Arts AA
- Elementary Education AS
- Health, Physical Education and Recreation AS
- Degree Program Review Executive Summary
- Art AA
- Language Arts AA
- Elementary Education AS
- Health, Physical Education and Recreation AS
- Degree Program Evaluations
2014-2015
- Degree Program Reviews
- Degree Program Review Executive Summary
- Degree Program Evaluations
- Criminal Justice AS
- Behavioral Sciences AS
- Child Development AA
- Social Sciences AA
- Life Sciences AS
- Pre-Engineering AS
- Physical Sciences AS
- Mathematics AS
- Health Related AS
- General Studies AA
- Art AA
- Language Arts and Humanities AA
- Health, Physical Education, and Recreation AS
- Business AS
- Business Technology AAS
- Computer Science AS
2013-2014
- Degree Program Reviews
- No Reviews Required
- Degree Program Review Executive Summary
- No Reviews Required
- Degree Program Evaluations
- SS Criminal Justice AS
- SS Behavioral Sciences AS
- SS Child Development AA
- MSE Life Sciences AS
- MSE Pre-Engineering AS
- MSE Physical Sciences AS
- MSE Mathematics AS
- MSE Health Related AS
- LAH Art AA
- LAH Elementary Education AS
- LAH Language Arts and Humanities AA
- Health, Physical Education, and Recreation AS
- BIS Business AS
- BIS Business Technology AAS
- BIS Computer Science AS
2012-2013
- Degree Program Reviews
- Degree Program Review Executive Summary
- Degree Program Evaluations
- SS Criminal Justice AS
- SS Behavioral Sciences AS
- SS Child Development AA
- SS Social Sciences AA
- MSE Life Sciences AS
- MSE Pre-Engineering AS
- MSE Physical Sciences AS
- MSE Mathematics AS
- MSE Health Related AS
- LAH Elementary Education AS
- LAH Language Arts and Humanities AA
- LAH Art AA
- HPER Health, Physical Education, and REcreation AS
- BIS Computer Science AS
- BIS Business AS
- BIS Business AAS
2011-2012
- Degree Program Reviews
- Degree Program Review Executive Summary
- Degree Program Evaluation
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 Evaluations
General Education Course Embedded Assessment Summaries
ETS and CAAP Test Summaries
CAAP Test Summaries
Indirect Assessments
The SSC assessment procedure consists of five overlapping levels of student assessment as listed below:
- Entry-Level Assessment
- Assessment of Transitional Education
- Assessment of General Education
- Degree Program Assessment, Evaluation and Review
- 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.
Satisfaction Surveys
Entering Student Engagement Survey
Student Feedback on Instruction
Graduate Surveys
Institutional Statistics Summary
Faculty Survey on Student Engagement
Transfer Reports from 4-Year Institutions
Institutional Statistics
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 of Student Learning and Institutional Assessment Procedure ManualAssessment of Student Learning Committees by Year
2024 - 2025 Assessment of Student Learning Committee
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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
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Dr. Amanda Estey Vice: President of Academic Affairs
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Jarrod Tollet: Coordinator of Assessment, Professor of Math/Science/Engineering, STEM
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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
2019 - 2020
Executive Summaries