2 Form edited December 2022
COMPLIANCE CERTIFICATION
(Updated December 2022)
Name of Institution Coastal Bend College
Date of Submission 2/27/2023
3 Form edited December 2022
Table of Contents
Part 1 Signatures Attesting to Compliance ............................................................................. 6
Part 2 List of Substantive Changes Approved Since the Last Reaffirmation ....................... 7
Part 3 Institutional Assessment of Compliance ...................................................................... 9
Section 1: The Principle of Integrity .................................................................................... 9
1.1 ....................................................................................................................................... 9
Section 2: Mission ................................................................................................................. 9
2.1 ....................................................................................................................................... 9
Section 3: Basic Eligibility Standard .................................................................................. 10
3.1.a .................................................................................................................................. 10
3.1.b .................................................................................................................................. 11
3.1.c .................................................................................................................................. 11
Section 4: Governing Board ............................................................................................... 12
4.1 ..................................................................................................................................... 12
4.2.a .................................................................................................................................. 16
4.2.b .................................................................................................................................. 17
4.2.c .................................................................................................................................. 18
4.2.d .................................................................................................................................. 20
4.2.e .................................................................................................................................. 20
4.2.f ................................................................................................................................... 21
4.2.g .................................................................................................................................. 23
4.3 ..................................................................................................................................... 24
Section 5: Administration and Organization...................................................................... 24
5.1 ..................................................................................................................................... 24
5.2.a .................................................................................................................................. 25
5.2.b .................................................................................................................................. 27
5.2.c .................................................................................................................................. 28
5.3 ..................................................................................................................................... 29
5.4 ..................................................................................................................................... 32
5.5 ..................................................................................................................................... 34
Section 6: Faculty ............................................................................................................... 36
6.1 ..................................................................................................................................... 36
6.2.a .................................................................................................................................. 46
6.2.b .................................................................................................................................. 50
6.2.c .................................................................................................................................. 58
6.3 ..................................................................................................................................... 60
4 Form edited December 2022
6.4 ..................................................................................................................................... 66
6.5 ..................................................................................................................................... 67
Section 7: Institutional Planning and Effectiveness ......................................................... 70
7.1 ..................................................................................................................................... 70
7.2 ..................................................................................................................................... 76
7.3 ..................................................................................................................................... 79
Section 8: Student Achievement ........................................................................................ 81
8.1 ..................................................................................................................................... 82
8.2.a .................................................................................................................................. 89
8.2.b .................................................................................................................................. 93
8.2.c .................................................................................................................................. 97
Section 9: Educational Program Structure and Content ................................................ 100
9.1 ................................................................................................................................... 100
9.2 ................................................................................................................................... 103
9.3 ................................................................................................................................... 105
9.4 ................................................................................................................................... 110
9.5 ................................................................................................................................... 111
9.6 ................................................................................................................................... 111
9.7 ................................................................................................................................... 112
Section 10: Educational Policies, Procedures, and Practices ........................................ 115
10.1 ................................................................................................................................. 115
10.2 ................................................................................................................................. 117
10.3 ................................................................................................................................. 119
10.4 ................................................................................................................................. 119
10.5 ................................................................................................................................. 124
10.6 ................................................................................................................................. 127
10.7 ................................................................................................................................. 131
10.8 ................................................................................................................................. 134
10.9 ................................................................................................................................. 140
Section 11: Library and Learning/Information Resources .............................................. 140
11.1 ................................................................................................................................. 140
11.2 ................................................................................................................................. 147
11.3 ................................................................................................................................. 149
Section 12: Academic and Student Support Services .................................................... 151
12.1 ................................................................................................................................. 151
12.2 ................................................................................................................................. 161
5 Form edited December 2022
12.3 ................................................................................................................................. 166
12.4 ................................................................................................................................. 169
12.5 ................................................................................................................................. 174
12.6 ................................................................................................................................. 179
Section 13: Financial and Physical Resources ............................................................... 182
13.1 ................................................................................................................................. 182
13.2 ................................................................................................................................. 191
13.3 ................................................................................................................................. 198
13.4 ................................................................................................................................. 204
13.5 ................................................................................................................................. 207
13.6 ................................................................................................................................. 212
13.7 ................................................................................................................................. 215
13.8 ................................................................................................................................. 232
Section 14: Transparency and Institutional Representation .......................................... 242
14.1 ................................................................................................................................. 243
14.2 ................................................................................................................................. 245
14.3 ................................................................................................................................. 248
14.4 ................................................................................................................................. 256
14.5 ................................................................................................................................. 258
14.1 ................................................................................................................................. 243
Part 4: Institutional Summary Form Prepared for SACSCOC Reviews ...................................
6 Form edited December 2022
Part 1. SIGNATURES ATTESTING TO COMPLIANCE
By signing below, we attest to the following:
1. That Coastal Bend College has conducted an honest assessment of compliance
and has provided complete and accurate disclosure of timely information regarding
compliance with the Standards contained in the Principles of Accreditation.
2. That Coastal Bend College has attached a complete and accurate listing of all
programs offered by the institution, the locations where they are offered, and the
means by which they are offered as indicated on the updated “Institutional Summary
Form Prepared for Commission Reviews,” and that the comprehensive assessment
of compliance reported on the Compliance Certification includes the review of all
such programs.
3. That Coastal Bend College has provided a complete and accurate listing of all
substantive changes that have been reported and approved by the Commission
since the institution’s last reaffirmation as well as the date of Commission approval.
Accreditation Liaison
Chief Executive Officer
7 Form edited December 2022
Part 2. LIST OF SUBSTANTIVE CHANGES APPROVED
SINCE THE LAST REAFFIRMATION
Description of Substantive Change
New Program-Associate of Applied Science Degree Program in
Business Management and Level 1 Certificate
OCIS 25-49% of Program at Devine High School, Devine TX; Freer
High School, Freer TX; Hebbronville High School, Hebbronville, TX;
Pearsall High School, Pearsall, TX; Poth High School, Poth TX;
Raymondville Early College High School, Raymondville TX;
Woodsboro Junior/Senior High School, Woodsboro TX
OCIS 25-49% of Program at Academy High School, Kingsville, TX;
Agua Dulce Secondary, Agua Dulce, TX; Banquete High School,
Banquete, TX; Benavides Secondary School, Benavides TX; Bishop
High School, Bishop TX; Falls City High School, Falls City, TX;
Floresville HS, Floresville TX; Kaufer Early College High School,
Riviera, TX; Kenedy High School, Kenedy TX; Lasara High School,
Lasara, TX; Premont Collegiate High School, Premont TX
OCIS 50% or More of Program-Hebbronville High School,
Hebbronville TX
OCIS 50% or More of Program-Raymondville Early College High
School, Raymondville TX
OCIS 50% or More of Program-Devine High School, Devine TX and
Pearsall High School, Pearsall TX
OCIS 25-49% of Program San Marcos High School, San Marcos,
TX
OCIS Closure Stevenson Prison Unit, Cuero, TX
OCIS 50% or More of Program-San Marcos High School, San
Marcos TX
Program Closure AAS in Accounting, the Level 1 Certificate in
Fundamentals of Accounting and the Level 2 Certificate in
Accounting.
OCIS 50% or More of Program-Freer High School, Freer TX
OCIS 50% or More of Program-Karnes City Early College High
School, Karnes TX
OCIS 50% or More of Program-Premont Collegiate High School,
Premont TX
OCIS 50% or More of Program-San Diego Early College High
School, San Diego TX
OCIS 50% or More of Program-Academy High School, Kingsville
TX; Bishop High School, Bishop TX; Kenedy High School, Kenedy
TX
OCIS 50% or More of Program-Agua Dulce High School, Agua
Dulce TX; Ben Bolt High School, Ben Bolt TX; Benavides High
School, Benavides, TX
OCIS 50% or More of Program-Floresville High School, Floresville
TX; H.M. King High School, Kingsville TX; Banquette High School,
8 Form edited December 2022
Banquette TX; Kaufer High School, Rivera TX; Lasara High School,
Lasara TX
OCIS 50% or More of Program-Mathis High School, Mathis TX; Falls
City High School, Falls City TX; Poth High School, Poth TX; Refugio
High School, Refugio TX
New Program Approval-Associate of Applied Science in Industrial
Mechanics, Certificate in Industrial Mechanics
9 Form edited December 2022
Part 3. INSTITUTIONAL ASSESSMENT OF COMPLIANCE
Section 1: The Principle of Integrity
1. The institution operates with integrity in all matters.
(Integrity) [CR; Off-Site/On-Site Review]
[Note: This principle is not addressed by the institution in its Compliance Certification.]
Narrative:
Section 2: Mission
2.1 The institution has a clearly defined, comprehensive, and published mission
specific to the institution and appropriate for higher education. The mission
addresses teaching and learning and, where applicable, research and public
service.
(Institutional mission) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College’s (CBC) mission is provided in institutional Policy AD (Local)
[1] “Coastal Bend College is a student-centered community college committed to delivering
superb educational and life-enriching opportunities to its students and the communities it
serves.” CBC’s vision is to be “a leader in providing quality education for lifelong learning by
dedicating its resources to promoting a learning-centered environment that empowers its
students to reach their highest potential and become responsible members of the global
community.”
The college mission statement defines the institution as being a community college
comprehensive in scope, providing opportunities for students to earn academic degrees and/or
credit hours towards transfer to a university, degrees and certificates in workforce occupations,
and continuing education credits appropriate for an institution of higher education. As an open
admissions community college, CBC provides an excellent opportunity for students to begin their
educational journeys.
The U.S. Department of Education (USDOE) annually designates the institution as a Hispanic-
serving institution (HSI)[2]. CBC serves a diverse population within a rural, nine-county service
area [3], predominately Hispanic, economically disadvantaged student population. CBC
provides public service through various strategies. In 2021, during the COVID-19 pandemic, the
college provided an area to do vaccinations (Around the Bend, V1 E1) [4]. Additionally, many
of the CBC nursing students assisted in communities within the college district.
CBC clearly defines its mission for serving the students of South Texas. In 2019, members of
the Strategic Planning Steering Committee [5] reviewed and reaffirmed the college mission
statement. This was conducted as a by-product of constructing Strategic Plan 2025 [6]. This
mission was again reviewed in February 2022 [7] by the Board of Trustees, in which discussions
led to a college-wide Mission Review Survey [8] soliciting feedback from all stakeholders being
10 Form edited December 2022
created. These results were shared with the Board of Trustees who reaffirmed the mission
statement in November 2022 [9].
The CBC mission is consistently and accurately published within the CBC College Catalog [10],
the institution’s website [11], and across various publications such as Strategic Plan 2025.
Evidence
[1] CBC Board Policy AD (Local)
[2] U.S. Department of Education Designation Letter
[3] CBC Service Area Map
[4] CBC Around the Bend, V1, E1
[5] CBC Strategic Planning Steering Committee Minutes
[6] CBC Strategic Plan 2025
[7] CBC Board of Trustee Board Meeting Minutes February 2022
[8] CBC Mission Review Survey
[9] CBC Board of Trustee Board Meeting Minutes November 2022
[10] CBC College Catalog
[11] CBC Website
Section 3: Basic Eligibility Standard
[Note: A member institution is not required to provide a comprehensive narrative and supporting
documentation for the standards in Section 3 unless something has changed since its last
comprehensive review. Institutions should, however, affirm in writing that no changes have
occurred that would warrant providing a response to these standards.]
3.1 An institution seeking to gain or maintain accredited status
3.1.a has degree-granting authority from the appropriate government
agency or agencies.
(Degree-granting authority) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) continues to have degree-granting authority from the
State of Texas and the Texas Higher Education Coordinating Board (THECB). Nothing has
changed since the last comprehensive review except in the authorization of out-of-state
distance learning students. CBC enrolls a minimal number of out-of-state students exclusively
in distance education courses and has been approved by the State of Texas to participate in
the National Council for State Authorization Reciprocity Agreements (NC-SARA) [1].
Information regarding this agreement is posted on the CBC Distance Learning Website [2].
NC-SARA is a voluntary, regional approach to state oversight of postsecondary distance
education. CBC is a member in the National Council for State Authorization Reciprocity
Agreements (NC-SARA). All of the United States, except for California, are members of NC-
SARA. Authorization by NC-SARA allows member institutions to offer distance education to
students residing in other member NC-SARA states.
11 Form edited December 2022
CBC submits annual enrollment reports [3] of out-of-state students documenting compliance
with the agreement. CBC has not had a student from California. If a student from California
were to request to enroll in distance education, CBC would seek separate authorization from
the state, or the student would be withdrawn.
Evidence
[1] NC-SARA Application and Approval Form
[2] CBC Distance Learning Website
[3] CBC NC-SARA Enrollment Reports
3.1.b offers all course work required for at least one degree program at each
level at which it awards degrees. (For exceptions, see SACSCOC policy
Core Requirement 3.1.b: Documenting an Alternative Approach.)
(Course Work for Degrees) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) continues to offer all course work required for
Associate of Arts (A.A.) [1], Associate of Science (A.S.) [2], and Associate of Applied Science
(A.A.S.) [3] degree programs. Nothing has changed since the last comprehensive review. A list
of degree programs and certificates and requirements are published in the Coastal Bend
College Catalog and Student Handbook.
Transcripts for the A.A .[4], A.S. [5] and the A.A.S. [6] provide evidence that CBC offers all
course work required for at least one-degree program at each level at which it awards degrees.
Coastal Bend College does not offer Bachelor, Master, or Doctoral degrees.
Evidence
[1] CBC Catalog A.A. Degree
[2] CBC Catalog A.S. Degree
[3] CBC Catalog A.A.S. Degrees
[4] Transcript for A.A. Degree Awarded
[5] Transcript for A.S. Degree Awarded
[6] Transcript for A.A.S. Degree Awarded
3.1.c is in operation and has students enrolled in degree programs.
(Continuous operation) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) has been in continuous operation since 1967 when
(then) Bee County College (BCC) admitted the first students. The institution’s name changed
to Coastal Bend College in 1998. Accreditation was granted on January 1, 1969, and nothing
has changed since the last comprehensive review in 2014.
Evidence
N/A
12 Form edited December 2022
Section 4: Governing Board
4.1 The institution has a governing board of at least five members that:
(a) is the legal body with specific authority over the institution.
(b) exercises fiduciary oversight of the institution.
(c) ensures that both the presiding officer of the board and a majority of other
voting members of the board are free of any contractual, employment,
personal, or familial financial interest in the institution.
(d) is not controlled by a minority of board members or by organizations or
institutions separate from it.
(e) is not presided over by the chief executive officer of the institution.
(Governing board characteristics) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: The Coastal Bend College Board of Trustees governs Coastal Bend College (CBC).
This board consists of seven members, each of whom attends meetings regularly as witnessed
by the board meeting minutes [1] from 2020-2022. Each of the seven members serves a term
of six years (Policy Manual, “Board Members Elections,” CBC Policy BBB (Legal) [2]. The
elected Board of Trustees “shall constitute a body corporate and shall have the exclusive power
to manage and govern the college district” CBC Policy BA (Legal) [3]. The officers of the Board
of Trustees are the Chair, Vice Chair, and Secretary. All board members are elected by the
voters of Bee County, as it is the only taxing district. When a trustee vacates his/her position
on the Board of Trustees, and their term has not expired, the Board appoints a replacement [4]
to serve the unexpired term. The person that is appointed then must seek reelection if he or
she so chooses (Policy Manual, “Board Members Vacancies and Removal from Office,” CBC
Policy BBC (Legal) [5]). Canvass returns for the November 2020 Coastal Bend College Trustee
Election can be found in the Minutes [6] of November 2020. The current members of the Board
of Trustees are listed with photographs on the CBC website along with the names, positions,
and current addresses of all members of the CBC Board of Trustees.
(a) is the legal body with specific authority over the institution 
In accordance with the Texas Education Code sec 51.352 (e) [7], the Board of Trustees is the
legal body with authority to govern the college district (Policy Manual, “Board Legal Status,”
CBC Policy BA (Legal) [8]). The Board has specific authority over CBC. The specific authority
is witnessed by the minutes of regular meetings where the Board must consider, discuss, and
approve, among other issues, the budget for each new academic year, employment contracts
for full-time and part-time employees, overload contracts, resignations and retirements, setting
and adopting the tax rate [9], changes to tuition and fees [10], the CBC President’s Report [11]
on activities for each academic year, and to conduct the evaluation [12] of the CBC President.  
 
Board Activity and Policy-Making 
 
The Board of Trustees is active in holding meetings [13] every third Tuesday of each month at
5:30 pm in the Sandy Dirks Board Room at CBC, Robert J. Beasley Administration Building.
Each meeting lasts as long as necessary to address each item on the agenda. Members also
meet for special meetings and public hearings whenever the Chairperson of the Board or two
board members request such a meeting (CBC Policy BD (Local) [14]). For example, a special
13 Form edited December 2022
meeting was called on Wednesday, June 30, 2021 [15] for board training [16] with Dr. Phil Gore,
a trainer from Texas Association of School Boards.  The agenda of all board meetings are
distributed via college email and published on the CBC website in the CBC BoardBook [17]. 
  
The Board of Trustees is active in making policies to govern the Board and the college (CBC
Policy BAA (Legal) [18]). These policies “compile federal law, state law, and court decisions.”
According to the policy on “Policy and Bylaw Development,” “The Board shall adopt such rules,
regulations, and bylaws as it deems advisable” (CBC Policy BE (Legal) [19]).  
 
Policies are continually reviewed and revised in accordance with each new policy manual
update submitted by Texas Association of School Boards (TASB) Policy. For example, at the
regular board meeting on August 24, 2021 [20], the Board reviewed TASB update 40. There
was only one change to be made to CBC Policy BBE (local) [21]. to delete references to “Board
President” and replace the wording with “Board Chair”.
 
(b) exercises fiduciary oversight of the institution 
 
In its role of being ultimately responsible for financial oversight, the Board of Trustees sets and
collects tuition, rentals, rates, charges, and fees considered necessary to efficiently support the
institutional goals of providing a sound educational program. The Board also makes decisions
on any purchases, investments, or contracts necessary to ensure that CBC is meeting its
institutional goals. For example, at the February 15, 2022 [22] regular board meeting, two items
were brought forth for consideration by the Board of Trustees; Item H: consideration and
possible action to approve revised course fees for FY2023, and Item I: consideration and
possible action to approve the recommended differential tuition increase per credit hour for
Career and Technical (CTE) and Allied Health courses.  Both items carried by vote of the
Board.    
  
For the CBC Board of Trustees, budget planning is “an integral part of overall program planning
so that the budget effectively reflects the college district’s programs and activities and provides
the resources to implement them. In the planning process, general educational goals, specific
program goals, and alternatives for achieving program goals shall be considered” (“Annual
Operating Budget,” CBC Policy CC (Local) [23]). Furthermore, the policy states that “Budget
planning and evaluation are continuous processes and should be a part of each month’s
activities” (“Annual Operating Budget,” CBC Policy CC (Local) [24]).  
  
As part of this process, a budget workshop was held for the Board of Trustees On July 27, 2021
[25]. Then, at the August 24, 2021 [26] regular board meeting, item 7A in new business was
consideration and possible action to approve proposed annual operating budget.  This
happened in a similar fashion in a workshop on July 26, 2022 [27] , and budget adoption on
August 23, 2022 [28] . Every year before September 1, the Board meets to adopt and approve
an “itemized budget covering the operation of the college district” for the next fiscal year
(“Annual Operating Budget,” CBC Policy CC (Legal) [29]). The proposed budget was
unanimously approved, and the motion carried.  
 
(c) ensures that both the presiding officer of the board and a majority of other voting
members of the board are free of any contractual, employment, personal, or familial
financial interest in the institution 
 
CBC policy ensures that all of the trustees are free from contractual, employment, or personal
or familial financial interest in the institution (“Ethics Conflicts of Interests Disclosure,” CBC
Policy BBFA (Legal) [30]). Each member adheres to the “Statement of Ethics” derived from the
14 Form edited December 2022
National School Boards Association and found within BBF (LOCAL). If, by chance, the Board
of Trustees must vote on an issue pertaining to any stock that a board member is a shareholder
in, the member in question abstains from the vote. At the February 15th, 2022 [31] board
meeting, trustee Elizalde abstained from voting on item 4A as she was not present or a board
member at the time.  Additionally, Trustee Lohse abstains from votes in which a local bank,
Prosperity Bank, is brought forth within an item on the agenda.  Disclosures of conflicts of
interest can be found on the college website under Board of Trustees Required Postings [32].  
 
When a new board member is voted into office, he or she takes an oath (CBC Policy BBB
(Exhibit) [33]) witnessed by the rest of the Board of Trustees and members of the public in
attendance. This Oath of Office was administered on November 17, 2020 [34] by Chair of the
Board, Carroll Lohse following postponed elections due to COVID. Then back on the regular
election cycle in May, 2022.  
 
(d) is not controlled by a minority of board members or by organizations or institutions
separate from it. 
 
A minority of board members cannot control the Board of Trustees. According to the Board
Operating Procedures [35], “The affirmative vote of a majority of all Board members shall be
required to transact business. Each action of the Board supported by the majority is binding on
the whole Board. Board members as individuals shall not exercise authority over the college
district, its property, or its employees. Except for appropriate duties and functions of the Board
Chair, an individual member may act on behalf of the Board only with the express authorization
of the Board. Without such authorization, no individual member may commit the Board on any
issue” (“Board Members Authority,” CBC Policy BBE (Local) [36]). This policy was updated in
February 2022 [37] in which Item 6L: Discuss and take possible action to amend board CBC
Policy BBE (Exhibit) [38] was carried.  This amendment now includes two pages added to the
request form.  Board members are to submit this form when they have a request.  The college
President now houses a Request for Information Log [39]in his office. 
 
(e) is not presided over by the chief executive officer of the institution 
 
The Chief Executive Officer (CEO) at CBC is the college President, as designated by the
policies of CBC, which states that “The College President is the chief administrative officer” of
the college (CBC Policy BFA Local) [40]. Each new president is selected by an “executive
search committee” which is appointed by the Board of Trustees (BF Legal). In November 2019,
Dr. Justin Hoggard was appointed president of Coastal Bend College (CBC).  
  
The primary responsibility of the college President is to the institution, recommending to the
Board of Trustees, “faculty and other personnel to be employed,” providing a detailed report to
the Board on the Fall/Spring enrollment each spring, and providing recommendations and
updates to the Board that the faculty and personnel are fulfilling their duties in return for their
contracted compensation (“College President Qualification and Duties,” CBC Policy BFA
(Legal) [41]). Additionally, the President provides a monthly report updating the board of
trustees on college events. The President also provides guidance and makes recommendations
through the board meeting (minutes [42]).
 
Thus, while the President of CBC is the “executive officer of the College,” the president is not
the presiding officer of the Board. Instead, the President works under the direction of the Board,
serving as mediator between the community and the college and between the college and the
Board, advising the Board but deferring to its rules and governances. See CBC Policy BFA
(Local) [43] for a full list of how the President of CBC serves “as directed by the Board.” 
15 Form edited December 2022
  
The Board of Trustees is presided over by its chair, a position currently held by Victor Gomez. 
Evidence
[1] CBC Board Meeting Minutes 2019-2022
[2] CBC Policy BBB (Legal).
[3] CBC Policy BA (Legal)
[4] CBC Board Meeting Minutes - December 2021
[5] CBC BBC (Legal)
[6] CBC Board Meeting Minutes-November 2020
[7] Texas Education Code sec 51.352 (e)
[8] CBC Policy BA (Legal)
[9] CBC Board Meeting Minutes - August 2022
[10] CBC Board Meeting Minutes - November 2022
[11] CBC President’s Report - December 2022
[12] CBC Board Meeting Minutes - November 2022
[13] CBC BoardBook
[14] Policy BD (Local)
[15] CBC Board Meeting Minutes - June 2021
[16] TASB Team of Eight Workshop
[17] CBC BoardBook
[18] CBC Policy BAA (Legal)
[19] CBC Policy BE (Legal)
[20] CBC Board Meeting Minutes-August 2021
[21] CBC Policy BBE (Local)
[22] CBC Board Meeting Minutes-February 2022
[23] CBC Policy CC (Local)
[24] Policy CC (Local)
[25] CBC Board Meeting Minutes-July 2021
[26] CBC Board Meeting Minutes-August 2021
[27] CBC Board Meeting Minutes-July 2022
[28] CBC Board Meeting Minutes-August 2022
[29] CBC Policy CC (Legal)
[30] Policy BBFA (Legal)
[31] CBC Board Meeting Minutes-February 2022
[32] CBC Board of Trustees Required Postings.
[33] CBC Policy BBB (Exhibit)
[34] CBC Board Meeting Minutes-November 2020
[35] CBC Board Operating Procedures
[36] CBC Policy BBE (Local)
[37] CBC Board Meeting Minutes-February 2022
[38] CBC Policy BBE (Exhibit)
16 Form edited December 2022
[39] CBC Request for Information Log
[40] CBC Policy BFA Local
[41] CBC Policy BFA (Legal)
[42] CBC Board Meeting Minutes- August 2022
[43] CBC Policy BFA (Local)
4.2 The governing board
4.2.a ensures the regular review of the institution’s mission.
(Mission review)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: In 2019, members of the Coastal Bend College (CBC) CBC Strategic Planning
Steering Committee [1] reviewed and reaffirmed the CBC mission statement [2], “Coastal Bend
College is a student-centered community college committed to delivering superb educational
and life enriching opportunities to its students and the communities it serves.” This was
conducted as a by-product of constructing Strategic Plan 2025 [3]. This mission was again
reviewed in February 2022 [4] by the Coastal Bend College Board of Trustees in which
discussions led to a college-wide Mission Review Survey soliciting feedback from all
stakeholders. These results were shared with the Board of Trustees who reaffirmed the mission
statement in November 2022 [5].
Evidence
[1] CBC Strategic Planning Steering Committee Membership
[2] CBC Strategic Planning Steering Committee Minutes
[3] CBC Strategic Plan 2025
[4] CBC Board Meeting Minutes-February 2022
[5] CBC Board Meeting Minutes-November 2022
17 Form edited December 2022
4.2.b ensures a clear and appropriate distinction between the policy-making
function of the board and the responsibility of the administration and
faculty to administer and implement policy.
(Board/administrative distinction)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Narrative: There is a clear and appropriate distinction, in writing and practice,
between the policy-making functions of the governing board and the responsibility of the
administration and faculty to administer and implement policy. Coastal Bend College (CBC) has
a defined role for policy making and carrying out policy decisions from the CBC Board of
Trustees. The Board shall have the exclusive power to manage and govern the college district
as authorized by CBC Policy BA (Legal) [1]. The Board is the keystone of the governance
structure for the college and is expected to defend its right to manage its own affairs through
chosen administrators and employees, enhance the public image, interpret the community to
the campus and the campus to the community, to nurture the college district, and insist on
clarity of focus and mission of the college district as addressed in CBC Policy BAA (Legal) [2].
The Board of Trustees is the policy-making body and shall adopt such rules, regulations, and
bylaws as it deems advisable and consistent with law as set forth in CBC Policy BE (Legal) [3],
and the college district shall be guided by board-adopted policies that are distributed and are
assessable to staff members, parents, students, and community residents. Any policies and
policy amendments may be initiated by the college president, board members, college
personnel, students, or community citizens, but is usually recommended for the Board’s
consideration by the college president as indicated in CBC Policy BE (Local) [4].
The college president is the Chief Executive Officer (CEO) and works under the direction of the
Board per the CBC Organizational Chart [5]. The college president directs the administration,
faculty, and staff, and is the CEO, and as such, all personnel employed by the college are
responsible to the Board through the college president. The college president recommends to
the Board, the faculty, and other personnel to be employed, which is authorized by CBC Policy
BFA (Legal) [6], has the authority to adjust the administrative organization and personnel
assignments, offices, titles, and duties, and is the official voice for communication with the
Board in accordance with CBC Policy BFA (Local) [7].
CBC Policy BFA (Legal) [8] authorizes the board “to appoint or employ such agents, employees,
and officials as deemed necessary or advisable to carry out any power, duty, or function of said
board; and to employ a president, dean, or other administrative officer, and upon the president's
recommendation to employ faculty and other employees of the junior college.” CBC Policy EE
(Local) [9] provides the CEO the authority to establish the procedures for curriculum
development; although, most curriculum changes will be initiated by faculty members. All
administrators of the college have specific duties which are described in the job description for
that position. The Board encourages faculty involvement in the planning of courses offered by
the college and faculty initiative to search for new techniques for meeting student learning
outcomes, as stated in CBC Policy EE (Local) [10].
Example: Board and Policy
Board Policy BBE (Local) Board Members Authority was updated in February 2022 [11] in which
Item 6L, to discuss and take possible action to amend CBC Board Policy BBE (Exhibit) [12]
was carried. This exhibit is a request form which now includes rationale for requesting
18 Form edited December 2022
information to provide accountability of the Board and ensure all information requests are
pertinent to their duties as members of the Board of Trustees.
Example: Faculty Initiation of Curriculum Change
CBC Policy EE (Local) [13] Curriculum Development policy explains the role faculty has in
curriculum development, who comprises the committee, and the authority of the president or
designee to establish procedures for curriculum development. “The Board encourages faculty
involvement in the planning of course offerings and in the exploration of new techniques for
meeting course objectives/outcomes.” The CBC Faculty Handbook [14] and Faculty Job
Description [15] detail faculty responsibility to carry out curriculum change.
The curriculum committee shall consist of the Chief Academic Officer (CAO) as chair and six
other members of the voting faculty to include one coordinator from each of the academic
divisions (Career and Technical Education, General and Transfer Education, Nursing and Allied
Health) and six “at large” members, two from each academic unit. Ex-officio members will be
added as recommended by the CAO. This process of curriculum development is detailed further
in the CBC Curriculum Handbook [16] and CBC Curriculum Minutes [17]. This example
provides clear distinction between roles and responsibilities of board members, administration,
and faculty. Additionally, it provides an example of shared governance.
Evidence
[1] CBC Policy BA (Legal)
[2] CBC Policy BAA (Legal)
[3] CBC Policy BE (Legal)
[4] CBC Policy BE (Local)
[5] CBC Organizational Chart
[6] CBC Policy BFA (Legal)
[7] CBC Policy BFA (Local)
[8] CBC Policy BFA (LEGAL)
[9] CBC Policy EE (LOCAL)
[10] CBC Policy EE (LOCAL)
[11] CBC Board Meeting Minutes-February 2022
[12] CBC Board Policy BBE (Exhibit)
[13] CBC Policy EE (LOCAL)
[14] CBC Faculty Handbook
[15] CBC Faculty Job Description
[16] CBC Curriculum Handbook
[17] CBC Curriculum Committee Minutes
4.2.c selects and regularly evaluates the institution’s chief executive officer.
(CEO evaluation/selection)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College’s current Chief Executive Officer (CEO) was selected by the
Coastal Bend College (CBC) Board of Trustees on November 1, 2019, and started work in Fall
2019.
19 Form edited December 2022
Responsibility of Selection of Chief Executive Officer
CBC Policy BAA-(Legal) Section # 15 [1] of the Board policy manual states the board shall:
"Appoint and evaluate the college president and assist the college president in the achievement
of performance goals" and the Texas Education Code 51.352(d)(e) [2], which stipulates that
governing boards appoint the presidents and other chief executive officers of institutions under
their control.
The selection and appointment process at the college includes national advertisement,
inclusion of the college and service area community members though open forums to discuss
the required and desired qualities of the college president as well as direct email access to
search consultants, on-campus interviews, and open forums for all finalists. Selection and
appointment of the new president, however, is solely the responsibility of the board and is based
on the board’s estimation of the candidates’ abilities to fulfill the duties and responsibilities of
the president, which is described in CBC Policy BFA (Local) [3].
The hiring of the current CBC president is a prime example of this process. The process began
in July of 2019 [4] when the Board of Trustees approved the posting of the position of President
and CEO. With the assistance of the institution’s law firm, Karczewski, Bradshaw & Spalding,
the position was posted [5] with qualifications for the position. This position is different from
other hiring procedures at the institution, as it includes open forums and multiple activities
embedded in the process to allow members of the college community and service area
communities to participate in a wide-ranging discussion about the qualities and qualifications
sought after for a new president.
The position was advertised locally, as well as in national publications such as HigherEd Jobs,
Inside Higher Education, and The Chronicle of Higher Education. The board made the decision
to select the current CBC president during a closed session of the October 2019 meeting [6].
Periodic Evaluation
Texas Education Code 51.352(d) [7] requires that the governing board evaluate the chief
executive officer of the institution and assist the officer in the achievement of performance
goals. Further, Policy BAA-(Legal) # 15 (pg. 2) [8] stipulates that the Board must periodically
evaluate the president’s performance. CBC Policy BFD (Local) [9] states: “The Board shall
prepare a written evaluation of the College President at annual or more frequent intervals and
may at any time conduct and communicate oral evaluations to augment its written evaluations.
The written evaluation shall be based on the College President’s job description [10] and other
criteria identified by the Board.”
The president’s full range of duties and responsibilities are outlined in CBC Policy BFA(Local)
[11]. Evaluation of the president is outlined in CBC Policy BFD (Local) [12] of the policy
manual. To date, the current CBC President has been evaluated three times [13], and the Board
signed the last evaluation [14] on October 2022.
Evidence
[1] CBC Policy BAA-(Legal)
[2]Texas Education Code 51.352(d)€
[3] CBC Policy BFA (Local)
[4] CBC Board of Trustee Meeting Minutes-July 2019
[5] CBC President, CEO Job Posting
20 Form edited December 2022
[6] CBC Board of Trustee Meeting Minutes, October 2019
[7]Texas Education Code 51.352(d)
[8] Policy BAA-(Legal)
[9] CBC Policy BFD (Local)
[10] CBC President, CEO Job Description
[11] CBC Policy BFA(Local)
[12] CBC Policy BFD (Local)
[13] CBC Board of Trustee Meeting Minutes-President's Evaluation
[14] CBC Board of Trustee October 2022 Evaluation of CBC President, CEO
4.2.d defines and addresses potential conflict of interest for its members.
(Conflict of interest)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: The Coastal Bend College (CBC) Board of Trustees is not controlled by a minority
of board members or by organizations or interests separate from it. CBC Board Policy BBFA
(Legal) [1] defines conflict of interest for its members. Examples of conflicts of interests defined
include: a trustee abstains from votes in which a local bank is brought forth within an item on
the agenda. Disclosures of Conflicts of Interest can be found on the college website under
Board of Trustees Required Postings [2]. Further, Texas Government Code 572.058 [3]
requires elected officials to publicly disclose any personal or private interest in a measure,
proposal, or decision pending before a board and stipulate that they may not vote or otherwise
participate in the decision. An official who violates this statute is subject to removal from office.
Board members are educated on these and other responsibilities by the college attorney. A
board workshop meeting was held on June 30, 2021 [4], and again on Sept. 8, 2022 [5] in which
the TASB Team of Eight Workshop was presented by the Division Director of Texas Association
of School Boards (TASB) Leadership Team Services.
During this meeting, board members were provided with a copy of the Board Operating
Procedures [6] and board policies. At the workshop, the college attorney reviewed the duties
and responsibilities of the Board, including the CBC Statement of Ethics [7]. Meeting minutes
from February 2020 [8] demonstrate a time when a Board of Trustee member abstained from
voting due to a conflict of interest.
Evidence
[1] CBC Board Policy BBFA (Legal)
[2] Board of Trustees Required Postings
[3] Texas Government Code 572.058
[4] CBC Board of Trustee Meeting Minutes – June 2021
[5] CBC Board of Trustee Meeting Minutes Sept. 2022
[6] CBC Board Operating Procedures
[7] CBC Statement of Ethics
[8] CBC Board of Trustee Meeting Minutes- February 2020
4.2.e has appropriate and fair processes for the dismissal of a board member.
(Board dismissal)
21 Form edited December 2022
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) champions the need for a strong governing body
because the “Board has the final authority to determine and interpret the policies which govern
the College District,” but at the same time, ensure that “Board members as individuals shall not
exercise authority over the College District,” as stated in CBC Board Policy BBE (Local) [1].
CBC Board Policy BBC (Legal) [2] below documents the procedure for the involuntary removal
of a governing board member from office and lists the reason for dismissal from office. By
request, the Attorney General or the county District Attorney may petition the district court for
leave to file an action in quo warranto to remove a board member for any inappropriate
activities:
• usurps, intrudes into, or unlawfully holds or executes a public office or
• a public officer does an act or allows an act that by law causes forfeiture of office.
• a resident of the state which meets the qualifications of residency and is not under
indictment may file a petition to remove a public officer. A proceeding will follow for
removal by the filing of a written petition in a district county court in which the officer
resides. Reasons for removal include:
• incompetency
• official misconduct, intoxication
• conviction of any felony
• conviction for a misdemeanor involving official misconduct
• or nonattendance of Board meetings
CBC Board Policy BBC (Legal) [3] also documents the authority to dismiss a board member
“who is convicted of a purchasing offense” and for “official misconduct.” To date, no board
member has been removed through these processes.
Evidence
[1] CBC Board Policy BBE (Local)
[2] CBC Board Policy BBC (Legal)
[3] CBC Board Policy BBC (Legal)
4.2.f protects the institution from undue influence by external persons or
bodies.
(External influence)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) is protected from any external influence by its policy.
Governing board members are “public servants” with specific restrictions and are prohibited
from certain activities, which are listed in CBC Board Policy BBFB (Legal) [1], such as bribery,
acceptance of illegal gifts, acceptance of an honorarium, abuse of the office, and nepotism.
CBC Board Policy BBFA (Legal) [2] requires a board member to abstain from further
participation in certain situations.
22 Form edited December 2022
The CBC Board of Trustees [3] consists of seven elected members elected by the voters of
Bee County and each member serves a six-year term. One-third of the members are elected
at large at regular elections; therefore, with a seven member board, two of the members shall
be elected in two consecutive even-numbered years and three shall elected in the following
even-numbered years as outlined in CBC Board Policy BBB (Legal) [4]. None of the board
members have contractual, employment, personal, familial, religious, or financial interest in the
institution. However, due to familial relations of board members and their spouses’ employers,
board members abstain from voting when such perception of conflict of interest arises when
conducting the business of the college, as reflected in the minutes [5] of the Board Meeting
held in February 2022.
Individual board members do not exercise authority over the college district, its property, or its
employees except for appropriate duties and functions, and individual members may act on
behalf of the board only with prior authorization of the board as directed by CBC Board Policy
BBE (Local) [6].
The Texas Ethics Commission: A Guide to Ethics Law for State Officers and Employees [7]
provides standards of conduct, questions of conflict of interest, acceptance of gifts, and abuse
of office. CBC Board Policy BBD (Legal) [8] and CBC Board Policy BBD (Local) [9] require new
board members to attend at least one training program established by the Texas Higher
Education Coordinating Board (THECB), and for the board and college president to provide an
orientation for new members to become familiar with board functions, policies, and procedures.
Each board member must take the oath of office and within ninety days after the election, and
each member shall complete training regarding the responsibilities under Texas Government
Code Chapter 551 and Texas Government Code Chapter 552 which is presented during Board
of Trustee training [10].
Board members are educated on these and other responsibilities by the college attorney. A
board workshop meeting was held on June 30, 2021 [11], at which the TASB Team of Eight
Workshop [12] was presented by the Division Director of TASB Leadership Team Services.
During this meeting, board members were provided with a copy of the Board Operating
Procedures [13] and board policies. At the workshop, the college attorney also reviewed the
duties and responsibilities of the board, including the CBC Statement of Ethics found in CBC
Board Policy AD (LOCAL) [14].
Evidence
[1] CBC Board Policy BBFB (Legal)
[2] CBC Board Policy BBFA (Legal)
[3] CBC Board of Trustee Website Page
[4] CBC Board Policy BBB (Legal)
[5] CBC Board of Trustee Meeting Minutes – February 2020
[6] CBC Board Policy BBE (Local)
[7] The Texas Ethics Commission: A Guide to Ethics Law for State Officers and Employees
[8] CBC Board Policy BBD (Legal)
[9] CBC Board Policy BBD (Local)
[10] TASB Team of Eight Workshop Training
[11] CBC Board of Trustee Meeting Minutes-June 2021
23 Form edited December 2022
[12] TASB Team of Eight Workshop
[13] Board Operating Procedures
[14] CBC Board Policy AD (Local)
4.2.g defines and regularly evaluates its responsibilities and expectations.
(Board self-evaluation)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: The Coastal Bend College (CBC) Board of Trustees recognizes the responsibility
and trust placed in the governing board of the institution and takes an active role in the culture
of data-informed decisions making and continuous improvement CBC Board Policy (BCG)
Local [1]. As such, the Board of Trustees participate in professional development and
continuous improvement planning which includes a CBC BOT Self-Evaluation Process [2].
Each member of the Board of Trustees receives a CBC Board of Trustees Operating
Procedures Manual [3] upon their appointment. This manual contains processes and
procedures related to the responsibilities and behaviors expected of board members.
Members of the Board of Trustees participate in an annual workshop in which board members
are provided a copy of the Board Operating Procedures Manual and board policies. At the
workshop, the college attorney reviews and details the duties and responsibilities of the board.
Additional training may come from external entities, such as the TASB Team of Eight Workshop
[4], which was presented by the Division Director of Texas Association of School Boards
(TASB) Leadership Team Services on June 30, 2021. During this meeting, board members
were provided with a copy.
The board evaluates themselves on twenty-nine criteria statements. Each member provides
their own evaluation, and the results are aggregated to provide a collective score for the board.
The Board of Trustee Self-Evaluation results [5] for 2019 were approved at the March 2019
board meeting [6]. The Board of Trustee Self-Evaluation results [7] for 2021 were discussed
and approved in executive session in September 2021 [8] per the board meeting minutes.
These results are then used in conjunction with other data points pertaining to the institution,
such as the annual planning priorities and progress of the institution’s strategic plan, to inform
the planning and continuous improvement goals of the Board of Trustees. The Board of Trustee
planning goals for 2020, 2021, and 2022 [9] show a progression of learning and training to bring
about a more informed collective for the betterment and success of the institution.
Evidence
[1] CBC Board Policy BCG (Local)
[2] CBC Board of Trustee Self-Evaluation Process
[3] CBC Board Operating Procedures
[4] TASB Team of Eight Workshop
[5] CBC Board of Trustee Self-Evaluation 2019
[6] CBC Board of Trustee Meeting Minutes - March 2019
[7] CBC Board of Trustee Self-Evaluation 2021
24 Form edited December 2022
[8] CBC Board of Trustee Meeting Minutes - September 2021
[9] CBC Board of Trustee Annual Planning Goals
4.3 If an institution’s governing board does not retain sole legal authority and
operating control in a multiple-level governance system, then the institution
clearly defines that authority and control for the following areas within its
governance structure: (a) institution’s mission, (b) fiscal stability of the
institution, and (c) institutional policy.
(Multi-level governance)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College’s governance structure does not have multiple levels.
Coastal Bend College (CBC) is in compliance with Principle 4.3 Multi-Level Governance.
Section 5: Administration and Organization
5.1 The institution has a chief executive officer whose primary responsibility is to the
institution. (For exceptions, see SACSCOC policy Core Requirement 5.1: Documenting
an Alternative Approach.)
(Chief executive officer) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) operates within an organizational structure [1]
demonstrating an appropriately credentialed administration who provide leadership to various
aspects of the institution and report to the Chief Executive Officer (CEO) of the institution. CBC
does not operate within a system. This structure affords CBC President, as CEO, to possess
appropriate control and oversight of all services and departments at the institution.
The current CBC president began in Fall 2019. Based on the job description for the president
[2] and the president’s resume [3], the CEO of CBC is well qualified and credentialed to hold the
current position. Duties of the president include:
I. serve the college in the capacity of president and CEO and perform such services,
duties, and functions described in the Texas Education Code, the Coastal Bend College
Board Policy Manual [4] and Board Operating Procedures [5].
II. perform such other services, duties, and functions as may be lawfully assigned by the
Board of Trustees and which are consistent with the services, duties, and functions
customarily performed by one holding a similar position in a comparable college district;
and
III. report directly to the Board of Trustees.
As the CEO of CBC, the president is responsible for the general organization and administration
of the college by providing leadership and supervision. In this capacity, duties include the
25 Form edited December 2022
development of qualified administrative organization, recommending to the board for
employment and assignment of faculty members, associate administrators, and staff. Under the
president’s direction, the annual budget will be prepared and submitted to the board for approval.
CBC agrees to afford the president with all the rights, privileges, duties and responsibilities as
may be consistent with the position of president of the college. Except as provided in this
contract, the president agrees to devote his/her time and energy to the performance for these
duties in a faithful, diligent, and efficient manner.
Evidence
[1] CBC Administrative Organizational Chart
[2] CBC President Job Description
[3] CBC President Resume
[4] Coastal Bend College Board Policy Manual
[5] Board Operating Procedures
5.2 The chief executive officer has ultimate responsibility for, and exercises
appropriate control over, the following:
5.2.a The institution’s educational, administrative, and fiscal programs and
services.
(CEO control)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) has an organizational structure in place where
administrative leadership report directly to the president of the college. The president of the
college is the Chief Executive Officer (CEO) of CBC. This organizational structure allows the
CEO (college president) to have the appropriate control over all educational, administrative, and
fiscal services.
The CBC Board Policy BFA (Local) [1] allows the college president to delegate responsibilities
but remain accountable to the Board of Trustees for the performance of all duties, delegated or
otherwise. Internal memos and Cabinet meeting notes show delegation of responsibilities.
The college president has the ultimate responsibility for, and exercises the appropriate control
over, the college’s educational, administrative, and fiscal programs and services as evidenced
[2] through minutes from Cabinet meetings. The president’s contract [3] lists his duties as
CEO. His contract states that “As the Chief Executive Officer of the College, the President is
responsible for the general organization and administration of the College by providing leadership
and supervision. In this capacity, his duties include the development of qualified administrative
organization, recommending to Board for employment and assignment of faculty members,
associate administration, and staff. Under the President’s direction, the annual budget will be
prepared and submitted to the Board for approval.”
The CBC Administrative Organizational Chart [4], which is posted on the college’s website [5],
identifies the President’s Direct Reports by the names and titles of the college’s executive and
26 Form edited December 2022
administrative staff. Job descriptions for the administrative positions indicate that they are
subordinate to the college CEO as indicated in the job descriptions for the Provost/Chief
Academic Officer (CAO) [6] and the Executive Director of Institutional Effectiveness and
Research [7]. The president holds monthly President’s Cabinet Committee meetings [8], which
includes the President’s Direct Report. These direct reports raise, discuss, and present to the
president issues related to the college’s operations and policies during the Cabinet meeting.
Educational
The CEO presides over the educational functions of the college. The college’s educational
programs are overseen by the college deans. The deans report directly to the Provost/CAO, and
they all ultimately report to the CEO, as shown in the job descriptions of the Provost/CAO [9] and
deans [10]. The CEO makes the final decision to hire any new faculty member as shown in the
Human Resources Information System (HRIS) Job Offer approval process [11]. The
Provost/CAO is responsible for academic changes and curriculum updates with presidential
approval before submitting to the Board of Trustees. Faculty are credentialed by the faculty
Division Coordinators with the approval process transitioning from the Deans to the Provost/CAO,
with the ultimate approval [12] being with the president.
Administrative
The CEO is responsible for all administrative aspects of the college. The college is administered
by the Provost/CAO, deans, and directors who all ultimately report to the CEO, as indicated in
the CBC Administrative Organizational Chart [13]. The president retains ultimate administrative
authority on all college business. The president, or his designee, has signing authority for all
agreements [14], contracts [15], and MOUs [16]. The grant approval process [17] shows the final
approval is with the president. The internal process and controls identify the roles of the president
as the final approver.
Fiscal
The president’s contract [18] assigns responsibility of the college’s fiscal operation to the
president of the college. The college’s budget and finances are overseen by the Vice President
of Finance and Business Operations who reports directly to the president. This delineation of
responsibilities is indicated on the job description [19] of the Vice President of Finance and
Business Operations. The zero-based budget process [20] shows the shared governance with
the president as the final approver before being submitted to the Board of Trustees. While budget
preparation is institution-wide, ultimately, it is the president who presents the final annual budget
for approval to the CBC Board of Trustees during Budget Workshops and CBC Board of Trustee
meetings [21]
Evidence
[1] CBC Board Policy BFA (Local)
[2] CBC President’s Cabinet Meeting Minutes
[3] CBC President, CEO Contract
[4] CBC Administrative Organizational Chart
[5] CBC Website Administration Page
[6] CBC Provost, CAO Job Description
[7] Executive Director of Institutional Effectiveness and Research Job Description
[8] CBC President’s Cabinet Meeting Minutes
[9] CBC Provost, CAO Job Description
27 Form edited December 2022
[10] CBC Deans Job Description
[11] Human Resources Information System (HRIS) Job Offer Process
[12] Faculty Credential Form Approval Examples
[13] CBC Administrative Organizational Chart
[14] CBC Agreements Provost Approval
[15] CBC Contracts Provost Approval
[16] CBC Memorandums of Understanding Provost Approval
[17] CBC Grant Approval Process and example
[18] CBC President, CEO Contract
[19] CBC Vice President of Finance and Business Operations Job Description
[20] CBC Unit Plan & Department Budget Instruction Manual
[21] CBC Board of Trustee Budget Workshop and Meeting Minutes
5.2.b The institution’s intercollegiate athletics program.
(Control of intercollegiate athletics)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: The President/Chief Executive Officer (CEO) of Coastal Bend College (CBC) has
ultimate responsibility for and exercises appropriate control over CBC’s intercollegiate program,
including active responsibility for administrative and financial control of the entire Department of
Athletics. CBC Board Policy BFA (Local) [1] allows the college president to delegate
responsibilities but remain accountable to the Board of Trustees for the performance of all duties,
delegated or otherwise.
The Director of Athletics [2] reports directly to the president reflected in the CBC Organizational
Chart [3] and is “responsible for the overall management of the Intercollegiate Athletics Program
within the policies and guidelines established by the Coastal Bend College Board of Trustees,
the members and leadership of Region XIV, the membership and leadership of the National
Junior College Athletic Association (NJCAA).”
Compliance is specifically included as an essential job function: “ensures compliance with
college, NJCAA, and Region XIV rules and regulations, including financial transactions,
academic eligibility, code of conduct, etc.” In addition to the Director of Athletics, the Assistant
Athletic Director [4] is responsible for ensuring compliance with all applicable rules and
regulations and has a reporting relationship to the president.
The Department of Athletics [5] is subject to the same fiscal and administrative policies and
procedures as all other departments on campus. Fiscal matters — including budgets, purchase
orders, check requests, and expense reimbursements — are processed through the college’s
Business Office. Employee-related matters are subject to the policies and procedures of the
Human Resources Department. Fund-raising activities are coordinated with the Coastal Bend
College Foundation.
The Department of Athletics follows CBC Board of Trustee approved policies and follows the
same CBC college processes and procedures as all other departments at the institution. The
28 Form edited December 2022
CBC board approved policies must be submitted to the CBC Board of Trustees for
consideration. Reclassifications [6] also follow this process.
The Department of Athletics maintains eligibility [7] through the collection of information from the
student-athlete's transcripts, the college’s Registrar Office, as well as directives provided by the
National Junior College Athletic Association (NJCAA). The Department of Athletics also publishes
a Student-Athlete Handbook [8], which details college and department policies and procedures
relevant to student-athletes. This includes institutional, NJCAA and Region XIV policies and
bylaws concerning eligibility and conduct of student athletes.
Evidence
[1] CBC Board Policy BFA (Local)
[2] Director of Athletics Job Description
[3] CBC Organizational Chart
[4] CBC Assistant Athletic Director Job Description
[5] CBC Organizational Chart - Athletics
[6] Coastal Bend College Board of Trustees Meeting Minutes-Sept. 2021
[7] Fall 21 M/WBK Eligibility Form and appropriate legislation from 2021-2022 NJCAA
Manual – Article V.
[8] Student Athlete Handbook
5.2.c The institution’s fund-raising activities.
(Control of fund-raising activities)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: The president serves as the institution’s Chief Executive Officer (CEO) and has
ultimate responsibility for and exercises control over all areas of the institution, including fund-
raising activities. The president’s responsibility and authority for fund-raising activities are
delineated in the Foundation/College Memorandum of Understanding [1] and by Foundation
Board By-Laws [2].
The Coastal Bend College (CBC) Foundation is the clearinghouse for fund-raising activities of
the college and has the president's delegated authority, as outlined in the Organizational Chart
[3]. The Executive Director of the Coastal Bend College Foundation is a member of the
president’s cabinet and regularly meets [4] with the president on issues related to college
development and fund-raising, as detailed further in the job description [5].
Under the direction of the college president, the Executive Director of the CBC Foundation is
responsible for conducting activities to support the mission of the institution and is in compliance
with the college’s gift policies, including Policy CAM (Local) [6] and Policy CAM (Legal) [7], and
according to the same fiscal and administrative policies and procedures that apply to the other
divisions of the college. All fiscal records are available for review on-site. The Board of Trustees
reviews and approves [8] (item 7K) all naming opportunities for buildings and other facilities per
Policy CAM (Local) [9] and Policy CAM (Legal) [10], and use of gifts per Policy CAM (Local) [11]
and Policy CAM (Legal) [12].
29 Form edited December 2022
Since November 2019, the current college president has participated in several donor
engagements, fundraising meetings, and community events. Many of the community events are
in participation with organizations such as Rotary Club and the Chamber of Commerce. These
organizations allow an elevated level of networking with community donors and supporters.
The mission [13] of the institution states, “Coastal Bend College is a student-centered community
college committed to delivering superb educational and life enriching opportunities to its students
and the communities it serves.” In support of this mission, the CBC Foundation solicits funds from
CBC alumni, friends, community members, and parents of current CBC students. Donors can
choose [14] to support an academic and/or athletic program; create an endowment fund; support
a naming opportunity; or fund a scholarship.
An example of the college president’s leadership in fundraising and development is highlighted
by the recent gift of $120,000 [15] designed to assist CBC’s Automotive Program students learn
about the maintenance and repair of electric vehicles, as well as provide an endowed scholarship
for students from that program.
Evidence
[1] CBC Foundation/College Memorandum of Understanding
[2] Foundation Board By Laws
[3] Coastal Bend College Administrative Organizational Chart
[4] Cabinet Meeting Minutes
[5] CBC Executive Director of Foundation Job Description
[6] Policy CAM (Local)
[7] Policy CAM (Legal)
[8] CBC Board of Trustees Meeting Minutes
[9] Policy CAM (Local)
[10] Policy CAM (Legal)
[11] Policy CAM (Local)
[12] Policy CAM (Legal)
[13] CBC Mission
[14] CBC Website-Give to CBC
[15] CBC Board of Trustee Meeting Minutes
5.3 For any entity organized separately from the institution and formed primarily for
the purpose of supporting the institution or its programs:
(a) The legal authority and operating control of the institution is clearly defined
with respect to that entity.
(b) The relationship of that entity to the institution and the extent of any liability
arising from that relationship are clearly described in a formal, written
manner.
(c) The institution demonstrates that (1) the chief executive officer controls
any fund-raising activities of that entity or (2) the fund-raising activities of
that entity are defined in a formal, written manner that assures those
activities further the mission of the institution.
30 Form edited December 2022
(Institution-related entities)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) ensures that for any entity organized separately from
the institution for the purpose of supporting the institution or its programs, that the legal authority
and operating control is clearly defined with respect to that entity. CBC ensures that the
relationship of that entity to the college and extent of any liability arising from that relationship is
clearly outlined in a formal, written manner. CBC demonstrates that the Chief Executive Officer
(CEO) controls any fundraising activities of that entity or that the fundraising activities of that
entity are defined in a formal, written manner that assures that those activities advance the
mission of the institution.
a. The legal authority and operating control of the institution is clearly defined with
respect to that entity.
There is one independent foundation with 501(c)(3) status related to Coastal Bend College
(CBC): the Coastal Bend College Foundation. The Foundation has a formal agreement (Coastal
Bend College Foundation Memorandum of Understanding) [1] with the college that outlines the
relationship, liabilities, and expectations of the arrangement as described in the standard.
Under Texas state law, Texas Government Code, Subtitle F, Chapter 2255 [2], the institution
must follow specific rules governing the relationship between the donor or organization and the
agency and its employees. This includes all aspects of the conduct of the agency and its
employees in the relationship. In addition, CBC Policy CAM (LEGAL) [3] states: A state agency,
including a college district, which is authorized by statue to accept money from a private donor
or for which a private organization exists that is designed to further the purposes and duties of
the agency shall adopt rules governing the relationship between:
1. The donor or organization; and
2. The agency and its employees
The legal authority and operating control of the institution is clearly defined with respect to the
entity in the Coastal Bend College (CBC) Foundation Memorandum of Understanding (MOU) [4]
between the college and the Coastal Bend College Foundation specifically addresses legal
authority and operating control. The College Governance section of the MOU [5] states that:
1. The Board of Trustees of the college is responsible for overseeing the mission,
leadership, and operations of the college.
2. The Board of Trustees is responsible for setting priorities and long-term plans for the
college.
3. The Board of Trustees is legally responsible for the performance and oversight of all
aspects of college operations.
4. The Board of Trustees is responsible for the employment, compensation, and evaluation
of all college employees, including the president.
b. The relationship of that entity to the institution and the extent of any liability
arising from that relationship are clearly described in a formal, written manner.
Liability and limitations between the CBC Foundation and the college are addressed in the CBC
Foundation MOU [6]:
31 Form edited December 2022
6. “This MOU is governed by the laws of the state of Texas. Venue for any dispute arising
hereunder shall be Bee County, Texas. If any provision of this Memorandum, is held to
be in violation of the Constitution of the State of Texas or any laws of the state of Texas,
such provision shall be fully severable, and the remaining provisions of this
Memorandum shall remain in full force and effect and shall not be affected by any illegal,
invalid, or unenforceable provision or by its severance. The college does not waive or
relinquish any immunity or defense on behalf of itself, its trustees, officers, employees,
and agents as a result of the execution and performance of this MOU.
7. The relationship of the college and the CBC Foundation is limited to that which is set
forth herein. No action(s) or undertaking(s) of either party will be construed to create or
suggest a partnership, expressed or implied. As separately incorporated organizations,
neither the college nor Foundation intends nor will either the college or CBC Foundation
profess a right to obligate or bind the other party; any suggestion of such, orally or in
writing, will be considered void and of no further legal effect.”
c. The institution demonstrates that (1) the chief executive officer controls any fund-
raising activities of that entity or (2) the fund-raising activities of that entity are
defined in a formal, written manner that assures those activities further the
mission of the institution.
The CBC President/CEO is in control of any fundraising activities committed under the auspices
of the CBC Foundation as set forth in the formal agreement with the college that outlines the
relationship, liability, and expectations of the arrangement as described in the Coastal Bend
College Foundation Memorandum of Understanding (F.1.a-h). [7]. Specifically:
“a. The Foundation shall create an environment conducive to increasing support for the mission
and priorities of the College.
b. The Foundation, in consultation with the college President, is responsible for planning and
executing comprehensive fundraising and donor-acquisition programs in support of the
College’s mission. These programs include annual giving, major gifts, planned gifts, special
projects, and campaigns as appropriate.
c. The Foundation will establish, operate in compliance with, and periodically assess its gift-
management and acceptance policies. It will promptly acknowledge and issue receipts for all
gifts on behalf of the Foundation and the College and provide appropriate recognition and
stewardship of such gifts and give an accounting to the college Board for their upcoming monthly
meeting.
d. The college recognizes that the Foundation bears major responsibility for fundraising, not
grant writing. College representatives will coordinate private fundraising initiatives, including
major gifts, solicitations, education foundation-related grant opportunities, and endowments
supporting the college with the Foundation.
e. The college President will work in conjunction with the leadership of the Foundation to identify,
cultivate, and solicit prospects for private gifts.
f. The Foundation on its own shall not accept grants from local, state, or federal governmental
agencies, except in special circumstances that are approved by the Foundation board of
directors and the governmental agency.
32 Form edited December 2022
g. The Foundation shall establish and enforce policies to protect donor confidentiality and
rights.
h. The Foundation may, with the support of CBC and consistent with its strategic fundraising
program, enter into agreements and form enterprises that further the Foundation’s goals and
objectives, including the creation of other non-profit legal entities, or committees of the
Foundation, including Affinity Groups, which are affiliated with and responsible to the
Foundation. All third-party agreements and committees of the Foundation must be bound to the
responsibilities and obligations of this Agreement; and comply with applicable CBC Foundation
bylaws, policies, and procedures, as well as applicable CBC policies and procedures, including
but not limited to, the solicitation of gifts and donations, use of CBC resources, and engagement
of CBC personnel. To the extent of any conflict, CBC’s Foundation bylaws, policies, and
procedures shall govern.”
Evidence
[1] Coastal Bend College Foundation Memorandum of Understanding
[2] Texas Government Code, Subtitle F, Chapter 2255
[3] CBC Board Policy CAM (LEGAL)
[4] Coastal Bend College Foundation Memorandum of Understanding
[5] Coastal Bend College Foundation Memorandum of Understanding – Terms and
Conditions (C 1-4)
[6] Coastal Bend College Foundation Memorandum of Understanding
[7] Coastal Bend College Foundation Memorandum of Understanding (F.1.a-h)
5.4 The institution employs and regularly evaluates administrative and academic
officers with appropriate experience and qualifications to lead the institution.
(Qualified administrative/academic officers) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) employs qualified administrative and academic officers
with the experience and competence to lead the institution. The credentials vary from individual
to individual along with years of experience and time employed by the college. The college
president is appointed by the Board of Trustees (CBC Board Policies BFA (Legal) [1] and BAA
(Legal [2])). All other academic and administrative officers are responsible to the Board of
Trustees through the college president (CBC Board Policy BFA (Local) [3]). The college’s annual
evaluation process for administrative and academic officers is required by CBC Board Policy
DLA (Local) [4] to ensure the continued competence of those individuals leading the institution.
  
Employs Qualified Administrative and Academic Officers  
CBC has administrative and academic officers [5] with the experience, competence, and
capacity to lead the college. These administrative and academic officers are regularly evaluated
to ensure continued competency in their assigned leadership roles to support the mission [6] of
the college and the key operations of the institution. The President’s Cabinet includes the
President, Provost/CAO/IAL [7], Executive Director of Institutional Effectiveness and Research
33 Form edited December 2022
[8], Director of Information Technology [9], Director of Physical Plant [10], Chief of Police [11],
Vice President of Finance & Business Operations [12], and the Director of Human Resources
[13].  
Other key leaders reporting to the Chief Academic Officer (CAO)/Provost include the Dean of
Student Services and Accessibility [14], Dean of Transfer and General Education [15], Dean of
Career and Technical Education [16], Dean of Nursing and Allied Health [17], Director of Alice
Site [18], Director of Kingsville Site [19], and Director of Pleasanton Site [20]. 
Other key leaders reporting to the Vice President of Finance & Business Operations include the
Director of Information Technology and the Director of Physical Plant.
Evaluation of Administrative and Academic Officers  
As required by CBC Policy DLA (Local) [21], all administrative and academic officers are
evaluated annually. The evaluation focuses on specific goals and responsibilities of individual’s
roles within the framework of the college’s strategic plan. Evaluation information is published in
the CBC Employee Handbook [22] and on the CBC Human Resources webpage [23]. The CBC
Employee Handbook and the evaluation process is posted on the intranet of the CBC website
known as the Cougar Den. Once the employee signs into the Cougar Den, employees can
access the evaluation information under the Human Resources webpage and can access the
Annual Performance Review Process [24], the Self-evaluation Form [25], and the Annual
Performance Review Form [26]. Once the self-evaluation and the annual evaluations are
completed, they are scanned into an electronic folder set up for the supervisors.  The electronic
folders [27] are kept in the Human Resources Department one-drive and a hardcopy is printed
for the individual’s personnel file. Below are the self-evaluations and evaluations from the last
operational year for those employed during 2021-2022.  
2021-2022 Self-Evaluations and Evaluations
Provost/CAO/IAL [28]
Executive Director of
Institutional
Effectiveness and
Research [29]
Director of Human
Resources [30]
Dean of Student
Services and
Accessibility [31]
Chief of Police (New
Hire- No Evaluation)
Vice President of
Finance & Business
Operations (New Hire -
No evaluation)
Dean of Transfer and
General Education
[32]
Dean of Career and
Technical Education
[33]
Dean of Nursing and
Allied Health [34]
Director of Kingsville
Site [35]
Director of Pleasanton
Site
(New Hire -No
Evaluation)
Director of Alice Site
(New Hire- No
Evaluation)
Evidence
[1] CBC Board Policy BFA (Legal)
[2] CBC Board Policy BAA (Legal)
[3] CBC Board Policy BFA (Local)
[4] CBC Board Policy DLA (Local)
[5] CBC Organizational Chart
34 Form edited December 2022
[6] CBC Mission
[7] Provost/CAO/IAL Job Description and Resume
[8] Executive Director of Institutional Effectiveness and Research Job Description and
Resume 
[9] Director of Information Technology Job Description and Resume
[10] Director of Physical Plant Job Description and Resume
[11] Director of Public Safety/Chief of Police Job Description and Resume
[12] Vice President of Finance & Business Operations Job Description and Resume
[13] Director of Human Resources Job Description and Resume
[14] Dean of Student Services and Accessibility Job Description and Resume
[15] Dean of Transfer and General Education Job Description and Resume
[16] Dean of Career and Technical Education Job Description and Resume
[17] Dean of Nursing and Allied Health Job Description and Resume
[18] Director of Alice Site Job Description and Resume
[19] Director of Kingsville Site Job Description and Resume 
[20] Director of Pleasanton Site Job Description and Resume
[21] CBC Policy DLA (Local)
[22] CBC Employee Handbook
[23] CBC Human Resources Webpage
[24] Annual Performance Review Process
[25] Self-evaluation Form
[26] Annual Performance Review Form
[27] Human Resources Electronic Evaluation Folders
[28] Provost/CAO/IAL 2021-2022 Self-Evaluation/Evaluation
[29] Executive Director of Institutional Effectiveness and Research 2021-2022 Self-
Evaluation/Evaluation
[30] Director of Human Resources 2021-2022 Self-Evaluation/Evaluation
[31] Dean of Student Services and Accessibility 2021-2022 Self-Evaluation/Evaluation
[32] Dean of Transfer and General Education 2021-2022 Self-Evaluation/Evaluation
[33] Dean of Career and Technical Education 2021-2022 Self-Evaluation/Evaluation
[34] Dean of Nursing and Allied Health 2021-2022 Self-Evaluation/Evaluation
[35] Director of Kingsville Site 2021-2022 Self-Evaluation/Evaluation
5.5 The institution publishes and implements policies regarding the appointment,
employment, and regular evaluation of non-faculty personnel.
(Personnel appointment and evaluation)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes and implements policies regarding the
appointment and employment and regular evaluation of non-faculty personnel.
35 Form edited December 2022
Publishes Policies
CBC Board of Trustee’s Policies regarding the hiring and appointment of non-faculty are
published on the website [1] and are accessible to all persons affected by the policies. Policies
are reviewed and updated as necessary.
The following CBC Policies detail the appointment and employment of non-faculty employees:
DC (Local) – Employment Practices [2]
DC (Legal) – Employment Practices [3]
DDA (Local) – Personnel Positions Qualifications and Duties [4]
The following CBC Policy details the evaluation of non-faculty personnel:
DLA (Local) – Employee Performance Evaluation [5]
Evaluation processes and procedures are additionally published in the CBC Employee
Handbook [6]. The evaluation process and procedures and the handbook are published on the
intranet of the CBC website known as the Cougar Den [7]. The Director of Human Resources
additionally emails a copy of the evaluation process along with the associated forms to non-
faculty employees.
Implements Policies
The Human Resources Department staff facilitate the appointment and employment and regular
evaluation of non-faculty personnel per Human Resources-Operating Guidelines [8]. A Human
Resources Information System (HRIS) is used to facilitate the appointment and employment of
non-faculty employees. The HRIS is used for facilitating the approval [9], posting [10] and
tracking [11] of non-faculty positions.
Requisitions posted have a minimum requirements questionnaire [12] that filters the applications
based on the necessary requirements of the job. The applicant site is reached from the CBC
website [13]. Job Descriptions [14] are entered on each job requisition. Open positions are
available to applicants on internal, external, and mobile platforms. Mobile platforms include
mobile phones, laptops, and computer notepads. Requisitions are updated and can be tracked
through the system from the time of opening of the requisition through the closure of the
requisition.
Evaluations of Non-Faculty
Regular evaluations are conducted per the CBC Evaluation Process [15] to ensure employees
remain qualified for positions that support the goals and educational mission of the college. The
objective of the annual performance review [16] is to allow an opportunity for a supervisor and
employee to see clear and specific goals and performance expectations that align to the goals
of the department and of the college. Self-evaluations [17] are completed by non-faculty
employees and performance evaluations [18] are completed by their supervisors.
Once the evaluations are completed, they are scanned into a folder [19] from the supervisor.
The electronic folders are kept in the Human Resources Department one-drive and a hardcopy
is printed for the employee’s personnel file. Non-faculty employees working in outsourced
services such as the college cafeteria or the college bookstore are evaluated by their
36 Form edited December 2022
organization. Contracts and MOUs [20] with outsourced services are evaluated regularly to
ensure quality of services.
Evidence
[1] Coastal Bend College Board Policy Manual
[2] DC (Local) – Employment Practices
[3] DC (Legal) – Employment Practices
[4] DDA (Local) – Personnel Positions Qualifications and Duties
[5] DLA (Local) – Employee Performance Evaluation
[6] CBC Employee Handbook
[7] CBC Cougar Den Human Resources
[8] Human Resources-Operating Guidelines
[9] HRIS Hiring Approval Example
[10] HRIS Hiring Posting Example
[11] HRIS Requisition Tracking Example
[12] HRIS Minimum Requirements Questionnaire
[13] CBC Website-Employment Opportunities
[14] HRIS Open Requisition Job Description
[15] CBC Evaluation Process
[16] CBC Annual Performance Review Goals
[17] Non-Faculty Self-Evaluations
[18] Non-Faculty Evaluations
[19] Human Resources Evaluation Database
[20] MOU and Contracts with CBC Bookstore and CBC Cafeteria
Section 6: Faculty
6.1 The institution employs an adequate number of full-time faculty members to
support the mission and goals of the institution.
(Full-time faculty) [CR; Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) employs an adequate number of full-time faculty to
support the college mission and goals of the institution [1] and to support all its academic
programs regardless of the location or mode of instruction. CBC’s mission is “a student-centered
community college committed to delivering superb educational and life enriching opportunities
37 Form edited December 2022
to its students and the communities it serves.” In support of this mission, CBC offers academic
transfer, allied health, and career and technical programs.
CBC is compliant in employing an adequate number of full-time faculty to fulfill the basic
functions of instruction including curriculum design, development and evaluation, instruction and
student learning assessment, and student advising and professional service. Coastal Bend
College does not have a research mission.
Definitions of Faculty
CBC uses the following definition for full-time faculty: “Faculty member means a person
employed full time by an institution of higher education as a member of the institution’s faculty,
including professional librarians, whose duties include teaching, research, administration, or the
performance of professional services” (CBC Policy DMAB (Legal) [2]).
CBC contractually employs full-time faculty members whose primary duties include teaching
(CBC Policy DCA (Legal) [3]) and responsibility of the program curriculum (CBC Policy EE
(Local) [4]). The full-time faculty job description [5] details the responsibilities of full-time faculty.
CBC uses the following definition for part-time faculty: “Part-time professional employees are
instructional or administrative personnel who do not work under a regular contract. Their work
may involve teaching, counseling, or providing other services rendered on a part-time basis
during the day or evening, during the normal two-semester contract period, or during the summer
session” (CBC Policy DDB Local) [6].
CBC takes great pride in hiring part-time faculty to assist in the instructional duties of the college.
Part-time faculty are on a semester-to-semester basis as needed. Primary duties of part-time
faculty include conducting and eliciting student learning with effective mastery of course content
in the teaching discipline. Part-time faculty broaden and enrich the learning experiences
students have and support the unique needs of the college to carry out the comprehensive
college mission. They are included in the course evaluation and faculty evaluation processes
[7].
Adequacy of Full-Time Faculty in Supporting Instruction
Curriculum Design, Development and Evaluation
Systematic processes and procedures are in place for maintaining quality and effectiveness in
instruction. These effectiveness processes used by CBC faculty and staff are used to verify that
the number of full-time faculty is adequate. The full-time faculty job description details the
expectations for ensuring effective and quality instruction. CBC works to ensure that that there
are enough faculty to participate in curriculum design, development, and evaluation. Duties and
responsibilities for full-time faculty include:
“Mastery of Subject Matter:
• Demonstrate thorough and accurate knowledge of the teaching field or discipline
• Possess educational and professional credentials in the teaching field or discipline
• Connect subject matter with related fields and/or disciplines for student engagement
and retention
38 Form edited December 2022
• Stay current in subject matter through professional development, conference
attendance and presentations both at conferences and to the college community.
• Participate in the development and/or review of division standardized curricula and
syllabi
• Establish and adhere to student learning outcomes as established by the Texas
Higher Education Coordinating Board (THECB) through its Lower-Division
Academic Course Guide Manual (ACGM) or Workforce Education Course Manual
(WECM).
Teaching Performance:
• Plan and organize instruction and instructional delivery in innovative ways which
maximize student learning and academic excellence
• Effectively employ teaching and learning strategies which challenge students’
abilities, interests and intellectual curiosity
• Modify instructional methods and strategies to teach students with diverse needs
• Follow division-approved standardized curricula and syllabi
• Provide students with Course Information Guidelines (Addendum to CBC Syllabi) at
the beginning of the semester
• Effectively employ available instructional learning strategies and pedagogy for
diverse learning styles
• Encourage the development of communication skills and higher critical thinking
skills through appropriate writing assignments, classroom presentations and
experiential learning
• Effectively communicate subject matter content through several modes of delivery
• Contribute to the selection, development, and implementation of instructional
materials for classroom, labs and library resources.
• A full-time faculty member's work week shall normally be 40 hours per week,
Monday through Friday with a minimum of 15 of the hours in the classroom (DJ
Local).
• Respond in an effective and timely manner to information requests from students.
Evaluation of Student Learning:
• Develop and use evaluation methods which measure student progress toward
outcomes fairly and consistently, and in accordance with the assessment
requirements of the division
• Evaluate and expeditiously return student work to promote maximum student
learning and engagement
• Maintain accurate, complete, and comprehensive records of student progress
• Participate and contribute to Institutional Effectiveness by assessing course
outcomes, Student Learning Outcomes (SLOs) and reporting results with plans for
re-design for improvement of student learning if necessary
• Post periodic grades and final grade rosters in the college’s Student Information or
Planning Systems with supporting documents according to established deadlines
39 Form edited December 2022
• Inform students on how to access and complete End-of-Course Evaluation forms
including open/close dates, as well as the website and login information
• Visit all four college sites if teaching via Distance Learning Video Conferencing (VC)
during semester to meet students face-to-face.
College Policies and Procedures:
• Maintain familiarity with and commitment to the college’s mission, policies and
procedures
• Post and maintain regular office hours for a minimum of 10 office hours per week to
ensure access to students and colleagues (D.J. Local)
• Provide support to part-time (adjunct and dual-enrollment) faculty
• Serve as an assigned faculty mentor to part-time (adjunct and dual-enrollment)
faculty and provide them with support and a point of contact via email, phone or in
person
• Prepare a course syllabus, work schedule, and curriculum vitae for posting the first
week of classes.
• Ensure confidentiality in dealing with students, colleagues, and personnel matters
and refer when appropriate.
Participation in College, Division, and Program Activities:
• In addition to teaching, advising, and other educational responsibilities, faculty must
attend faculty meetings called by administrators or the college president.
• Serve on college, divisional, and program committees, teams, and task forces
• Assist deans and/or coordinators with course scheduling
• Attend meetings, professional development days, convocation days, graduations,
community and recruiting events as required by the college administration
• Participate in professional activities such as Advisory Committees, meetings with
external partners which contribute to the educational goals and mission of the college
and its constituents
• Respond in an effective and timely manner to information requests from the college
and division administrators and/or coordinators
• Foster and maintain effective collegial and working relationships with students,
colleagues, and supervisors
• Assist the dean and/or coordinator in developing, reviewing, revising and/or
implementing curriculum and/or new programs and program reviews.
• Work with the dean and/or coordinator regarding program reviews for the faculty
teaching area of responsibility and submit well-developed and effective program
reviews by or before the due date.
• Attend technology and distance learning training and demonstrate ability to use
technology as required
Contribution to the Growth and Enhancement of College Mission and Programs:
• Maintain familiarity and commitment to the college goals, mission, and strategic plans
Display professional responsibility in accordance with pertinent goals, mission, and plans of the
college, division, and program” CBC Faculty Job Description [8]
40 Form edited December 2022
Measures are in place to ensure that faculty are effectively carrying out these responsibilities.
Course evaluations [9] occur every regular semester and are reviewed as part of the faculty
evaluation process [10]. The most recent fall 2022 semester overall course evaluation reports
(see survey results below) demonstrate that students, including those taking online instruction,
believe instructors are effective in the classroom.
41 Form edited December 2022
Distance Learning Additional Items
Program Reviews [11] are conducted every three years and adequacy of faculty are addressed.
New faculty are added when it is determined that the addition will support the effectiveness of
the program. Examples of this include the addition of a new history and a new
humanities/philosophy instructor in the fall 2022 as a result of recommendations from the
Associate of Arts/Sciences 2020-2021 program review [12].
An example of another recent change [13] (identified in New Business, item 6.a) occurring as a
result of review of full-time faculty roster and responsibilities was the addition of three new
faculty assistant coordinator assignments in the Transfer and General Education division [14].
Assistant Coordinators [15] are full-time faculty who now support the evaluation of student
learning and serve as an assigned mentor to part-time faculty, among other responsibilities.
The Assistant Coordinators are an additional support for instruction and demonstrate the
ongoing monitoring for adequacy in full-time faculty. This structural change supports the quality
of instruction and full-time faculty responsibilities through the coordination and organization of
key faculty responsibilities through systematic and sustainable practices.
Other changes put in place to support faculty with effective curriculum design, development,
and evaluation include the addition of a Director of Nursing programs [16] and a Clinical
Coordinator [17]. Both of these individuals report to the Dean of Nursing and Allied Health.
While these two positions are not full-time faculty, they are essential in supporting full-time
faculty to ensure that they are able to effectively and efficiently carry out their job
responsibilities.
Faculty Load
CBC determines its need for full-time faculty to ensure quality of instruction and to adequately
cover the sections of courses through a variety of measures, such as regular reviews of full-time
teaching and student loads, average class size, full-time to part-time faculty ratios, and program
42 Form edited December 2022
reviews. Both policy and procedure protect the role of full-time faculty and ensure quality of
instruction with safeguards that combine to ensure the number of full-time faculty is sufficient to
fully support the mission of the college and to carry out faculty responsibilities such as curriculum
development, student learning outcome assessment, and professional service (CBC Faculty
Handbook [18]).
Every spring, the full roster of full-time faculty is reviewed and analyzed by the Provost/Chief
Academic Officer (CAO) and the instructional deans to determine if CBC has an appropriate
number of full-time faculty to carry out the mission of the college. Several variables inform this
decision, including data from program reviews [19]; recommendations [20] from the deans of
Transfer and General Education, Career and Technical Education, and Nursing and Allied
Health; CBC program accrediting requirements [21]; and guidance from the state of Texas found
in the Guidelines for Instructional Programs in Workforce Education [22].
Per the Texas Education Code Title 3 Subtitle G Chapter 130 A [23], community colleges have
been legislated to “serve as a comprehensive college offering vocational, technical, and
academic courses for certification or associate degrees. Continuing education, remedial, and
compensatory education is to be provided consistent with open-admission policies, along with
programs of counseling and guidance.” An adequate number of full-time faculty are employed
by CBC to serve these purposes. According to the latest Texas Higher Education Coordinating
Board Almanac [24], 76.1% of semester credit hours were taught by full-time faculty. The
statewide average was 65.8%. In fall 2022, the college had 49 full-time faculty instructing 71%
of the semester credit hours and 86 part-time faculty instructing 29% of the semester credit
hours.
The table below, from the 2021 Texas Higher Education Coordinating Board Almanac, illustrates
the College’s ratio in comparison to its peer institutions. CBC is also well above the state average
% of full-time faculty.
2-year Medium Size TX Community
College
% full-time
(FT) faculty
% SCH
taught by FT
faculty
Student-
Faculty
Ratio
Alvin Community College
27.1%
52.9%
18
Coastal Bend College
51.6%
76.1%
19
Cisco College
45.5%
77.8%
19
Grayson College
27.1%
49.3%
29
Trinity Valley Community College
49.7%
78.3%
23
Hill College
52.6%
73.8%
17
Kilgore College
55.8%
80.2%
14
Lee College
41.0%
60.6%
25
McLennan Community College
49.8%
76.0%
18
Odessa College
47.4%
78.2%
21
Paris Junior College
45.1%
66.4%
28
Southwest Texas Junior College
54.5%
65.8%
25
Temple College
50.0%
79.5%
20
Texarkana College
40.3%
64.9%
21
Texas Southmost College
52.0%
75.6%
21
Victoria College
47.2%
73.7%
16
Weatherford College
38.8%
61.1%
23
Wharton County Junior College
64.8%
85.3%
19
43 Form edited December 2022
Angelina College
35.4%
68.2%
19
College of the Mainland Community College
District
36.8%
66.6%
17
Brazosport College
53.6%
78.1%
17
Midland College
56.6%
81.6%
15
Statewide
40.5%
65.8%
20
Careful attention is given each semester to workload responsibilities of all faculty by the
instructional deans when approving instructional schedules. Faculty load reports are used during
the scheduling process (CBC Scheduling Process [25]) to ensure that CBC adheres to the CBC
Policy DJ (Local) Assignment, Work Load and Schedules Policy [26].
Per policy, full-time faculty at CBC are typically assigned an instructional load of 15-18 teaching
credit hours per week with a minimum of 450 contact hours. However, this load may vary based
on the type of instruction and number of students in course sections. Deans work carefully with
faculty division coordinators and directors to develop faculty schedules [27] that reflect
appropriate faculty loads. As a result, instructional faculty loads are appropriate, meet program
accreditation requirements where relevant, and are in alignment with state averages.
All programs with external accreditations or state approval meet full-time faculty to student ratios
required by the external accreditors in order to maintain continued accreditation or state
approval. For example, cosmetology sections are capped at 25 per the Texas Department of
Regulatory Services [28]. CBC is required to submit reports to the Texas Higher Education
Coordinating Board (THECB) detailing faculty qualifications and faculty loads every semester.
This reporting allows CBC to benchmark performance regarding contact hours taught by full-
time vs. part-time with other institutions and other community colleges in the state. CBC is
considered a medium-size college and uses this group of community colleges to benchmark
within Texas. The most recent data provided by the THECB demonstrates that CBC continues
to have a higher percentage of contact hours taught by full-time faculty than the state average
and is in alignment with peer group percentages (See Figure 1 below).
Figure 1. Accountability data from the Texas Higher Education Coordinating Board
Accountability System [29].
44 Form edited December 2022
While many full-time faculty do have overloads, as allowed by the CBC policy DJ (Local) [30], it
is important to note that CBC maintains a low faculty-student ratio (See Figure 2 below).
Figure 2. Accountability data from the Texas Higher Education Coordinating Board
Accountability System.
It is also important to note that most of the adjunct faculty teach in the Associate of Arts (A.A.)
and Associate of Science (A.S.) transfer programs because the greatest number of students
enrolled with these majors are dual credit students. The Texas legislative body allows and
encourages dual credit students in Texas to attend any institution of higher education in Texas
for dual credit coursework (Texas Education Code 28.009 [31]). CBC supports the mandate from
the Texas Legislature, and as a result, has students enrolling from over 30 high schools across
Texas. These students take on average 6-12 hours a year. These students represent over 50%
of all students enrolled in the last three academic years.
CBC maintains complete control of the curriculum and oversight of the dual credit courses taught
by adjunct faculty in the high schools. Memorandums of Understanding (MOU) have been
developed with each high school that detail CBC institutional policies, practices, and curricular
expectations (Dual Credit MOU [32]). High school faculty with the appropriate higher education
credentials to instruct the dual credit courses are the faculty employed by CBC. The faculty must
undergo the same credentialing (Adjunct Credential Form [33]) and interviewing and evaluation
processes as other CBC employees. They participate in professional development and training
when required (Convocation Schedule [34]). They also must use the same course master
syllabus developed by full-time faculty at CBC.
Instruction, Student Learning Assessment, and Student Advising
Systematic, systemic, and sustainable student learning assessment and program review
processes and procedures are in place that support effective instruction and student learning.
Faculty oversee developing the course master syllabi and identifying the student learning
outcomes in the syllabi. Course master syllabi [35] must first be approved by faculty discipline
experts. These processes support ongoing monitoring of the quality of instruction and student
learning, and faculty fully participate in these processes. The General Education Assessment
Review (GEAR) committee is an example of faculty participation in student learning assessment
45 Form edited December 2022
planning and review. The GEAR committee [36] reviews the assessment of the core curriculum
and provides oversight and direction to the assessment process. A critical part of this process is
the review of the “Use of Results” documents that demonstrate continuous improvement.
Additionally, faculty participate in the Student Learning Assessment Team for Excellence
(SLATE) [37]. The Student Learning Assessment Team for Excellence (SLATE) is a standing
committee of the faculty. Its purpose is to provide peer review and feedback on the results from
the student learning outcomes assessment under the Chief Academic Officer in concert with the
Office of Institutional Effectiveness. Faculty set aside ten office hours [38] a week for students
in addition to their availability in the classroom and online classroom management system
(Blackboard) to advise, tutor, or mentor students.
CBC continues to be successful in carrying out the comprehensive community college mission
as demonstrated in the success of students in achieving completion and transfer goals (2020
IPEDS Report [39] and Institutional Resume [40]). Additionally, continued success in student
achievement provides evidence of adequacy of full-time faculty.
Professional Service
In addition to teaching, advising, and other responsibilities, full-time instructional employees fulfill
other contractual requirements including attending faculty meetings and commencement
ceremonies. Many faculty choose to serve as advisors of student organizations [41], such as
Phi Theta Kappa (PTK) and the Student Government Association (SGA). They serve on college
committees (CBC Committee List with Faculty Members) [42] and participate in professional
development activities (Professional Development Activities) [43].
Recently, CBC was invited by the National Phi Theta Kappa Honor Society to become an Honor
College. In addition to this invitation, the college was informed a substantial grant would be
awarded to support qualifying CBC students’ participation in the CBC PTK chapter and support
PTK students acquisition of transfer scholarships. CBC remains committed to continued student
success which is only possible with adequate numbers of full-time faculty.
Evidence
[1] CBC Strategic Plan 2025
[2] CBC DMAB Policy (Legal)
[3] CBC Policy DCA (Legal)
[4] CBC Policy EE (Local)
[5] CBC Full-time Faculty Job Description
[6] CBC Policy DDB (Local)
[7] Contract Faculty Evaluation Process
[8] CBC Full-time Faculty Job Description
[9] Course Evaluation Process
[10] Faculty Evaluation Process
[11] Program Review Process
[12] 2020-2021 Associate of Arts/Sciences Program Review
[13] CBC Board of Trustee Meeting Minutes-Sept. 2022
[14] Transfer and General Education Division Organizational Chart
[15] Assistant Coordinator Job Description
46 Form edited December 2022
[16] Director of Nursing Job Description
[17] Clinical Coordinator Job Description
[18] CBC Faculty Handbook
[19] Program Review
[20] Recommendation for Hire Example
[21] Program Accreditation Requirements
[22] Guidelines for Instructional Programs in Workforce Education
[23] Texas Education Code Title 3 Subtitle G Chapter 130 A
[24] THECB 2021 Almanac
[25] CBC Scheduling Process
[26] CBC Policy DJ (Local)
[27] Faculty Schedule examples
[28] Texas Department of Regulatory Services Cosmetology Example
[29] Texas Higher Education Coordinating Board Accountability System
[30] CBC Policy DJ (Local)
[31] Texas Education Code 28.009
[32] Dual Credit MOU example
[33] Credential Form-Adjunct example
[34] Convocation Schedule
[35] Master Syllabus Example
[36] General Education Assessment Review (GEAR) committee-CBC Committees 2022-2023
[37] Student Learning Assessment Team for Excellence-CBC Committees 2022-2023
[38] Faculty Schedule Example
[39] 2020 IPEDS Report
[40] CBC Institutional Resume
[41] Faculty Advisors of Student Organizations Roster
[42] CBC Committee List 2022-2023
[43] Professional Development Reports 2022
6.2 For each of its educational programs, the institution
6.2.a Justifies and documents the qualifications of its faculty members.
(Faculty qualifications)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: For each of its educational programs, Coastal Bend College (CBC) justifies and
documents the qualifications of its faculty members. It is the mission [1] of CBC to be “a student-
centered community college committed to delivering superb educational and life enriching
opportunities to its students and communities it serves.” To carry out this mission, the CBC
Board of Trustees, administration, staff, directors, and division coordinators all work diligently to
ensure that the instructional programs of the college are staffed by full-time and part-time faculty
47 Form edited December 2022
holding the appropriate qualifications and academic credentials. Policies and procedures are in
place to ensure the college justifies and documents all faculty credentials.
CBC contractually employs full-time faculty whose primary duties include teaching and oversight
of program curriculum (CBC Policy DCA (Legal) [2]). These responsibilities are also noted in the
CBC Faculty Handbook [3] and in CBC Policy EE (Local) [4]. Job descriptions [5] for full-time
faculty require that “education must meet the specific departmental requirements as mandated
by CBC and as reported to the Southern Association of Colleges and Schools Commission on
Colleges (SACSCOC) for the appropriate field of study and degrees awarded.” Part-time
employees [6] are also employed by CBC to carry out instructional duties and must meet the
same qualifications and credentials as full-time faculty. The same faculty credential process [7]
and forms [8] are used for credentialing full-time [9] and part-time faculty [10]. This applies to
faculty teaching in all modalities of instruction including face-to-face, hybrid, videoconferencing,
and distance learning.
The Texas Higher Education Coordinating Board (THECB) is charged (Texas Education Code
61.001) [11] with additionally providing leadership and coordination for Texas community
colleges and provides direction regarding job qualifications for both transfer and general
education program and career and technical education program faculty.
The Texas Education Code 130.082(d) [12] authorizes the CBC Board of Trustees to “appoint
or employ such agents, employees, and officials as deemed necessary or advisable to carry out
any power, duty, or function of said board; and to employ a president, dean, or other
administrative officer, and upon the president’s recommendation to employ faculty and other
employees of the junior college.” CBC Policy BFA (Local) [13] permits the college president to
“delegate responsibilities to other employees of the College District but shall remain accountable
to the Board for the performance of all duties, delegated or otherwise.” The CBC president
delegates the responsibility [14] of ensuring that faculty meet all employment requirements to
the Provost, the Chief Academic Officer (CAO) of the college, who makes recommendations to
the president to hire faculty with input from instructional deans, staff, and faculty. Final
authorization [15] on employment ultimately resides with the college president.
The CBC credentialing process [16] follows a multi-layered approach to ensure that a full and
rigorous credential evaluation takes place. Faculty credential forms [17] are initially evaluated
by the program directors or coordinators that provide direct oversight of each instructional area.
Approved credential forms are then reviewed by the appropriate instructional dean managing
each instructional unit. Following approval by the respective dean, the credential forms are then
evaluated by the Provost/CAO. The college President/CEO provides the final review and
approval prior to the candidate being employed by the college. Contracted full-time faculty must
be formally approved [18] by the Coastal Bend College Board of Trustees after being
recommended by the President/CEO.
Justifies the Qualifications of its Faculty Members:
All instructional areas of CBC justify the qualifications of their faculty. CBC follows defined
Faculty Credential Guidelines [19] that specify the minimum academic credentials required to
teach in each respective field of study. These guidelines are based on SACSCOC Faculty
48 Form edited December 2022
Credentials Guidelines [20], requirements from the Texas Guidelines for Instructional Programs
in Workforce Education [21] and accreditation agencies where relevant.
In the Transfer and General Education (TGE) organization [22], faculty teaching transferable
general education courses must hold a master’s degree in the discipline or have a master’s
degree in another discipline with a minimum of 18 discipline-related graduate hours. Faculty
teaching non-transferable developmental education courses must hold a bachelor’s degree in a
related discipline and have 6 graduate credit hours or 100 professional development hours in
developmental education. To this day, CBC has not hired faculty requiring the 100 professional
development hours in developmental education.
In the Career and Technical Education (CTE) organization [23], faculty must hold a bachelor’s
degree in the teaching discipline or a minimum of an associate degree in the discipline and
provide demonstrated competencies in the discipline/field. CTE faculty teaching certificate-only,
credit or non-credit, courses must hold an associate degree with demonstrated competencies in
the discipline or field or have college or specialized training and provide documented work
experience in the field, or, where appropriate, documentation of licensure or certification in the
field. Demonstrated competencies include work experience, licensures, certifications, honors
and awards, continuing education credits, continuous documented excellence in teaching, and
other demonstrated competencies and achievements that contribute to effective teaching and
positive learning outcomes.
In the Nursing and Allied Health (NAH) organization [24], additional credentialing guidelines are
followed as required by state and federal regulatory agencies. Currently, CBC’s external allied
health accrediting bodies include the Joint Review Committee on Education in Radiologic
Technology (JCERT) and the Commission on Dental Accreditation (CODA). The nursing and
certified nursing assistant programs are approved by the Texas Board of Nursing (BON) and
Texas Health and Human Services (HHSC). These organizations provide oversight and help
ensure that CBC’s nursing and allied health programs maintain the highest professional and
ethical standards and employ qualified faculty.
The credentialing standards established by CBC are rigorously applied to all dual credit faculty.
CBC has established an approval process for selecting qualified school district faculty to teach
dual credit courses. Every dual credit instructor must meet the same standards and approval
procedures established by the college for each respective instructional area per TAC Title 19,
Chapter 4, Subchapter D, Rule § 4.85(e) [25]. Approved dual credit faculty are supervised by
the college’s respective dean or designee and are evaluated and monitored [26] to ensure quality
of instruction and compliance with the college’s policies and procedures in accordance with the
standards established by the state of Texas and the Southern Association of Colleges and
Schools Commission on Colleges (SACSCOC).
Documents the Qualifications of its Faculty Members:
All instructional areas of CBC document the qualifications of their faculty. CBC follows defined
Faculty Credential Guidelines [27] that specify the minimum academic credentials required to
teach in each respective field of study. Credentialing requirements are also clearly stated on
both the Coastal Bend College Verification of Career and Technical Education Faculty
Credentials form [28], Coastal Bend College Verification of Nursing and Allied Health Faculty
49 Form edited December 2022
Credentials form [29], and the Coastal Bend College Verification of Academic and
Developmental Education Faculty Credentials form [30].
Credentialing forms and all related supporting documentation such as transcripts, certifications,
and work experience are managed by the Human Resources Department. The credentials and
associated documentation for all potential and new hires are housed in the Cornerstone software
application and in the office of Human Resources.
Once the credentialing and on-boarding process has been completed for new faculty members,
all application and credentialing materials are placed in the employee’s personnel file. All
personnel files are warehoused in Human Resources. Faculty Roster forms for Spring 2022 [31]
and Fall 2022 [32] demonstrate that all CBC faculty meet CBC’s required credentials. Coastal
Bend College is fortunate to have faculty who were reviewed in the prior 2014 reaffirmation
process and are still employed with the college. Credentials for these faculty are included in the
Faculty From Prior Review Form [33].
Evidence
[1] CBC Mission Statement
[2] CBC Policy DCA (Legal)
[3] CBC Faculty Handbook
[4] CBC Policy EE (Local)
[5] CBC Full-time Faculty Job Description
[6] CBC Part-time Faculty Job Description
[7] CBC Faculty Credential Process
[8] CBC Faculty Credential Forms
[9] CBC Faculty Credential Form-Full-time Faculty Examples
[10] CBC Faculty Credential Form-Part-time Faculty Examples
[11] Texas Education Code 61.001
[12] Texas Education Code 130.082(d)
[13] CBC Policy BFA (Local)
[14] CBC Provost Job Description
[15] CBC Faculty Credential Form-Fully executed
[16] CBC Faculty Credential Process
[17] CBC Faculty Credential Forms
[18] CBC Board of Trustee Board Minutes – Contract Approvals
[19] CBC Faculty Credential Guidelines
[20] SACSCOC Faculty Credential Guidelines
[21] Texas Guidelines for Instructional Programs in Workforce Education
[22] Transfer and General Education Organization Chart
[23] Career and Technical Education Organization Chart
[24] Nursing and Allied Health Organization Chart
[25] TAC Title 19, Chapter 4, Subchapter D, Rule § 4.85(e).
[26] Part-time Faculty Evaluation Process and Example
[27] SACSCOC Faculty Credential Guidelines
50 Form edited December 2022
[28] Coastal Bend College Verification of Career and Technical Education Faculty
Credentials Form
[29] Coastal Bend College Verification of Nursing and Allied Health Faculty Credentials
Form
[30] Coastal Bend College Verification of Academic and Developmental Education Faculty
Credentials Form
[31] Spring 2022 Faculty Roster Form
[32] Fall 2022 Faculty Roster Form
[33] Faculty From Prior Review Form
6.2.b Employs a sufficient number of full-time faculty members to ensure
curriculum and program quality, integrity, and review.
(Program faculty) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: For each of its educational programs, Coastal Bend College (CBC) employs enough
full-time faculty members to ensure curriculum and program quality, integrity, and review. It is
the mission of CBC to be a student-centered community college committed to delivering superb
educational and life enriching opportunities to its students and the communities it serves. Texas
has legislated CBC to serve as a comprehensive college offering vocational, technical, and
academic courses for certification and/or associate degrees. Continuing education, remedial,
and compensatory education is provided consistent with open-admission policies, along with
programs of counseling and guidance (Education Code Title 3 Subtitle G Chapter 130 A) [1]. To
carry out this mission, the CBC Board of Trustees, administration, staff, directors, and division
coordinators all work diligently to ensure that the instructional programs of the college are staffed
by an adequate number of full-time faculty holding the appropriate qualifications and academic
credentials.
Instruction at Coastal Bend College is led by a Provost/Chief Academic Officer (CAO) and is
organized into three academic organizations [2]. Each of the academic organizations have
oversight by administrative deans which include the Dean of Transfer and General Education
[3], Dean of Career and Technology [4] and the Dean of Nursing and Allied Health [5]. Each of
these deans has Division Coordinators [6], Assistant Coordinators [7] and/or Directors [8] who
are responsible for the direct coordination and/or direction of the faculty in their division. Division
coordinators and assistant coordinators are full-time faculty. While directors are not full-time
faculty, they are credentialed as full-time faculty and instruct a reduced load. The divisions are
organized so that faculty instructing similar curriculum or courses are working more closely
together to support the quality and integrity of curriculum and programs.
Various processes of effectiveness such as the program reviews [9], course evaluations [10]
and faculty evaluations [11] are in place to help administration, coordinators and directors
regularly monitor and ensure that CBC employs sufficient number of full-time faculty at all
locations and in all modes of instruction.
CBC offers instruction at multiple sites and in multiple modes of instruction. All faculty and
instruction, regardless of the location or mode of instruction, are monitored and evaluated to
ensure quality curriculum and program quality, integrity, and review. These evaluation methods
51 Form edited December 2022
have defined items included to evaluate mastery of subject matter, teaching performance,
student learning, support of college policies and procedures and participation in college, and
division and program activities as assigned. Specific items are included to understand
effectiveness in modes of instruction and technology.
All new faculty (full-time, part-time and dual credit) are provided technology training [12] in the
use of the college’s learning management system (Blackboard) and are included in new
faculty/adjunct training [13] prior to the start of a semester.
Definitions of Faculty
Full-Time Faculty
Full-time regular faculty are employees of CBC whose primary responsibility is teaching with
additional responsibilities for curriculum development, advisement, committee work, and other
associated activities (CBC Policy DJ (Local)) [14]. As college employees, full-time faculty
positions are included in the staffing plan adopted by the CBC Board of Trustees along with the
college’s fiscal year budget.
Part-Time Faculty
Part-time faculty members, not on the board-approved staffing plan, are employed on a part-
time basis with no benefits and are limited to teaching no more than 12 lecture hour equivalents
per semester (CBC Policy DDB (Local) [15]). Part-time faculty go through the same credentialing
process as full-time faculty.
Dual credit Faculty
Dual credit faculty teaching in a high school are actively employed with a local school district
and not on the board-approved staffing plan. While they are full-time with their local school
district, they are part-time for CBC. Dual credit faculty have been approved by the college to
teach approved college courses. These faculty must follow CBC instructional guidelines and
polices as outlined in the Memorandum of Understanding (MOU) agreements [16] between the
school districts and the college and are credentialed the same as other full-time and part-time
faculty. They are also limited to teaching no more than 12 lecture hour equivalents per semester
(CBC Policy DDB (Local) [17]).
Faculty Duties and Responsibilities
According to the faculty position description [18], full-time faculty members’ essential functions
are to conduct and elicit student learning with effective mastery of course content in the teaching
discipline. The individual in this position must be able to perform responsibly and professionally
and with demonstrable dedication to student-centered learning. Faculty ability to work
collaboratively and collegially to affect student learning is essential.
Specific job responsibilities of full-time faculty members include: adhering to learning outcomes,
developing methods to assess student progress, evaluating student work in a timely manner,
maintaining student records, contributing to institutional effectiveness by course outcomes,
maintaining and posting grades in Blackboard, promoting student evaluations at the end of each
semester, visiting all distant learning sites each semester, posting a minimum of 10 office hours,
serving as mentors to adjunct and dual credit faculty, maintaining accurate course syllabi,
serving as an advisor, serving on college committees, assisting deans with course scheduling,
assisting with new course development, assisting with program reviews, acquiring 12 hours of
professional development each year, and providing quality instruction within a learning
environment that supports all students in the learning process.
52 Form edited December 2022
Full-time [19] and Part-time [20] faculty members’ duties include:
• Mastery of Subject Matter
• Teaching Performance
• Evaluation of Student Learning
• Participation in College, Division, and Program Activities
• Contribution to the Growth and Enhancement of College Mission and Programs
Faculty Workloads
Teaching Load Assignments
As outlined in CBC Policy DJ (LOCAL) [21], full-time faculty are required to teach 15 teaching
credit hours per week but can be required to teach a total of 18 lecture/lab hours if the faculty
member does not meet the minimum of 450 contact hours per week.
To calculate teaching credit hours, one lecture hour equals one teaching credit hour, and two
lab hours equal one teaching credit hour. Teaching contact hours in a course shall equal the
number of students in the course times the number of hours per week that the course meets.
Compensation is provided for teaching credit hours more than 16 if the teaching contact hours
exceed 450 per week, which is determined by multiplying the number of students times the
teaching credit hours for each course. CBC Policy DJ (LOCAL) stipulates that the Provost/Chief
Academic Officer (CAO), with input from the instructional deans, is responsible for determining
equitable teaching loads based on contact hours, the number of class preparations, class size,
demand of subject matter, available help, and the contract term. Discussion regarding teaching
loads occurs during the CBC scheduling process [22]. Load reports [23] are completed once the
semester commences to determine pay for adjuncts and overload pay for full-time faculty.
Training and Support for Faculty
The 2022-2023 Faculty Handbook [24] states that part-time faculty are provided with the
opportunity to participate in department/division meetings, faculty evaluation, and professional
development. Professional development is provided annually for all faculty, and faculty can
request professional development in program reviews [25] and annually in the budget process
[26].
All faculty, including part-time and dual credit faculty members, are provided technical support
from the Information Technology (I.T.) Department and support for utilizing CBC’s Learning
Management System, Blackboard. Most recently, Coastal Bend College received a Title III Grant
[27]. The Grant supports the full implementation of a pathways framework that supports a
student from matriculation to graduation, transfer, or workforce entry, ensuring quality
programming in all modes of instruction through the implementation of quality standards into
programming and developing a distance learning program that addresses and includes delivery,
processes, policies, procedures, and practices. An Executive Director of Innovation and
Learning [28] and a Media Specialist [29] have been hired to support faculty with online
curriculum design and deployment of online courses. CBC faculty also currently have access to
the Quality Matters Program Resources [30]. These are resources to support course design and
delivery. Several committees directly support faculty to ensure curriculum and program quality,
integrity, and review. These include the CBC Curriculum Committee [31], the CBC Distance
Learning Committee [32], the GEAR Committee [33] and the SLATE Committee [34].
53 Form edited December 2022
Sufficiency in numbers of Full-time Faculty-Degree Programs at Coastal Bend
According to CBC Policy EFBA (Legal) [35] “an academic associate degree is an associate
degree that will satisfy the lower-division requirements for a baccalaureate degree in a specific
discipline. An ‘applied associate degree’ is an associate degree intended to lead directly to
employment following graduation and may satisfy the lower-division requirements for a
baccalaureate degree in a specific discipline. ‘Certificate program’ means workforce programs
designed for entry-level employment or for upgrading skills and knowledge within an occupation.
Certificate programs serve as building blocks and exit points for AAS degree programs.”
CBC offers Associate of Science (A.S.), Associate of Arts (A.A.) and Associate of Applied
Science (A.A.S.) degrees and associated certificates [36].
Academic A.A. and A.S. Programs at Coastal Bend College
The Academic Associate of Arts and Associate of Science (A.A./A.S.) transfer degrees offered
by CBC do not allow students to major in any specific discipline. These degrees are liberal arts
degrees with a general studies major. The majority (42 semester credit hours) of the 60-hour
degree is a set of core courses legislated by the Texas Education Code and coordinated by the
Texas Higher Education Coordinating Board (Texas Core Curriculum) [37]. Texas has legislated
core component areas with a variety of general education core courses students may choose
from to satisfy the core requirement. There is no major designated in this set of core general
education courses.
The core general education courses semester credit hours (SCH) include Communication (6
SCH.); Mathematics (3 SCH.); Life and Physical Sciences (6 SCH); Language, Philosophy, and
Culture (3 SCH); Creative Arts (3 SCH); American History (6 SCH); Government/Political
Science (6 SCH); and Social and Behavioral Sciences (3 SCH). Students with general studies
majors are advised to consider lower division general education requirements of their future
transfer university (A.A. and A.S. Transfer Plans from CBC Catalog) [38] while selecting their
core component courses and the remaining 18 hours of the transfer general studies
degree. CBC does not offer transfer majors; therefore, there are limited offerings of courses
outside the general education core. Instructional contact hours taught in the last two fall
semesters are disaggregated below, showing that CBC maintains enough faculty in the
Academic Degree Programs.
Associate of Arts and Associate of Science Degrees-Contact Hours Disaggregated by
Discipline and by FT/PT
Discipline
Spring 2022
Full-time
Faculty
Contact Hours
Spring 2022
Part-time
Faculty
Contact
Hours
Fall 2022
Full-time
Faculty Contact
Hours
Fall 2022
Part-time
Faculty
Contact
Hours
Social & Behavioral
Sciences Total
59,088 (62%)
34,080 (38%)
73,392 (65%)
40,176 (35%)
• Psychology
12,768 (78%)
3552 (22%)
12,816 (88%)
1,776 (12%)
• Sociology
7,344 (100%)
0
6,864 (79%)
1,824 (21%)
• Educ 1300*
5,808 (33%)
11,808 (67%)
12,960 (33%)
25,824 (67%)
• History &
Geography
15,120 (54%)
13,104 (46%)
18,576 (73%)
6,816 (27%)
54 Form edited December 2022
• Government
12,000 (77%)
3,504 (23%)
16,944 (81%)
3,936 (19%)
• Economics
6,048 (74%)
2,112 (26%)
5,232 (100%)
0
Arts, Communications
and Humanities Total
43,728 (44%)
56,608 (56%)
57,312 (52%)
53,734 (48%)
• Visual &
Performing Arts
(Arts, Music)
5,760 (22%)
20,688 (78%)
9,552 (27%)
25,200 (73%)
• Humanities
0
5,376 (100%)
2,688 (58%)
1,968 (42%)
• Philosophy
0
4,416 (100%)
4,272 (98%)
96 (2%)
• Speech
10,992 (64%)
9,552 (46%)
9,168 (58%)
6,758 42%)
• English
23,120 (58%)
16,576 (42%)
25,344 (57%)
19,280 (43%)
• Developmental
English
3,856 (100%)
0
6,288 (94%)
432 (6%)
Math, Science and
Kinesiology
76,800 (68%)
35,680 (32%)
80,720 (63%)
47,600 (37%)
• Kinesiology
9,168 (93%)
720 (7%)
8,496 (78%)
2,400 (22%)
• Biology
38,912 (79%)
10,432 (21%)
34,192 (70%)
14,528 (30%)
• Chemistry
0
0
0
880 (100%)
• Geology
3,984 (100%
0
3,888 (100%)
0
• BCIS 1305**
10,048 (33%)
20,416 (67%)
10,496 (28%)
26,432 (72%)
• Physics
0
0
0
0
• Mathematics
12,096 (76%)
3,840 (24%)
11,072 (78%)
3,088 (22%)
• Developmental
Mathematics
2,592 (91%)
272 (9%)
12,576 (98%)
272 (2%)
*EDUC 1300-This success course is required in every program. All faculty teaching this course
go through EDUC 1300 orientation training [39] prior to instructing the course.
**BCIS 1305- This computer technology course is required in every program. All faculty teaching
this course go through BCIS 1305 orientation training [40] prior to instructing the course.
Associate of Applied Science and Certificate Programs at Coastal Bend College
Coastal Bend College also offers applied associate degrees and certificate programs. These
programs are designed for entry-level employment or for upgrading skills and knowledge within
an occupation. Certificate programs also serve as building blocks and exit points for Associate
of Applied Science (A.A.S.) degree programs. Courses in the certificates are included in the
associated program.
Career and Transfer Associate of Applied Science Degrees and Certificates-Contact
Hours Disaggregated by Discipline and by FT/PT
Program
Spring 2022
Full-time
Faculty
Contact Hours
Spring 2022
Part-time
Faculty Contact
Hours
Fall 2022
Full-time
Faculty Contact
Hours
Fall 2022
Part-time
Faculty
Contact
Hours
Automotive
Technology
6,048 (100%)
0
4,864 (100%)
0
Architecture & Civil
Engineering
2,400 (68%)
1,152 (32%)
1,792 (100%)
0
55 Form edited December 2022
Oil and Gas
Technology
1,440 (100%)
0
1,584 (100%)
0
Welding Technology
10,688 (61%)
6,976 (39%)
8,336 (59%)
5,792 (41%)
Cosmetology
10,528
(100%)
0
35,424 (100%)
0
Early Childhood
Education
7,856 (59%)
5,472 (41%)
7,312 (67%)
3,616 (33%)
Business
Management
7,056 (100%)
0
6,320 (70%)
2,688 (30%)
Business Technology
2,688 (61%)
1,728 (39%)
4,320 (87%)
672 (23%)
Computer Information
Technology
6,625 (100%)
0
6,144 (100%)
0
Forensic Science
896 (35%)
1,632 (65%)
2,016 (72%)
768 (28%)
Law Enforcement
5,120 (39%)
3,216 (61%)
4,832 (80%)
1,248 (20%)
Nursing and Allied Health Associate of Applied Science Degrees and Certificates-Contact
Hours Disaggregated by Discipline and by FT/PT
Program
Spring 2022
Full-time
Faculty Contact
Hours
Spring 2022
Part-time
Faculty
Contact Hours
Fall 2022
Full-time
Faculty Contact
Hours
Fall 2022
Part-time
Faculty
Contact
Hours
Professional Nursing
32,896 (95%)
1,824 (5%)
22,864 (93%)
1,792 (7%)
Vocational Nursing
13,984 (61%)
8,880 (39%)
31,968 (93%)
2,416 (7%)
Radiologic
Technology
10,384 (100%
0
10,336 (100%)
0
Health Information
Management
2,800 (78%)
768 (22%)
2,272 (100%)
0
CNA***
480 (4%)
11,136 (96%)
0
12,432
(100%)
Dental Hygiene
16,080 (100%)
0
21,440 (100%)
0
*** The Certified Nursing Associate (CNA) Certificate is primarily offered in the high schools. The
Director of CNA has direct oversight of this certificate program at all locations.
Instruction by Locations and Modes of Instruction
CBC’s Beeville location serves as its administrative campus, and there are three other primary
sites in Alice, Kingsville, and Pleasanton. Dual credit courses are also offered at service area
high schools with MOUs. In addition, courses are offered across several distance learning
modalities including face-to-face, hybrid, videoconferencing, and internet courses. Faculty often
teach at multiple locations and across modalities.
CBC examines faculty assignments to programs by the location and modality of offering. CBC
recognizes that faculty teach in more than one program, on more than one site, and in more
than one modality. An analysis by location and modality results in duplicated counts but can
provide some assurance that programs are adequately covered by full-time faculty. This analysis
occurs during the scheduling process.
The chart below illustrates that CBC has sufficient faculty to cover all modalities of instruction
and in all locations. Part-time faculty teaching at high schools are supported by the assistant
56 Form edited December 2022
coordinators, division coordinators, directors, and deans. As noted above, they are included in
professional development and evaluation processes. Extensive information about dual credit is
provided to these constituencies on the Dual Credit Web Page [41]. The Department of Dual
Credit’s primary focus is to support dual credit students, faculty, and high school counselors.
Contact Hours Disaggregated by Location, Mode of Instruction, Discipline and by FT/PT
Spring 2022
Spring 2022
Full-time
Faculty
Contact Hours
Spring 2022
Part-time
Faculty
Contact
Hours
Fall 2022
Full-time
Faculty
Contact
Hours
Fall 2022
Part-time
Faculty
Contact
Hours
Alice Site
(Face to Face)
20,336 (87%)
3072 (13%)
31,280 (99.8%)
48 (.02%)
Beeville Site
(Face to Face)
87,552 (99%)
576 (1%)
106,816 (98%)
1,632 (2%)
High School
Locations
(Face to Face)
0
66,240
(100%)
0
72,800 (100%)
Distance
Learning****
200,624 (67%)
96,912 (33%)
208,592 (68%)
96,304 (32%)
Kingsville
(Face to Face)
15,664 (100%)
0
28,880 (100%)
0
Pleasanton
(Face to Face)
672 (16%)
3,456 (84%)
12,720 (93%)
960 (7%)
****Distance Learning training sessions [42] are conducted during convocation week for all
faculty.
CBC full-time faculty maintain complete oversight of all curricula, regardless of location or mode
of instruction, and are charged with the responsibility of ensuring curriculum and program quality
and integrity. Discipline experts develop the course master syllabi [43] and these syllabi are then
submitted to the respective dean, CBC curriculum committee, and subsequently to the
Provost/CAO for approval [44]. All faculty, including part-time instructors, regardless of mode of
instruction or location, must use the same course master syllabus developed by faculty,
complete the program learning outcome assessment processes, and are included in the CBC
evaluation processes.
The percentage of CBC full-time faculty is sufficient to support these processes and to support
the traditional and dual credit enrollment regardless of delivery mode or location. Every spring,
and during program reviews, the full roster of full-time faculty and institutional data are reviewed
by the Provost/CAO and analyzed to determine if CBC has an appropriate number of full-time
faculty to carry out the mission of the college. Several variables inform this decision, including
data from program reviews, recommendations from the three instructional deans, CBC program
accrediting requirements, and Guidelines for Instructional Programs in Workforce Education
(GIPWE) from the Texas Higher Education Coordinating Board (THECB). Final
recommendations for full-time faculty go to the Board of Trustees per CBC Policy DCA (Local)
[45] and CBC DMAB (Local) [46] for approval [47] (Item 9.a).
CBC graduation rates and success rates continue to be comparable or higher to peer institutions
in Texas demonstrating that CBC employs a sufficient number of full-time faculty members to
ensure curriculum and program quality, integrity, and review for each of its educational programs
(CBC Institutional Resume [48] and IPEDS Report [49]).
57 Form edited December 2022
Evidence
[1] Education Code Title 3 Subtitle G Chapter 130 A
[2] Provost Organization Chart
[3] Dean of Transfer and General Education Organization Chart
[4] Dean of Career and Technology Education Organization Chart
[5] Dean of Nursing and Allied Health Organization Chart
[6] Division Coordinator Job Description
[7] Assistant Coordinator Job Description
[8] Director Job Description
[9] Program Review Process
[10] Course Evaluation Process
[11] Faculty Evaluation Process
[12] Convocation Schedule-Blackboard Training
[13] Convocation Schedule-New Faculty/Adjunct Training
[14] CBC Policy DJ (Local)
[15] CBC Policy DDB (Local)
[16] Memorandum of Understanding Dual Credit Example
[17] CBC Policy DDB (Local)
[18] Full-time Faculty Job Description
[19] Full-time Faculty Job Description
[20] Part-time Faculty Job Description
[21] CBC Policy DJ (Local)
[22] CBC Scheduling Process
[23] Faculty Load Report Examples
[24] CBC Faculty Handbook
[25] CBC Program Review example
[26] CBC Budget Request example
[27] Title III Abstract
[28] Executive Director of Innovation and Learning Job Description
[29] Media Specialist
[30] Quality Matters Resources Webpage
[31] CBC Committee Handbook- Curriculum Committee Membership
[32] CBC Committee Handbook- Distance Learning Committee Membership
[33] CBC Committee Handbook-GEAR Committee Membership
[34] CBC Committee Handbook-SLATE Committee Membership
[35] CBC Policy EFBA (Legal)
[36] CBC Catalog-Program page
[37] Teas Core Curriculum
[38] CBC Degree and Certificate Offerings
[39] CBC Convocation Schedule-EDUC 1300 Training
58 Form edited December 2022
[40] CBC Convocation Schedule- BCIS 1305 Training
[41] CBC Dual Credit Web Page
[42] CBC Convocation Schedule-Blackboard Training
[43] CBC Curriculum Handbook-Master Syllabus Development
[44] Master Syllabi Examples
[45] CBC Policy DCA (Local)
[46] CBC Policy DMAB (Local)
[47] CBC Board of Trustees Meeting Minutes – Contract Approvals
[48] CBC Institutional Resume
[49] CBC IPEDS Report
6.2.c Assigns appropriate responsibility for program coordination.
(Program coordination) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) assigns appropriate responsibility for program
coordination for each of its educational programs. CBC is a “student-centered community
college committed to delivering superb educational and life enriching opportunities to its students
and the communities it serves” [1]. Texas has legislated CBC to serve as a comprehensive
college offering vocational, technical, and academic courses for certification or associate
degrees. Continuing education, remedial, and compensatory education is to be provided
consistent with open-admission policies, along with programs of counseling and guidance
(Education Code Title 3 Subtitle G Chapter 130 A) [2].
CBC’s Provost, who reports to the college president, is the Chief Academic Officer (CAO) and
the Institutional Accreditation Liaison. It is the responsibility of the Provost/CAO to “provide
strong leadership and ensure high quality development, implementation, communication and
evaluation of the curriculum and instructional services” [3]. There are eight direct reports [4] to
the Provost/CAO including the Dean of Transfer and General Education, the Dean of Career
and Technical Education, and the Dean of Nursing and Allied Health.
A clear academic structure for the Transfer and General Education [5], Career and Technical
Education [6], and the Nursing and Allied Health [7] programs is in place and clearly details who
is responsible for the coordination of each of the instructional areas.
The Transfer and General Education program (TGE) of the college is coordinated by the Dean
of Transfer and General Education [8] who reports directly to the Provost/CAO. The Dean of
TGE supervises the development, implementation, communication and evaluation of the
curriculum. This individual provides direct oversight of three faculty division coordinators and
ensures core discipline faculty are properly assigned within their respective divisions and
programs. This division is responsible for the Associate of Arts (A.A.) and the Associate of
Science (A.S.) Transfer and General Education programs and coursework.
Three full-time faculty division coordinators (Division Coordinator of Social and Behavioral
Sciences (SBC) [9]; Division Coordinator of Arts, Communications and Humanities (ACH) [10];
and the Division Coordinator of Math, Science and Kinesiology (MSK) [11]; report to the Dean
of Transfer and General Education. Faculty division coordinators’ primary responsibility is
59 Form edited December 2022
instruction. They receive release time to coordinate the responsibilities of their academic division
[12] such as scheduling, facilitation of the master syllabi, and assessment. Three full-time faculty
assistant division coordinators (Assistant SBS Division Coordinator [13]; Assistant ACH Division
Coordinator [14]; and Assistant MSK Division Coordinator [15]) assist the division coordinators.
Full-time faculty discipline experts in each of the divisions are responsible for developing the
curricula and master syllabi and completing all planning and assessment activities for all
academic coursework.
The Career and Technology Education (CTE) program is coordinated by the Dean of Career
and Technical Education [16]. The Dean of CTE supervises the development, implementation,
communication, and evaluation of the curricula and provides oversight for the master course list
in all CTE programs. This individual provides direct oversight to the CTE coordinators and
directors and credentials full-time instructors as per approved process. The Dean of CTE
additionally oversees appropriate workloads, office hours, evaluations, and recommendations
of CTE faculty for continued employment. The Dean of CTE responsibilities also include
assisting the CTE division coordinators and directors with the completion of annual course and
program assessments and program reviews.
Three full-time faculty coordinators (Division Coordinator of Industrial Technology [17], Division
Coordinator of Human Culture and Education Services [18], and Division Coordinator of Public
and Professional Services [19]) report to the Dean of CTE. Faculty division coordinators’ primary
responsibility is instruction. They receive release time to coordinate the responsibilities of their
CTE division, such as scheduling, facilitation of the master syllabi, and assessment (TGE and
CTE Instructional Coordinator Job Description [20]). Each of the CTE programs in each
coordinated division has a full-time faculty director responsible for developing the curriculum and
master syllabi and completing all planning and assessment activities for all academic
coursework. These directors meet SACSCOC and Texas legislated credential guidelines
detailed in the Guidelines for Instructional Programs in Workforce Education (GIPWE) (GIPWE
Faculty Requirements [21]).
The Nursing and Allied Health (NAH) Division of the college is coordinated by the Dean of
Nursing and Allied Health [22]. The Dean of NAH is responsible for coordinating the
responsibilities, such as scheduling, facilitation of the master syllabi and assessment of the
Dental Hygiene, Nursing, Radiology, Health Information Technology and CNA Allied Health
Programs. There are four directors and a lead faculty coordinating the Nursing and Allied Health
programs reporting to the Dean of NAH. The Dean of NAH is responsible for the oversight of the
nursing programs and has been approved for this by the Texas Board of Nursing; however, the
Director of the Nursing Division [23] oversees administrative areas of the nursing division,
including faculty support and evaluation, curriculum, assessment and program evaluation. There
are three additional staff who coordinate allied health programs. These include the Director of
CNA [24]; Director of Dental Hygiene [25] and the Director of Radiologic Technology [26]. A lead
full-time faculty [27] is responsible for the coordination of the Health and Information Technology
program. All meet SACSCOC and Texas legislated credential guidelines detailed in the
Guidelines for Instructional Programs in Workforce Education (GIPWE) [28]. Each full-time NAH
dean, director, along with other program faculty, are responsible for developing the curriculum
and master syllabi and coordinating all planning and assessment activities for all academic
coursework.
Evidence
[1] Coastal Bend College Mission
[2] Education Code Title 3 Subtitle G Chapter 130 A
60 Form edited December 2022
[3] Provost/CAO Job Description
[4] Provost Administrative Organization Chart
[5] Transfer and General Education Organization Chart
[6] Career and Technical Education Organization Chart
[7] Nursing and Allied Health Organization Chart
[8] Dean of Transfer and General Education Job Description/Resume
[9] Division Coordinator of Social and Behavioral Sciences
[10] Division Coordinator of Arts, Communications and Humanities
[11] Division Coordinator of Math, Science and Kinesiology
[12] TGE and CTE Instructional Coordinator Job Description
[13] Assistant Social Behavioral Science Coordinator
[14] Assistant Arts, Communications and Humanities Coordinator
[15] Assistant Math, Science, and Kinesiology Coordinator
[16] Dean of Career and Technology Division Job Description/Resume
[17] Division Coordinator of Industrial Technology
[18] Division Coordinator of Human Culture and Education Services
[19] Division Coordinator of Public and Professional Services
[20] TGE and CTE Instructional Coordinator Job Description
[21] GIPWE Faculty Requirements
[22] Dean of Nursing and Allied Health Job description/Resume
[23] Director of the Nursing Division
[24] Director of CNA
[25] Director of Dental Hygiene
[26] Director of Radiology
[27] Health and Information Technology Lead Faculty
[28] GIPWE Faculty Requirements
6.3 The institution publishes and implements policies regarding the appointment,
employment, and regular evaluation of faculty members, regardless of contract or
tenure status.
(Faculty appointment and evaluation)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes and implements policies regarding the
appointment, employment, and regular evaluation of faculty members, regardless of contract or
tenure status. In accordance with the college’s mission [1], CBC provides equitable opportunities
for lifelong learning and training needs by empowering students through engaging quality
instruction, enhancing supportive learning communities, and providing comprehensive student-
centered services and programs to ensure that students reach their aspirations.
61 Form edited December 2022
CBC is a comprehensive, medium-sized designated Hispanic Serving Institution (HSI) and is
legislated to primarily serve “their local taxing districts and service areas in Texas” and offer
“vocational, technical, and academic courses for certification or associate degrees. Continuing
education, remedial and compensatory education consistent with open-admission policies, and
programs of counseling and guidance” (TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter
A Sec. 130.011) [2]. CBC employs faculty in support of this mission and for this type of
programming.
Publishes Policies
Policies and procedures regarding the appointment, employment, and regular evaluation of
faculty members, and detailed in this narrative, regardless of contract or tenure status are
published online in the CBC Board Policy Manual [3], in the CBC Faculty Handbook [4], in the
CBC Cougar Den [5], and in the CBC Employee Handbook [6].
Implements Policies
CBC Policy DC (Local) [7] authorizes the college president or designee to establish guidelines
for advertising employment opportunities and posting notices of vacancies, approving requests
for employment additions or replacements of professional contract and auxiliary employees prior
to recruitment action. It also authorizes criminal history record checks and identifies practices
regarding the employment of close relatives.
CBC does not have a tenure policy for faculty. Full-time faculty are annually contracted per CBC
Policy DCA (Local) [8]. Adjunct faculty are considered part-time professional employees and are
employed under CBC Policy (DDB) [9].
Faculty Appointment
CBC maintains an effective system of appointing faculty members as outlined in the Hiring
Process of the Human Resources – Operating Guidelines (HR-OG) [10], which was developed
in accordance with Policy DC (LOCAL) and CBC Policy (DDB). The HR-OG is published on the
CBC Cougar Den for the access of all CBC employees.
Position requisitions [11] are submitted by the faculty division coordinator or instructional dean
with an updated job description and approved by the instructional dean, Chief Academic Officer
(CAO)/Provost, and president for position to be posted. Once the requisition is approved, the
position is posted [12], at minimum, to the CBC Human Resources website page through the
Cornerstone Platform where both internal and external applicants can complete applications and
submit supporting documentation.
Human Resources (HR) then screens each applicant to determine if he/she meets the minimum
requirements for the position. A hiring committee chair is assigned and is typically the dean over
the division where the faculty is seeking employment. The hiring manager/committee assembles
a hiring committee and then works to develop a set of interview questions and submit them to
the HR team to be entered into Cornerstone [13]. Committee members are notified of qualifying
applicants and may review the applicants resumes and applications in the Cornerstone platform.
Once HR forwarded applications are reviewed, interviews are performed. Committee members
rate each applicant in Cornerstone independently and submit a recommendation for candidate
selection or a recommendation to move to a Tier 2 committee interview. Typically, full-time
faculty positions require a Tier 2 committee. This is particularly true when a large pool of
62 Form edited December 2022
applicants has applied for a faculty position. Top scoring candidates are pushed forward into the
Tier 2. The second committee will have a different set of interview questions and the candidate
may be asked to complete a teaching demonstration. Tier 2 committee members will then rate
each applicant from Tier 2 in Cornerstone independently and submit a recommendation for
candidate selection. The Committee will discuss who they recommend for hire based on the
ratings and the hiring manager will then notify the committee’s recommendation for hire. An offer
is then generated in Cornerstone by Human Resources and sent through an approval process
[14].
The faculty division coordinator must submit a Faculty Credential Form per the credentialing
process [15] for the candidate that is selected by the committee. The credential form must be
approved by the instructional dean, CAO/Provost, and president [16] prior to offering the position
to the selected candidate. Human Resources will offer the position to the candidate after the
completion and approval of the background check and the approval process is completed. Once
the offer is accepted by the candidate, the Human Resources department informs the hiring
manager of the new hire and start date and then the hiring manager completes the Onboarding
Tool-Kit [17]. All contracted full-time faculty are offered contracts after they are presented to the
CBC Board of Trustees for approval [18].
Adjunct faculty are considered at-will employees and do not go through the exact same hiring
process as full-time faculty. What differs is that with adjuncts there is a generic adjunct pool
created from a generic adjunct faculty application [19] for all potential applicants who respond
to job postings for part-time instruction.
When an applicant completes an adjunct faculty application, HR notifies the corresponding
coordinator/director/dean of the submitted application so that the application can be reviewed
by the appropriate coordinator/director/dean and the credentialing process can begin. The same
credentialing process that is used for full-time faculty is used for part-time faculty [20]. If an
additional part-time faculty is needed, a small interview process will commence. If it is
determined that the applicant is qualified and there is a need to hire a part-time employee, HR
is informed that the candidate is being recommended for hire. At that point, the same processes
are in place as are in place for full-time faculty, including the offer being generated in
Cornerstone by Human Resources and sent through an approval process [21]. Part-time faculty
hired do not have contracts and do not have to be approved by the CBC Board of Trustees.
Faculty Employment
Coastal Bend College recognizes all employees as one of its greatest assets. Policies in place
to support the continued employment of faculty include CBC Policy DH (Local) [22], which sets
forth employee standards of conduct. All full-time and part-time faculty are responsible for
reading and being familiar with employee standards of conduct and grounds for disciplinary
action. Employees violating this policy are at risk of discharge with an unexpired contract.
Contracted full-time employees violating the policy may be discharged according to CBC Policy
DMAA (Local) [23]. This policy details the procedures for dismissal, steps for termination, and
the effective date of dismissal. Discharging a faculty with an unexpired contract does not occur
frequently. The last contracted faculty dismissal [24] with an unexpired contract occurred in the
2021-2022 academic year.
Adjunct employees are part-time non-contracted employees and are identified as at-will
employees. They are expected to adhere to the same policies as full-time regarding standards
63 Form edited December 2022
of conduct. CBC Policy DCC(Legal) [25] sets forth the policy that details the dismissal of these
faculty.
CBC Policy DGBA (Local) [26] encourages fair, efficient, and equitable solutions for problems
arising out of the employment relationship. This grievance policy, applicable to all employees,
pertains to all matters concerning an employee's terms and conditions of employment except
complaints alleging discrimination, including violations of Title IX (gender), Title VII (sex, race,
color, religion, national origin), ADEA (age), or the ADA and Section 504 (disability); complaints
alleging certain forms of harassment, including harassment by a supervisor and violations of
Title VII; complaints concerning retaliation relating to discrimination and harassment; complaints
concerning a commissioned peace officer who is an employee of the college district; complaints
concerning an employment preference for former foster children; complaints and appeals arising
from the dismissal of term contract faculty members and contract employees prior to the contract
end date; and complaints concerning the withdrawal of consent to remain on campus. These
complaints are handled under different policies, which are outlined in the CBC Board Policy
Manual.
A grievance is a structured process by which an employee can express concerns or complaints
regarding the terms and conditions of his or her employment including, but not limited to, those
regarding evaluations, terminations, disciplinary actions, Texas Whistleblower Act complaints,
contract nonrenewal, wages, hours, and leave. In this policy, the terms “complaint” and
“grievance” shall have the same meaning. The grievance process of a faculty is managed by the
Director of Human Resources. A faculty grievance [27] occurring in the 2022-2023 academic
year demonstrates the process management of grievances. Faculty are afforded the same rights
as all other employees regarding employment benefits for full-time and part-time employees.
Faculty Evaluation
All faculty are evaluated annually per the CBC faculty evaluation process [28]. Evaluation of
faculty is a systematic process designed to support teaching excellence at Coastal Bend College
and is required of full-time and part-time members. According to CBC DLA (Local) Policy [29]:
“The College District administration shall be responsible for developing and maintaining, with
the cooperation of the division chairpersons and directors, procedures, and criteria for the
evaluation of all professional employees. Immediate supervision of an instructor is the division
chairperson or director's responsibility. At regular intervals, the division chairperson shall visit
classes and hold conferences with each first-year instructor in the division to assist them in
improving their teaching. All instructors shall be visited frequently enough to provide an accurate
evaluation of their progress. An objective evaluation of teaching effectiveness shall be carried
out annually with each instructor. Written reports of faculty evaluations and conferences shall be
prepared by division chairpersons and directors. Designated administrative personnel shall
become sufficiently familiar with the progress of instructors to be able to make accurate written
evaluations for the purpose of recommending retention or release. All final decisions on
personnel retention or dismissal shall be the exclusive responsibility of the Board. These
decisions shall be made after evaluating administrative recommendations.”
A system of procedures, processes, timelines, and forms is in place to assess the quality and
effectiveness of the performance of all CBC faculty. This system is designed to identify
professional growth opportunities for faculty and embraces continuous improvement. Generally,
deans are reminded by the Provost [30] early in the fall semester that the annual faculty
evaluation process should commence according to the processes and the timelines indicated
below. Course evaluations are used to inform the process. The department of Institutional
64 Form edited December 2022
Effectiveness and Research facilitates the course evaluation process every regular semester
and provides the results to faculty and supervisors for use during the evaluation process.
The Faculty Evaluation Process and Timeline is displayed in the chart below.
Reports/Forms
Due to
Due Date
Faculty Self-Evaluation
Division Coordinators
Last Week in November
Fall Course Evaluations
Institutional Effectiveness
and Research Office (link
to course evaluation in
Blackboard Shell)
Last Week in
November/First 2
Weeks in December
Fall Observation of Part-
Time and New Full-Time
faculty and others as time
permits
Deans
Last day of Fall semester
Winter Term Course
Evaluations
Institutional Effectiveness
and Research Office (link
to
course evaluation in
Blackboard Shell)
Last week of Winter Term
Fall Course Evaluation Results
Faculty-IER office returns
compiled course
evaluation results to
faculty.
Early January (prior to
spring semester start)
Spring Course Evaluation
Institutional Effectiveness
and Research Office (link
to course evaluation in
Blackboard Shell)
April
Spring Course Evaluation
Results
Faculty-IER office returns
compiled course
evaluation results to
faculty.
Fall prior to evaluations
Spring Observation of Faculty
not observed in Fall
Deans
Mid-February
Formal Evaluation Process
Completed
Deans/Provost
End of February
Recommendations for Full-time
Faculty Contract Renewal
Completed
Deans/Provost
March 1
Recommendations for Full-time
Faculty Contract Renewal
Submitted to BOT
Provost/President
Mid-March
Examples of completed evaluations for each of the academic divisions may be accessed from
the links in the chart below:
2020-2021
2021-2022
65 Form edited December 2022
Career and Technical Education [31]
Career and Technical Education [34]
Nursing and Allied Health [32]
Nursing and Allied Health [35]
Transfer and General Education [33]
Transfer and General Education [36]
In accordance with CBC Policy DCA (LOCAL) [37], annual contracts for faculty and professional
positions shall require approval by the Board of Trustees, regardless of previous experience or
educational attainment. Supervisors/Deans submit faculty names on the Employee
Recommendation Form [38] annually to for renewal of employment contract. In accordance with
CBC Policy DLA (LOCAL) [39], an objective evaluation of teaching effectiveness shall be carried
out annually with each instructor.
Written reports of faculty evaluations and conferences shall be prepared by division
chairpersons and directors. Contractual status is differentiated by individualized evaluation
forms [40] for each contract type. CBC does not have a tenure track. All final decisions on
personnel retention or dismissal shall be the exclusive responsibility of the Board of Trustees.
These decisions shall be made after evaluating administrative recommendations [41].
Evidence
[1] CBC Mission Statement
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011)
[3] CBC Board Policy Manual
[4] CBC Faculty Handbook
[5] CBC Cougar Den
[6] CBC Employee Handbook
[7] CBC Policy DC (Local)
[8] CBC Policy DCA (Local)
[9] CBC Policy (DDB)
[10] Hiring Process of the Human Resources – Operating Guidelines (HR-OG)
[11] Position requisitions
[12] Position Posting
[13] Cornerstone Interview Questions-example
[14] Cornerstone Recommendation for Hire Approval Process-example full-time
[15] Credentialing Process
[16] Credential Form Example-Full-time (Rocha)
[17] Onboarding Tool-Kit
[18] CBC Board of Trustees Meeting Minutes – Contract Approvals
[19] Adjunct Faculty Application
[20] Credential Form Example-Adjunct
[21] Cornerstone Recommendation for Hire Approval Process-example part-time
[22] CBC Policy DH (Local)
[23] CBC Policy DMAA (Local)
[24] Faculty Dismissal Example
[25] CBC Policy DCC(Legal)
66 Form edited December 2022
[26] CBC Policy DGBA (Local)
[27] Faculty Grievance Example
[28] CBC Faculty Evaluation Process
[29] CBC DLA (Local) Policy
[30] Provost Email to Deans
[31] 20-21 Career and Technical Education Evaluation Examples
[32] 20-21 Nursing and Allied Health Evaluation Examples
[33] 20-21 Transfer and General Education Evaluation Examples
[34] 21-22 Career and Technical Education Evaluation Examples
[35] 21-22 Nursing and Allied Health Evaluation Examples
[36] 21-22 Transfer and General Education Evaluation Examples
[37] CBC Policy DCA (LOCAL)
[38] Employee Recommendation Form-Example
[39] CBC Policy DLA (LOCAL)
[40] Part-time Adjunct Evaluation form and Full-time Evaluation form
[41] CBC Board of Trustees Minutes – Contract Approvals
6.4 The institution publishes and implements appropriate policies and procedures for
preserving and protecting academic freedom.
(Academic freedom)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes and implements appropriate policies and
procedures for preserving and protecting academic freedom. Academic freedom is defined in
CBC Policy DGC (Local) [1]. CBC defines academic freedom as the entitlement of each faculty
member “to academic freedom within the established guidelines of the Faculty Code of
Professional Ethics in the classroom when discussing the subject that he or she teaches. Each
faculty member is a citizen of his or her nation, state, and community, and when he or she is
speaking or writing as a citizen, shall be free from instructional censorship or discipline by the
College District.”
Coastal Bend College is not a research institution.
 
Publishes Policies and Procedures 
 
CBC Policy DGC (Legal) [2] provides constitutional guidance and specific legal precedence from
which CBC Policy DGC (Local) is drawn, ensuring that policies stay current and appropriate.
CBC DGC (Legal) is developed by the Texas Association of School Boards (TASB) for
community colleges. It is updated by TASB as legislation changes.
CBC Policy DGC (Local) is the college local policy that defines academic freedom and the
procedures for safeguarding and protecting academic freedom of faculty. These policies
describe how academic freedom is to be interpreted and procedures implemented for preserving
and protecting academic freedom. CBC DGC (Local) is approved by the CBC Board of
Trustees.
67 Form edited December 2022
Both are published on the website in the CBC Board Policy Manual [3]. CBC Policy DGC(Local)
is also published in the CBC Faculty Handbook [4]. The Faculty Handbook is published in the
faculty section of the Cougar Den Intranet [5] and is available to all employees. 
The CBC Employee Handbook is distributed to all employees and published in the Cougar Dean
Intranet [6]. It contains the CBC Statement of Ethics and Integrity, which reaffirms the desire of
the college to “apply the highest ethical standards to all members of the College District
community including the Board, administration, staff, and faculty in achieving its mission and in
managing its resources efficiently and effectively to reach its goals and objectives.” Specifically,
it is standard twelve that affirms the desire for all to “support the right of all to academic freedom
and due process”. [7] 
 
Implements appropriate policies and procedures for preserving and protecting academic
freedom
CBC is committed to preserving and protecting academic freedom. CBC Policy DGBA(Local) [8]
provides the policies and procedures faculty members may take if they believe that their
academic freedom has been violated. CBC has no record of any faculty member filing a
grievance regarding any infringement on their academic freedom.
An informal situation regarding academic freedom occurred in fall 2021. An adjunct instructor
shared that material being provided by a textbook publisher made her uncomfortable and
informed the Dean of Transfer and General Education. The Dean of TGE informed the Provost
who advised [9] the Dean of TGE that the faculty had the academic freedom to adjust the slides
as she believed best as long as CBC approved course objectives and content were followed.
The Dean of TGE reported back to the Provost [10] that he had informed the adjunct faculty that
she had the authority as the instructor of record to modify the material if she felt it was
inappropriate or biased. The faculty was relieved and grateful and no further action was needed.
It is CBC’s intent to implement procedures to preserve and protect academic freedom if
needed.
Evidence
[1] CBC Policy DGC (Local)
[2] CBC Policy DGC (Legal)
[3] CBC Board Policy Manual
[4] CBC Faculty Handbook
[5] Cougar Den Intranet-Faculty Resources
[6] Cougar Den Intranet-Human Resources
[7] CBC Employee Handbook-page
[8] CBC Policy DGBA(Local)
[9] Provost Email to President
[10] Transfer and General Education Email to Provost
6.5 The institution provides ongoing professional development opportunities for
faculty members as teachers, scholars, and practitioners, consistent with the
institutional mission.
68 Form edited December 2022
(Faculty development)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) provides ongoing professional development
opportunities for faculty members as teachers, scholars, and practitioners, consistent with the
institutional mission. The college’s mission [1] is “delivering superb educational and life enriching
opportunities to its students and the communities it serves.”
CBC is a comprehensive medium-sized designated Hispanic Serving Institution (HSI) and is
legislated to primarily serve “their local taxing districts and service areas in Texas” and offer
“vocational, technical, and academic courses for certification or associate degrees. Continuing
education, remedial and compensatory education consistent with open-admission policies, and
programs of counseling and guidance” are to be offered as well (TX Ed Code Title 3 Subtitle G
Chapter 130 Subchapter A Sec. 130.011) [2]. CBC provides professional development in
support of this mission and for faculty instructing in this type of programming.
As described in the CBC Strategic Plan [3], CBC is committed to “effectively and efficiently use
resources to maximize student, community, employee, and fiscal efficacy by enhancing
employee experiences through talent management practices that focus on recruitment,
retention, professional development, and recognition to optimize our greatest asset.”
The CBC Statement of Ethics and Integrity located in CBC Policy AD(Local) [4] affirms the
professional responsibilities expected of the Board, administration, staff, and faculty members.
Included is the expectation that faculty “maintain competence through continued professional
development, demonstrate that competence through consistent high-quality performance, and
enhance that competence by accepting and appropriating constructive criticism and evaluation.”
Professional development is fully supported by institutional policy and practice. CBC Policy
DJ(Local) [5] explains that “two hours of on-campus time may be used, with the approval of the
faculty member’s instructional dean, for professional development activities external to the
college campus and the administration may designate a time for two of the on-campus hours to
be set aside for campus-wide training.” CBC Policy DK(Legal) [6] states, “the training or
education must be related to the duties or prospective duties of the administrator or employee.”
Professional development requirements are listed in the faculty job description [7]. The CBC
Employee Handbook [8] and the CBC Faculty Handbook [9] also explain that all full-time
employees are required to complete twelve (12) hours of professional/educational development
training. However, training is offered to adjunct and dual credit faculty as well. The Human
Resources Department assigns mandated training [10] during onboarding [11] and trains all new
faculty how to access annual Safe Colleges safety training [12]. The Information Technology
Department assigns annual cybersecurity training [13]. This mandated training goes out to all
employees.
Calendars and the agendas for new hires and specific course instruction (EDUC 1300 and BCIS
1305) trainings are posted on the CBC Cougar Den Employee Training area [14] and training
occurs during convocation week. Other college provided trainings (Blackboard, Office 365,
Cougar Den, technology, distance learning, etc.) are communicated through email and calendar
invites. Multiple training courses are provided each semester during convocation.
69 Form edited December 2022
Reoccurring mandated professional development opportunities for faculty include employment
discrimination training, compliance training, cybersecurity training, and industry professional
development. All state mandated training is provided by the college either online or in person at
college convocation [15]. Distance learning training [16] is provided to all faculty regardless of
the modality they teach and of their location to ensure that they have knowledge to perform in a
distance learning platform if the need arises.
Distance learning education is provided by CBC’s Information Technology Department.
Professional development is also provided at convocation and throughout the year with guest
speakers and in-services. Professional development provided through Safe Colleges and
KnowBe4 (cybersecurity training) provide certificates for faculty and allow college administrators
to run reports to monitor faculty engagement.
Program related industry professional development that is required for renewal of licensure or
certification is anticipated for and included in the program’s fiscal budget [17]. This professional
development is focused on updates on industry standards and mastery of subject matter of
instruction. Faculty in the Dental Hygiene program are provided opportunities for professional
development in the topics that they are instructing as required by Commission on Dental
Accreditation. This is through an online platform, in-services at the institution, or
conferences. Radiologic Technology faculty attend the Association of Collegiate Educators in
Radiologic Technology (ACERT) annual conference each February to learn from industry
experts, receive continuing education units (CEUs) as required to renew their license, and
network. Vocational Nursing faculty participate in online professional development and
attendance of the Texas Association of Vocational Nurse Educator (TAVNE) annual
conference. All nursing faculty have access to professional development webinars through
Assessment Technologies Institute (ATI). ATI provides over 50 webinars on program
evaluation, teaching and learning, assessment and evaluation strategies, curriculum
development and evaluation, learner development and socialization, nurse educator role, and
scholarship, service, leadership. Full-time nursing faculty have access to a subscription for
NurseTim Incorporated. This subscription provides faculty professional development webinars
on certification exam preparation, curriculum, teaching strategies, clinical practice, assessment
and exams, and lab and clinical education.
CBC is committed to encouraging professional growth among faculty and staff. Full-time
employees who have worked for the college for one year or more may apply for a professional
development scholarship [18]. The scholarship is allowed for additional course work at an
accredited higher education institution, continuing education for licenses, and required education
courses for the position.
Most recently (fall 2022), CBC was awarded a Title III grant that will significantly enhance
professional development for faculty. This grant includes objectives to provide a dedicated
location for standardized training, ongoing professional development for faculty and staff to
include ongoing course development and design and to provide standardized training and
professional development to sufficiently prepare 100% of faculty and staff to address the diverse
needs of learners by the end of the project [19].
All faculty must submit a report of their professional development at the fiscal year's close.
Nursing and Allied Health [20], Career and Technical Education [21] and Transfer and General
Education [22] reports demonstrate that CBC provides ongoing professional development
opportunities for faculty members as teachers, scholars, and practitioners, consistent with the
institutional mission.
70 Form edited December 2022
Evidence
[1] CBC Mission Statement
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[3] CBC Strategic Plan Goal 3
[4] CBC Policy AD(Local)
[5] CBC Policy AD(Local)
[6] CBC Policy DK(Legal)
[7] CBC Faculty Job Description
[8] CBC Employee Handbook
[9] CBC Faculty Handbook
[10] Human Resources Mandated Training Requirements
[11] Onboarding Training Agenda for New Employees
[12] Safe Colleges Safety Training
[13] Cybersecurity Training
[14] CBC Cougar Den Intranet Employee Training area
[15] Sign in sheets for college convocation
[16] Distance Learning Training
[17] Fiscal Budget for Professional Development
[18] CBC Professional Development Scholarship
[19] Title III Project Objectives
[20] Nursing and Allied Health Professional Development Reports
[21] Career and Technical Education Professional Development Reports
[22] Transfer and General Education Professional Development Reports
Section 7: Institutional Planning and Effectiveness
7.1 The institution engages in ongoing, comprehensive, and integrated research-
based planning and evaluation processes that (a) focus on institutional quality and
effectiveness and (b) incorporate a systematic review of institutional goals and
outcomes consistent with its mission.
(Institutional planning) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) engages in ongoing, comprehensive, and integrated
research-based planning and evaluation processes that focus on institutional quality and
effectiveness and incorporate a systematic review of institutional goals and outcomes consistent
with its mission. The CBC Mission and Goals [1] provide guidance for all planning and operations
of the college. The CBC Strategic Plan [2] provides institutional vision, direction, and
identification of priorities.
71 Form edited December 2022
(a) Focuses on Quality and Effectiveness
Planning and evaluation processes focused on quality and effectiveness occur at the college
through Achieving the Dream Planning [3], Texas Pathways Planning [4], Strategic Planning [5],
Master Planning [6], Technology Planning [7], Operational Planning [8], and through
Instructional Planning [9]. Through shared governance, planning takes place in committees or
departments in a continuous improvement process throughout the year. All plans developed
through the planning processes focus on quality and include effectiveness measures that are
aligned with national [10], the state of Texas [11], and CBC mission, strategic planning goals
and performance outcomes [12]. All are informed through best practices, research, and
commonly accepted metrics.
Ongoing Planning and Evaluation Processes
Ongoing, Integrated, Comprehensive and Research Based Planning
CBC engages in ongoing, integrated, college-wide, research-based planning of goals and
outcomes to ensure consistency with the college mission. CBC has built a system of planning
processes that have created an environment of continuous improvement. These planning
processes provide a framework for planning and include ongoing planning and evaluation
nationally with Achieving the Dream [13], at a state level with State of Texas [14], and Texas
Pathways [15]; college-wide with CBC Strategic Planning [16], CBC Master Planning [17], CBC
Technology Planning [18] and Institutional Operational Plans and Budgets [19]; and at a program
level with Instructional Program [20] and General Education [21] processes.
CBC has partnered for many years with the Achieving the Dream national organization and the
Texas Guided Pathways through the Texas Success Center. These partnerships support faculty
and staff in identifying quality planning priorities and plans of action designed to support learning
and student success. College-wide committees and administrators meet in the fall [22] and in
the spring [23] to develop and review action plans.
CBC operates on a five-year strategic planning cycle and an annual fiscal planning/budgetary
year. As a result, most planning and evaluation occurs within these planning time periods.
Beginning in February, planning unit managers across the institution participate in a Strategic
Planning Retreat [24] to kickoff annual operational planning and budgeting for the next year. At
this retreat, leaders across the institution engage in data-sharing [25] and collaborative
discussion surrounding the annual planning priorities [26] for the next year, which are approved
by the CBC Board of Trustees [27].
Operational plans are data-informed, rooted in best practices, and aligned to the Strategic Plan
[28], CBC Board of Trustee Annual Planning Priorities, and established departmental
goals. After this event, individual planning unit managers work within their respective
departments and organizational areas to review the current planning, gathered survey and focus
group results, and other institutional data sources to inform their planning for the next year.
The plans are initially developed/reviewed in the late spring to ensure that appropriate
justification of initiatives is provided with sound data and assessment measures identified.
Should the action plan for carrying out a SMART objective have a budgetary component, it must
be justified in the proposed organizational unit plan [29]. CBC engages in a zero-based
budgeting model in which all planning precedes budgeting each year.
72 Form edited December 2022
Some key examples of unit plans demonstrating this process include facilities [30] and student
services [31]. A budget planning retreat is scheduled in the summer. During this planning retreat,
Board of Trustee members are provided institutional data and other preliminary budget materials
[32]. As the initial planning is finalized, all planning is reviewed as a component to the institutional
process of bringing the budget into balance. A balanced budget is presented to the Board of
Trustees for approval prior to the September CBC Board of Trustees meeting [33].
Evaluation Processes
Ongoing, Integrated, Comprehensive and Research Based Evaluation
Evaluation processes are ongoing, integrated, comprehensive and research based. Annual
evaluations/reports are completed by the committees and administration in the spring/summer
for Achieving the Dream [34] and Texas Pathways [35] planning. These are used to inform the
next annual year and include adjustments to plans where necessary.
All operational units complete annual reports [36] at the end of the fiscal year. Assessment and
evaluation of the effectiveness of the operation is included in the report. Recommendations for
improvement based on the final evaluation are included and current plans for the current fiscal
year are adjusted if needed.
Once a planning year closes, the Office of Institutional Effectiveness and Research compiles the
evaluation results and accomplishments together in an Annual Planning Summary [37] to
present to the Board of Trustees [38]. This analysis of all institutional plans allows the college
to benchmark and target any identified needs as the college works toward the completion of the
five-year strategic plan. This is done to ensure planning and evaluation measures are consistent
and aligned with the institutional goals and outcomes aligned to our mission.
Additionally, instructional and program plans and effectiveness at the institution are
systematically assessed and evaluated. This evaluation is documented in the annual Student
Learning Outcomes Report [39] and in Program Review Reports [40]. The Program
Review/Evaluation process [41] is part of this integrated planning and evaluation. Review of
programs by faculty, deans, directors and administrators, and the subsequent review of the
Program Review/Evaluation by a review council is designed to result in continuous improvement
and affirmation that CBC programs are continuing to accomplish the college mission and
respond to the service area needs.
For example, specific sections of program reviews, such as Equipment and Facilities or
Technology are extracted and compiled to create the Facilities and Technology Needs report
[42]. This allows the Physical Plant and Information Technology Services departments to
integrate instructional needs into their respective planning and ensure continuous improvement
projects are coordinated across the various departments impacted ensuring the seamless
alignment of these identified needs with the College’s Master Technology Plan [43] and the
Master Facilities Plan [44]. Program Review occurs on a three-year cycle in which the programs
are reviewing several different aspects of a program including the respective years of the
Student Learning Outcomes (SLO) assessment and student learning.
CBC academic program managers create annual Student Learning Outcomes (SLO)
assessment reports [45] to illustrate the most current progress of student learning within their
respective programs. These assessments and evaluations are created to report on the
program-specific outcomes created by the faculty. These reports are then shared with the
faculty coordinators, instructional deans, Provost/Chief Academic Officer (CAO), and the Office
73 Form edited December 2022
of Institutional Effectiveness & Research for collaborative discussion and data-sharing across
the institution for the purpose of data-informed decision making and continuous improvement.
The program review/evaluation processes are facilitated by the Office of Institutional
Effectiveness and Research, General Education Assessment Review Committee (GEAR) [46],
Program Review Committee [47] and the Curriculum Committee [48]. Program faculty, staff, and
administrators review and evaluate program curriculum, data, and associated resources before
completing a program's formal evaluation.
The Dean and/or Director overseeing the program presents a completed Program
Review/Evaluation on the program's status at open hearings held in the spring semester. Some
examples of this process include Transfer and General Education in 2020-21 [49] and Program
Review reports for 2021-22 [50]. Program Review/Evaluations are used to inform institutional
and budget planning processes and to understand the merit and worth of programs. A specific
demonstration of this process can be found in the Dental Hygiene Program Review [51] in which
the program manager identified the need for a lab space to be created and separated from
another classroom for instructional purposes. The Forensic Science program [52] has made
several improvements as well, also indicating a need for attention to current facilities.
Research Based
Planning and evaluation processes are research based and informed. Coastal Bend College
uses quantitative data from the Institutional Effectiveness and Research office [53], Texas
Higher Education Coordinating Board [54], and the Texas Success Center [55]. Qualitative data
is used to inform planning and evaluation and this includes surveys such as the Institutional
Capacity Assessment Tool (ICAT) [56] from Achieving the Dream, Great Colleges of Texas
Survey [57] from ModernThink, Community College Survey of Student Engagement (CCSSE)
[58], internal surveys such as the Registration Survey [59] and Departmental Surveys [60].
(b) Incorporate a systematic review of institutional goals and outcomes
consistent with its mission
CBC administrators and staff want to ensure that an inclusive and transparent planning and
evaluation process occurs to ensure that institutional goals and outcomes are consistent with
the mission. This was reflected in fall 2020 through an open process that involved inclusive
representation, with stakeholders (including staff, faculty, administrators, and a board member)
appointed to the Strategic Planning Steering Committee [61] from all four CBC campuses.
College-wide dialogue, review of qualitative and quantitative data, and the implementation and
analysis of a community survey led to institutional goal-setting specific to the three identified
priority areas of student, community, and resources, including establishment of the objectives
and anticipated long-term outcomes.
Coastal Bend College initiated the strategic planning process in September 2020 by reviewing
protocols and timelines with CBC’s Board of Trustees [62]. Two research-based surveys were
initially administered to solicit stakeholder feedback: 1) Institutional Capacity Assessment Tool
(ICAT), and 2) Community College Survey of Student Engagement. The Institutional Capacity
Assessment Tool (ICAT) is designed to help colleges assess capacity through identifying
strengths and weaknesses. Students also provided input on strategic planning priorities via the
Community College Survey of Student Engagement (CCSSE), a research-based tool that
assesses those institutional practices and student behaviors that are positively correlated to
student retention and positive learning outcomes. An internally created survey was deployed to
community stakeholders via the internet, email invitations, social media, and labor market data
74 Form edited December 2022
from the Coastal Bend Workforce Solutions website were used. Institutional data from the CBC
Fact Book, Texas Higher Education Coordinating Board, and CBC student information system
were also used in the analysis [63].
This broad-based planning resulted in the current CBC 2025 Strategic Plan being deployed in
the spring 2021. A planning group comprised of members from the Steering Team for Strategic
Planning and Distance Learning Committee reconvened in the spring of 2021 to review the
Strategic Plan SWOT analysis and data to identify and develop targeted action plans in
alignment with the strategic plan objectives. A combined list of academic programs, institutional
management, and fiscal stability strengths and weaknesses were compiled, along with a clear
focus and agreement on significant problems that must be addressed.
CBC remains committed to continuous improvement and building upon the strong institutional
framework of planning and evaluation processes to improve the effectiveness of programs and
services. Most recently, the college was awarded a Title III grant. Institutional planning and
evaluation from across the college was used to build the framework for this grant. The activities
of the grant [64] are in direct alignment with the CBC Strategic Plan. The Strategic Plan
continues to inform the college's activities as evidenced by other recent changes. These include
an updated master plan and improved hiring practices facilitated more effectively with the
addition of a Human Resources Platform called Cornerstone [65].
Evidence
[1] CBC Mission and Goals
[2] CBC Strategic Plan
[3] Achieving the Dream Planning Timeline
[4] Texas Pathways Planning Timeline
[5] CBC Strategic Plan Process and Timeline
[6] CBC Master Planning Process and Timeline
[7] Technology Planning Process
[8] CBC Annual Operating Process
[9] General Education Competencies Assessment Process
[10] Great Colleges to Work For
[11] Building a Talent Strong Texas Strategic Plan
[12] CBC Strategic Plan
[13] CBC Achieving the Dream Action Plan
[14] Building a Talent Strong Texas Strategic Plan Metrics
[15] Texas Pathways Action Plan
[16] CBC Strategic Plan Process
[17] CBC Master Plan Process
[18] CBC Technology Plan Process
[19] CBC Operational Plan and Budget Process
[20] Program Review Process
[21] General Education Process
[22] Achieving the Dream Meeting Minutes
[23] Texas Pathways Meeting Minutes
75 Form edited December 2022
[24] CBC Strategic Planning Retreat Agenda
[25] CBC Strategic Planning Retreat Powerpoints
[26] CBC Annual Planning Priorities
[27] CBC Board of Trustee Meeting Minutes
[28] Unit Plan example
[29] Unit Plan example
[30] Facilities Unit Plan and Annual Report
[31] Student Services Unit Plan and Annual Report
[32] CBC Board of Trustee Board Retreat Agenda
[33] CBC Board of Trustee Meeting Minutes
[34] CBC Achieving the Dream Compiled Evaluation Report
[35] Texas Pathways Compiled Evaluation Report
[36] CBC Operational Unit Annual Reports
[37] CBC Annual Planning Summary
[38] CBC Board of Trustee Minutes
[39] Annual Student Learning Outcome Report
[40] Program Review Reports
[41] Program Review/Evaluation Process
[42] Facilities and Technology Needs Report
[43] CBC Master Technology Plan
[44] CBC Master Facilities Plan
[45] Student Learning Outcomes Reports
[46] General Education Assessment Review Committee
[47] Program Review Committee
[48] Curriculum Committee
[49] Transfer and General Education 2020-21 Program Review
[50] Program Review Reports for 2021-2022
[51] Dental Hygiene Program Review
[52] Forensic Science 2021-22 Program Review
[53] Institutional Effectiveness and Research Office Power BI
[54] Texas Higher Education Coordinating Board Data Dashboard
[55] Texas Success Center Data Dashboard
[56] Institutional Capacity Assessment Tool (ICAT)
[57] Great Colleges of Texas Survey
[58] Community College Survey of Student Engagement (CCSSE)
[59] CBC Registration Survey
[60] CBC Departmental Surveys
[61] CBC Strategic Planning Steering Committee
[62] CBC Board of Trustee Meeting Minutes-August 2022
[63] CBC Strategic Planning Powerpoints
[64] CBC Title III Grant Abstract
[65] CBC Human Resources Platform-Cornerstone
76 Form edited December 2022
7.2 The institution has a QEP that (a) has a topic identified through its ongoing,
comprehensive planning and evaluation processes; (b) has broad-based support
of institutional constituencies; (c) focuses on improving specific student learning
outcomes and/or student success; (d) commits resources to initiate, implement,
and complete the QEP; and (e) includes a plan to assess achievement.
(Quality Enhancement Plan)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College is in the process of developing a QEP that (a) has a topic
identified through its ongoing, comprehensive planning and evaluation processes; (b) has broad
based support of institutional constituencies; (c) focuses on improving specific student learning
outcomes and/or student success; (d) commits resources to initiate, implement, and complete
the QEP; and (e) includes a plan to assess achievement.
Coastal Bend College (CBC) is a comprehensive public community college [1] that serves South
Texas' rural and diverse communities. CBC has a population density of 20.8 people per square
mile, which is lower than the state and national averages of 79 people per square mile. As the
only community college in the service area [2], CBC serves a combined population of nearly
200,000 people, the majority of whom come from low-income families and have lower
educational attainment than the state and national averages. In the Fall of 2021, members of
the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
Narrative Writing Committee was assembled, and timelines were discussed. Members of the
CBC QEP Narrative Writing Team [3] attended the SACSCOC Annual meeting in December
2020 to learn more about the QEP process and how best to progress in planning the initiative.
In spring 2022, the QEP Committee [4], comprised of faculty, staff, and administration from all
locations met to review institutional data, key performance indicators, and student satisfaction
data. Through analysis and discussion, key challenge areas or student barriers were identified.
Members of the QEP Committee were challenged to read Innovate Inside the Box by George
Couros to help aid in framework development [5] for the QEP. Additional data requested by the
committee was then reviewed along with research data regarding potential topics designed to
improve student learning. The committee found consensus as the topic area of Onboarding of
Students and Learning Supports was identified as highest area of need. Faculty continue to
research potential topics based on the needs of the college and the topic's ability to have a long-
term impact on student learning. A Focus Area survey [6] was administered to the QEP
committee after each member had the opportunity to review the data, book reading and
preliminary literature review. The committee met with the Provost and Executive Director of IER
to discuss the results of the QEP “Focus Area” survey which determined the top choice for focus
of onboarding of students to include advising and student engagement [7].
Quality Enhancement Plan discussions have always centered around the alignment of the
college’s Strategic Plan 2025 [8] and the Mission [9]. Specifically, the QEP will support the
College's Strategic Plan, “Goal 1 [10] Coastal Bend College will provide equitable opportunities
for lifelong learning and training needs by empowering students through engaging quality
instruction, enhancing supportive learning communities; and providing comprehensive student-
centered services and programs to ensure that students reach their aspirations. Committee
members reached out to all stakeholders, including faculty, staff, students, and community
77 Form edited December 2022
members throughout the spring 2022 through surveys [11] and emails [12] to understand needs,
find consensus and answer any questions.
In the Fall of 2022 (August), the QEP Committee [13] met to define the two areas of focus
(onboarding and learning supports) emerging from the initial Focus Area Survey results. The
committee decided to administer a more narrowed topic survey [14] to all stakeholders including
students, faculty, staff, and the community providing options based on previous data. Results
[15] from this survey were nearly split evenly between onboarding and learning supports, but
the rich qualitative portion allowed for more discussion and needs were identified. The QEP
team expanded to include representatives from across the college including more members from
student services, dual credit, and external locations. Next, the committee met with CBC’s
Achieving the Dream Coaches [16] who visited campus to conduct exercises intended to
highlight challenges and promote continuous improvement. Such activities included an
onboarding mapping exercise [17] in which strengths and barriers were identified within our own
internal processes and practice.
In September, the College was awarded a Title III grant [18] which includes specific onboarding
activities, along with specific academic support activities. With these services covered the
committee discussed other opportunities for improvement based of data acquired and discussed
wraparound services, or psycho-social support services, as a possible route. This information
was then shared with stakeholders and another survey [19] was administered asking if all were
in support of this more holistic approach. Almost all were in favor of pursuing this topic area.
In November 2022 [20], the following QEP subcommittees were formed: Topic Selection,
Program Objectives & Assessment, Literature Review & Best Practices, Institutional Capacity &
Implementation, and Marketing Plan. These subcommittees are working to support the
continued development by meeting regularly to further discuss and define the focus of the QEP.
In December of 2022 [21] the Quality Enhancement Plan initiative was named “Cougar Care” to
encompass the plan’s design to offer students comprehensive non-academic support resources
they require to achieve student success and improve student learning. The QEP is intended to
give students access to a variety of resources and support systems, including but not limited to
transportation, financial literacy instruction, career and job preparation, and mental health and
wellness support. In addition to fostering a feeling of community and belonging on campus, the
Cougar Care initiative will create chances for students to share their stories, experiences, and
challenges. Cougar Care will also provide students with a single point of contact for access to
services and support and will serve in a centralized location for any student-related concerns
and questions. Cougar Care will be designed to provide students access to the resources
necessary for success in their academic endeavors as well as support their personal and
professional growth.
The Quality Enhancement Plan (QEP) topic selection and Plan Development Subcommittee met
to examine best practices for increasing the number of successful students through non-
academic supports. Following deliberation and research, the QEP Committee [22] agrees that
wrap-around services should be the primary focus of the QEP. Wrap-around services refer to
the provision of a variety of support services to students that address their academic, social,
emotional, and financial needs. It is recognized that many Coastal Bend College students face
success barriers beyond academics and providing intentional support to address these barriers
is critical for improving student outcomes.
Goals and Objectives
78 Form edited December 2022
Goal: Increase student persistence and success by identifying student needs and
implementing best practices to minimize the impact of non-academic barriers.
QEP Objective 1: Increase the number of external partnerships for mental health basic needs,
emergency aid, transportation, and caregiving services.
Measurement(s):
• Number of established partnerships with external resources available to students in the
areas of mental health, emergency aid funding, transportation, and caregiving services.
• Percentage of students who utilizes external resources.
• Percentage of students who utilize resources report satisfaction as “satisfied or very
satisfied”.
• Percentage of students who utilize resources who persist to the next semester.
•
QEP Objective 2: Develop a process to receive student need assessment and intake data to
identify non-academic support needs to provide personalized advising and career planning
services.
Measurement(s):
• Creation of a student intake survey embedded in the onboarding process to identify
student needs early and establish a personalized plan of care for students to mitigate
any non-academic barriers during the advising and academic planning process.
• Percentage of students who participate in advising and career planning.
• Percentage of students who are retained through their first semester.
QEP Objective 3: Implement a student referral process to be utilized by students, faculty and
staff to provide connection to support and interventions.
Measurement(s):
• Percentage of students who are retained from Fall to Spring
• Percentage of students who are retained from Fall to Fall
• Percentage of students who persist through their semester of referral to completion of
their semester.
QEP Objective 4: Develop a professional development training program for CBC
stakeholders regarding the awareness, identification, roles & responsibilities of providing non-
academic support to promote student success.
Measurement(s):
• Percentage of employees trained in non-academic support awareness, identification,
roles & responsibilities.
• Establish a training program to include the onboarding of new employees and
continued education of current employees.
• Percentage of employees who indicate their level of satisfaction with the professional
development and training processes “satisfied or very satisfied”.
The QEP committee acknowledges the significance of addressing the different needs of
students to improve student success at Coastal Bend College. The QEP's emphasis on wrap-
around services, with the goals of improving access and creating a collaborative atmosphere,
are based on significant evidence from the literature recognizing these high impact practices
can increase students' persistence and graduation rates. Beginning in the Spring of 2023, the
Committee will build on this evidence based and data-informed foundation to develop a
79 Form edited December 2022
comprehensive Quality Enhancement Plan to support student success through increased
access to and availability of more comprehensive wrap-around services.
A full assessment and evaluation plan with baseline data currently under development and will
included with the complete Quality Enhancement Plan proposal expected to be submitted to
SACSCOC for full approval in Fall 2023.
Evidence
[1] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[2] CBC Service Area Map
[3] CBC QEP Narrative Writing Team
[4] CBC QEP Committee Minutes Spring 2022
[5] CBC QEP Committee Minutes
[6] CBC QEP Focus Area Survey Spring 2022
[7] CBC QEP Committee Minutes
[8] CBC Strategic Plan
[9] CBC Mission Statement
[10] CBC Strategic Planning Goal 1
[11] QEP Surveys Spring 2022
[12] QEP Email Spring 2022
[13] CBC QEP Committee Meeting Minutes-August 2022
[14] CBC QEP Survey Fall 2022
[15] CBC QEP Survey Results
[16] CBC Achieving the Dream Fall Visit Agenda
[17] CBC Achieving the Dream Fall Visit Onboarding Mapping Exercise
[18] CBC Title III Grant Abstract
[19] CBC QEP Meeting Minutes-November 2022
[20] CBC QEP Meeting Minutes-December 2022
[21] CBC QEP Meeting Minutes-January 2023
[22] CBC QEP Meeting Minutes – November 2022
7.3 The institution identifies expected outcomes of its administrative support services
and demonstrates the extent to which the outcomes are achieved.
(Administrative effectiveness)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) identifies expected outcomes of its administrative
support services and demonstrates the extent to which the outcomes are achieved through an
Institutional Strategic Planning Process [1]. CBC identifies administrative support services [2] as
those administrative services planning units with administrative budgetary control and
administrative function. Instructional Program outcomes and assessment, including the planning
and assessment for Health Information Technology, are included in comprehensive standard
80 Form edited December 2022
8.2.a and Academic and Student Support outcomes and assessment are included in 8.2.c.
Instructional Deans and Directors, along with the Dean of Student Services, are identified as
Administrative Support Services and included in this narrative.
Identifies expected outcomes
Coastal Bend College has implemented an annual operational planning process [3] that is
aligned with strategic and budgetary planning. Annual planning begins during the spring
semester during the annual strategic planning retreat [4]. During this retreat, administrators
receive an update as to the planned CBC Board of Trustee approved Annual Planning Priorities
[5] for the next fiscal year. They are also provided with an overview of the prior year
accomplishments [6] and reminded of strategic plan goals and objectives [7].
Administrators are then tasked with reviewing their own planning and budgeting from last year,
which was compiled in their Annual Planning Reports [8], the status of their current plans and
budgets which was approved for implementation with the new budget approval in the fall, the
Board of Trustees (BOT) approved annual planning priorities and the strategic plan.
All administrative support services then work to propose a new annual plan and budget for the
next fiscal year. Within the respective administrative services units, employees work together to
establish SMART objectives based on data with actionable planning tasks associated. To aid in
this creation, a unit planning template [9] and unit planning instruction manual [10] is provided
to each planning unit manager at the strategic planning retreat in the spring semester of each
year. Additional resources such as the Planning and Budgeting Manual [11], How to Write
SMART Objectives Guide [12], and training regarding the process is also provided at this event
in which activities are designed to promote collaborative and active discussions.
During the annual planning cycle, each administrative service planning unit manager evaluates
its purpose, goals, and current plans, and then develops specific objectives that link to and
support the college strategic priority, objectives, and annual planning priorities. At the end of the
planning cycle, each unit assesses whether it has accomplished its intended objectives, and this
is documented in the annual reports.
Demonstrates the extent to which the outcomes are achieved
Assessment/evaluation of the annual year occurs in August/September of each year. Data is
gathered and analyzed to determine the extent to which the outcomes from the year are
achieved. This information is necessary to adjust current plans that were approved with the new
planning budget to achieve greater results in the newly commenced fiscal year (FY) cycle.
The Institutional Annual Planning Summary Report [13], where improvements and outcomes are
demonstrated and projected planning objectives for the next year are identified for each planning
unit, provides institutional benchmarks and current measures as to how fruitful the previous
year’s planning impacted the college mission and strategic plan goals and objectives.
The table below provides links to administrative services unit planning and their annual planning
summary reports for the last three years. The extent to which the outcomes were planned and
achieved are included for each of the years. Academic and Student Support Services are
reported in the narrative for comprehensive standard 8.2.c.
Administrative Services Unit Plans and Annual Summary Reports
Unit
Unit Plans
Annual Reports
81 Form edited December 2022
Athletics
[14]
[15]
Business Office
[16]
[17]
Career and Technical Education
[18]
[19]
CBC – Alice
[20]
[21]
CBC Foundation
[22]
[23]
CBC – Kingsville
[24]
[25]
CBC – Pleasanton
[26]
[27]
Computer Programming
[28]
[29]
Dental Hygiene
[30]
[31]
Human Resources
[32]
[33]
Information Technology Services
[34]
[35]
Institutional Effectiveness and Research
[36]
[37]
Marketing and Public Relations
[38]
[39]
Nurse Aid
[40]
[41]
Nursing and Allied Health
[42]
[43]
Physical Plant
[44]
[45]
Police and Emergency Management
[46]
[47]
President
[48]
[49]
Provost
[50]
[51]
Radiological Technology
[52]
[53]
Student Services and Accessibility
[54]
[55]
Transfer and General Education
[56]
[57]
Workforce Development and Continuing Education
[58]
[59]
Evidence
[1] CBC Institutional Strategic Planning Process
[2] CBC Organization Chart with Administrative Support Services
[3] CBC Annual Operational Planning Process
[4] Annual Strategic Planning Retreat
[5] CBC Board of Trustee approved Annual Planning Priorities
[6] CBC Board of Trustee Minutes-February 2022
[7] CBC Board of Trustee Minutes-January 2022
[8] CBC Annual Planning Reports
[9] CBC Unit Planning Template
[10] CBC Unit Planning Instruction Manual
[11] CBC Planning and Budgeting Manual
[12] CBC How to Write SMART Objectives Guide
[13] Institutional Annual Planning Summary Report
[14] Athletics Unit Plan
[15] Athletics Summary Reports
[16] Business Office Unit Plan
[17] Business Office Annual Reports
[18] Career and Technical Education Unit Plans
82 Form edited December 2022
[19] Career and Technical Education Annual Reports
[20] CBC-Alice Unit Plan
[21] CBC-Alice Annual Reports
[22] CBC Foundation Unit Plans
[23] CBC Foundation Annual Reports
[24] CBC-Kingsville Unit Plans
[25] CBC-Kingsville Annual Reports
[26] CBC-Pleasanton Unit Plans
[27] CBC–Pleasanton Annual Reports
[28] Computer Programming Unit Plans
[29] Computer Programming Annual Reports
[30] Dental Hygiene Unit Plans
[31] Dental Hygiene Annual Reports
[32] Human Resources Unit Plans
[33] Human Resources Annual Reports
[34] Information Technology Services Unit Plans
[35] Information Technology Services Annual Reports
[36] Institutional Effectiveness and Research Unit Plans
[37] Institutional Effectiveness and Research Annual Reports
[38] Marketing and Public Relations Unit Plans
[39] Marketing and Public Relations Annual Reports
[40] Nurse Aid Unit Plans
[41] Nurse Aid Annual Reports
[42] Nursing and Allied Health Unit Plans
[43] Nursing and Allied Health Annual Reports
[44] Physical Plant Unit Plans
[45] Physical Plant Annual Reports
[46] Police and Emergency Management Unit Plans
[47] Police and Emergency Management Annual Reports
[48] President Unit Plans
[49] President Summary Reports
[50] Provost Unit Plans
[51] Provost Annual Reports
[52] Radiological Technology Unit Plans
[53] Radiological Technology Annual Reports
[54] Student Services and Accessibility Unit Plans
[55] Student Services and Accessibility Annual Reports
[56] Transfer and General Education Unit Plans
[57] Transfer and General Education Annual Reports
[58] Workforce Development and Continuing Education Unit Plans
[59] Workforce Development and Continuing Education Annual Reports
Section 8: Student Achievement
83 Form edited December 2022
8.1 The institution identifies, evaluates, and publishes goals and outcomes for
student achievement appropriate to the institution’s mission, the nature of the
students it serves, and the kinds of programs offered. The institution uses
multiple measures to document student success.
(Student achievement) [CR; Off-Site/On-Site Review]
[Note: Each member institution has chosen a specific metric with SACSCOC for
measuring graduation rate and analyzing that measure of student success. As part of
its response to this standard, the institution should identify its chosen metric; provide
appropriate data regarding its performance as measured by that metric (including its
baseline data, goals, and outcomes); and discuss any changes it has made based on its
analysis of this graduation-rate data. Institutions are also required to disaggregate their
graduation data in appropriate ways; they should discuss that disaggregated data and
any changes made as a result of analyzing that data.]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) identifies, evaluates, and publishes goals and outcomes
for student achievement appropriate to the institution’s mission, nature of the students it serves,
and the kinds of programs offered. CBC is a comprehensive medium-sized designated Hispanic
Serving Institution (HSI) and is legislated [1] to primarily serve “their local taxing districts and
service areas in Texas” and offer “vocational, technical, and academic courses for certification
or associate degrees. Continuing education, remedial and compensatory education consistent
with open-admission policies, and programs of counseling and guidance” are to be offered as
well. It is CBC’s mission [2] to deliver “superb educational and life-enriching opportunities to its
students and the communities it serves.”
Identifies and evaluates goals and outcomes
Coastal Bend College, in alignment with the Building a Talent Strong Texas Strategic Plan for
Higher Education [3] and with CBC Strategic Goals [4], has identified retention/persistence,
completion/graduation (course, certificate and degree), and licensure goals as indicators of
student achievement. Multiple criteria are used to evaluate levels of student achievement
including the IPEDS Graduation Rate (150% standard time) indicator. This is the completion
measure selected by CBC [5] for tracking graduation/completion data.
These indicators of achievement are in direct alignment with success outcomes for the
vocational, technical, and academic programming [6] CBC provides. Additionally, they are in
alignment with national (IPEDS) and state level measures [7] and allow the college to benchmark
with similar institutions providing context for student achievement.
Targets/Goals
The state of Texas has identified benchmarking cohorts for community colleges in Texas, and
CBC is a member of the Texas medium-sized cohort of community colleges [8]. Community
colleges in this cohort are similar in size, location, and type of students attending the college.
CBC uses this group as a comparison group to support setting targets and in the analysis of
student achievement. Additionally, CBC uses all community colleges in Texas to support setting
targets and in the analysis of the IPEDS graduation rate (150% standard time). CBC annually
reviews student achievement data at Texas Pathways Institutes that are hosted by the Texas
Student Success Center [9]. Key administrators, staff, and faculty [10] are part of the teams
84 Form edited December 2022
reviewing student achievement data. Student achievement data dashboards [11] and plans of
action [12] are analyzed and updated.
Thresholds
A threshold is identified when rates fall below baseline levels. These occurrences are indicated
by a checkmark in the threshold columns in the charts below. When achievement rates fall below
the threshold it triggers the college to put in place additional action plans responding to the
lowered rates. CBC also analyzes and evaluates similar Texas community college cohort rates.
These cohorts are similar in student demographics and other contextual factors and provide
additional understanding of CBC student achievement. Disaggregated graduation rates,
including those disaggregated by gender and race/ethnicity, are reviewed and thresholds set for
these are reached when the rates for the subgroups fall below the previous year CBC cohort.
Persistence/Graduation
Graduation/persistence rates of first time/full-time, credential-seeking, students who have either
graduated or are still enrolled after six years is a strong indicator of student achievement, student
retention, and the ability of the student to persist to goal achievement. These lag indicators
provide insight into CBC’s ability to support students in their ability to achieve their goals. CBC
identified this first as a measure during the last strategic plan and has continued to use this to
understand student achievement. While CBC has not yet met the target on six-year
graduation/persistence rates (see chart below), current rates of 45.1% in FY2019; 44.4% in
FY2020 and 44% in FY2021 have been above the baseline 42.7% FY2014 for the last four
cohorts. However, CBC continues to fall behind the medium-sized college
graduation/persistence rates [13] which have been 46.8% FY2019; 47.8% FY2020 and 49.8%
in FY 2021. All CBC programs have undergone revision [14] in the last three years to ensure
currency and relevance. In addition, the CBC has developed plans of action to address
performance with the Achieving the Dream and Texas Pathways action plan [15].
Graduation/Persistence Rate (6 years)
Graduation/Persistence Rates. First-time, full-time, credential-seeking, undergraduates who
have graduated or are still enrolled.
Graduation/Persistence Rates
Cohort
Graduation or Persistence Rate
Below threshold
Target
Actual
Baseline
Fall 2008 Cohort (FY2014)
47.4%
42.7%
Fall 2009 Cohort (FY2015)
48.4%
42.1%
✓
Fall 2010 Cohort (FY2016)
49.4%
39.1%
✓
Fall 2011 Cohort (FY2017)
50.4%
41.8%
✓
Fall 2012 Cohort (FY2018)
51.4%
51.5%
Fall 2013 Cohort (FY2019)
52.4%
45.1%
Fall 2014 Cohort (FY2020)
53.4%
44.4%
Fall 2015 Cohort (FY2021)
54.4%
44.0%
http://www.txhigheredaccountability.org/AcctPublic/?goal=#goal27&sector=twoYearCC&instId=87
Other retention/persistence measures used include 3/4/6 graduation rates of first-time, full-time
entering, credential-seeking, undergraduates who have graduated. There has been evidence of
gain made in persistence goals as evidenced by increases in 3 and 4-year graduation rates. It
is important to note that this occurred during pandemic years. Increased efforts by programs to
ensure that programs have proper sequencing and bolstered advising are some examples of
85 Form edited December 2022
strategies CBC is employing to support student achievement. Increases in the lead indicators 3-
and 4-year graduation rates provide some indication that program revisions may be supporting
student achievement goals. CBC’s 28.3% 3-year graduation rate is slightly above the Texas
medium-sized cohort rate of 28.3%. The CBC 4-year graduation rate 35.2% is also slightly above
the Texas medium-sized cohort of 34.9% [16].
3/4/6 Graduation Rates
First-time, full-time entering, credential-seeking, undergraduates who have graduated.
Cohort
Graduation
Rate 3 year
Threshold
Graduation Rate 4
year
Threshold
Graduation Rate 6
year
Threshold
Target
Actual
Target
Actual
Target
Actual
Baseline fall 2008
Cohort (FY2014)
22.3%
22.3%
28.2%
26.3%
40.4%
36.1%
Fall 2009 Cohort
(FY2015)
23.3%
31.2%
29.2%
27.2%
41.4%
33.8%
✓
Fall 2010 Cohort
(FY2016)
24.3%
28.5%
30.2%
36.3%
42.4%
33.3%
✓
Fall 2011 Cohort
(FY2017)
25.3%
27.3%
31.2%
32.4%
43.4%
34.9%
✓
Fall 2012 Cohort
(FY2018)
26.3%
25.9%
32.2%
33.5%
44.4%
45.6%
Fall 2013 Cohort
(FY2019)
27.3%
27.2%
33.2%
30.8%
45.4%
40.3%
Fall 2017 Cohort
(FY2020)
28.3%
22.3%
34.2%
26.3%
46.4%
39.8%
Fall 2018 Cohort
(FY2021)
29.3%
31.2%
35.2%
30.8%
47.4%
39.2%
http://www.txhigheredaccountability.org/AcctPublic/?goal=#goal27&sector=twoYearCC&instId=87
Course Completion Rates in a College Level Course
CBC is a comprehensive college legislated to provide access to all students, even those
students not college ready. Therefore, it is important to understand student achievement for
students prepared for college courses and for those who enter underprepared. CBC has fallen
below the threshold in these achievement goals and identified that there is a considerable
disparity between prepared students (college ready) and underprepared (requiring
developmental education). These rates were reviewed at the Texas Pathways Institute in Fall
2022. Action plans [17] were developed.
CBC has also implemented a 100% co-requisite model of developmental education. This means
that 100% of students who are not college ready will be allowed, if they score within a certain
range, to co-enroll in a college level math, reading/writing course, and a developmental
education course. This provides aligned support as the student moves through the college level
course allowing the student to become college ready much quicker. CBC will continue to analyze
and evaluate course completion rates and any disparity between those students entering college
ready and those underprepared.
Successful Course Completion
Prepared Students Completing a College Level Course
College level course completion (Grade A, B, C) including pre-matriculation credit.
Prepared Students Completing a College Level Course
Cohort
Math
Threshold
Reading
Threshold
Writing
Threshold
Target
Actuals
Target
Actuals
Target
Actuals
Baseline
25.7
57.0
78.4
83.0
40.4
68.8
86 Form edited December 2022
FY2014
FY2015
26.7
56.4
✓
79.4
85.7
41.4
71.4
FY2016
27.7
67.7
80.4
86.0
42.4
77.2
FY2017
28.7
67.3
81.4
87.2
43.4
74.6
FY2018
29.7
66.7*
82.4
73.3*
✓
44.4
81.6*
FY2019
30.7
83.4
45.4
FY2020
31.7
84.4
46.4
FY2021
32.7
85.4
47.4
*2018 has a large difference in prepared vs. unprepared students compared to previous years
http://www.txhigheredaccountability.org/AcctPublic/?goal=#goal27&sector=twoYearCC&instId=87
Underprepared Students Completing a College Level Course
College level course completion (Grade A, B, C) including pre-matriculation credit. Baseline data is Fall2009 Cohort
for Fall 2014 reporting period.
Unprepared Students Completing a College Level Course
Cohort
Math
Threshold
Reading
Threshold
Writing
Threshold
Target
Actuals
Target
Actuals
Target
Actuals
Baseline
FY2014
17.9
17.8
55.2
50.8
33.9
34.0
FY2015
18.9
21.3
56.2
51.1
34.9
38.7
FY2016
19.9
17.0
57.2
46.8
✓
35.9
37.4
FY2017
20.9
15.3
✓
58.2
48.4
✓
36.9
33.7
✓
FY2018
21.9
21.3*
59.2
45.7*
✓
37.9
45.4*
FY2019
22.9
60.2
38.9
FY2020
23.9
61.2
39.9
FY2021
24.9
62.2
40.9
*2018 has a large difference in prepared vs. unprepared students compared to previous years
http://www.txhigheredaccountability.org/AcctPublic/?goal=#goal27&sector=twoYearCC&instId=87
Graduation Rates (IPEDS)-CBC SACSCOC Designated Student Achievement Indicator
CBC also evaluates student achievement using metrics that can be benchmarked nationally.
Students attending Coastal Bend College are seeking certificates and two-year associate
degrees. The degrees are designed to be attained in two years. Therefore, CBC believes that
the IPEDS Graduation Rate (150% standard time) is an appropriate rate to use to measure
student completion and graduation. Completion/Graduation aggregated cohort rates are the
highest they have been since the benchmark year for CBC.
However, overall graduation rates for the IPEDS Graduation Rate (150% standard time)
indicator in recent years have been consistently lower overall for CBC students compared to the
rates achieved by students in Texas Community Colleges. Goals set for disaggregated
subgroups such as those set for gender and race/ethnicity include decreasing the disparity
between the subgroups. What is important to note is that CBC is a Hispanic serving institution
with over 70% of the student body reporting Hispanic (see chart below). These demographics
have remained somewhat consistent over the years. CBC is working to develop a QEP that will
include action plans to address disparities and inequities in student populations in response to
the disparities in completion data.
87 Form edited December 2022
Data retrieved from Texas Higher Education Coordinating Board Accountability System (CBM 001 reports)
Completion/Graduation Rates
IPEDS Graduation Rate (150% standard time)
https://nces.ed.gov/ipeds/datacenter/FacsimileView.aspx?surveyNumber=8&unitId=223320&year=2019
Licensure
Coastal Bend College has five workforce programs that provide students opportunities to
achieve external licensure or certification. Successful pass rates on these exams are considered
an important measure of student achievement. CBC monitors and reports these rates to the
Texas Higher Education Coordinating Board (THECB) annually per their reporting requirements.
These rates represent the number of students who have sat for an exam and the number of
students who passed the exam during an academic year (September through August). These
rates do not necessarily align with the rates from the external agencies such as the Board of
Nursing (BON). The BON provides rates reflecting a calendar year from January through
88 Form edited December 2022
December and only utilizes first time attempt performances. Both the rates reported to the state
and the reports reflected by the agencies are reviewed annually by program faculty and
administrators, and professional development or program improvements are implemented in
response.
Recently, the licensure rates collected by the BON for the nursing programs indicated a need
for some significant changes. The data to the THECB indicated that nursing students were
passing the external certification, but it is taking them multiple attempts, thereby decreasing the
first attempt scores needed for the program to remain in good standing with the BON. Many
curricular changes have taken place because of this finding. These include hiring an external
nursing consultant to completely review all the curriculum, policies, and practices. Faculty and
staff have worked with the consultant to identify plans for corrective action.
Entry level requirements have been revised to ensure that students entering the program are
entering with demonstrated success and abilities needed to succeed. All nursing faculty now
have access to and have participated in professional development webinars and training through
Assessment Technologies Institute (ATI). ATI provides over fifty webinars on program
evaluation, teaching and learning, assessment and evaluation strategies, curriculum
development and evaluation, learner development and socialization, nurse educator role, and
scholarship, service, leadership. Full-time nursing faculty have access to a subscription for
NurseTim Incorporated. This subscription provides faculty professional development webinars
on certification exam preparation, curriculum, teaching strategies, clinical practice, assessment
and exams, and lab and clinical education.
Professional development is focused on updates on industry standards and mastery of subject
matter of instruction. Faculty in the Dental Hygiene program are provided opportunities for
professional development in the topics that they are instructing as required by Commission on
Dental Accreditation. This is through an online platform, in-services at the institution, or
conferences. Radiologic Technology faculty attend the Association of Collegiate Educators in
Radiologic Technology (ACERT) annual conference each February to learn from industry
experts, receive continuing education units (CEUs) as required to renew their license, and
network. Vocational Nursing faculty participate in online professional development and
attendance of the Texas Association of Vocational Nurse Educator (TAVNE) annual
conference.
Licensure Pass Rate
Texas Licensure Data Reporting System, https://www1.thecb.state.tx.us/apps/cb116/licensure/pick_cip.cfm
89 Form edited December 2022
Publishes and Documents Goals and Outcomes
Coastal Bend College publishes and documents student achievement information on the college
website [18]. It is published and documented on the Texas Higher Education Coordinating Board
Accountability Website [19], Texas Success Center Dashboard [20] and in Institutional Resumes
[21].
Student achievement data are regularly monitored and discussed among our faculty and staff
when focusing efforts for continuous improvement. Initiatives like Texas Pathways [22],
Achieving the Dream [23], Title III Strengthening Institutions Grant [24], are used to inform and
support the continuous improvement efforts of the institution resulting in students and the
college reaching achievement goals and outcomes.
Evidence
[1] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[2] Coastal Bend College Mission
[3] Building a Talent Strong Texas Strategic Plan for Higher Education (THECB)
[4] CBC Strategic Plan Goals
[5] SACSCOC Completion Measure Selection Notification
[6] List of Vocational, technical, and academic programming
[7] Texas Accountability System Dashboard
[8] Texas Medium Sized Cohort of Community Colleges
[9] Texas Success Center-Pathway Meeting Events
[10] Texas Success Center-Pathway Meeting Event CBC Attendees
[11] Texas Success Center Data Dashboard
[12] CBC Pathways Action Plan
[13] THECB Accountability System (txhigheredaccountability.org) Medium Sized College
Graduation Rates
[14] CBC Curriculum Committee Minutes April 2022
[15] CBC ATD Annual Report and Texas Pathways Action Plan
[16] Texas Medium Colleges ¾/6 Year Graduation Rates-Dashboard
[17] Pathways Action Plan
[18] CBC College Website-Student Achievement Webpage
[19] Texas Higher Education Coordinating Board Accountability Dashboard
[20] Texas Success Center Dashboard
[21] Institutional Resume
[22] Texas Pathways
[23] Achieving the Dream
[24] Title III Strengthening Institutions Grant
8.2.a The institution identifies expected outcomes, assesses the extent to which it
achieves these outcomes, and provides evidence of seeking improvement based
on analysis of the results in the areas below:
90 Form edited December 2022
Coastal Bend College (CBC) identifies student learning outcomes for all programs, assesses
the extent to which it achieves these outcomes, and provides evidence of seeking improvement
based on analysis of the results for each of its educational programs.
Coastal Bend College (CBC) is a comprehensive medium sized designated Hispanic-serving
community college and is legislated [1] to primarily serve “their local taxing districts and service
areas in Texas” and offer “vocational, technical, and academic courses for certification or
associate degrees. Continuing education, remedial and compensatory education consistent with
open-admission policies, and programs of counseling and guidance” are to be offered as well.
The CBC program student learning outcome (PSLO) assessment process [2] is ongoing, and a
timeline of assessment is in place. These processes are the same across the Associate of Arts
(A.A.), Associate of Science (A.S.), and Associate of Applied Science (A.A.S.) and associated
certificate programs and have been ongoing for many years. Faculty continue to mature in the
quality of assessment, analysis, use of results to seek improvement, and review of the success
of the improvement plans.
Identifies expected outcomes
CBC faculty identify program-level student learning outcomes (PSLO) and collegiate-level
general education competencies (GEC) or Career and Technical Education and Allied Health
Secretary’s Commission on Achieving Necessary Skills (SCANS)/Onet competencies for all
undergraduate degree programs. This process results in continuous improvement of student
learning over time and directly aligns with the CBC Strategic Plan [3] to “provide equitable
opportunities for lifelong learning and training needs by empowering students through engaging
quality instruction, enhancing supportive learning communities; and providing comprehensive
student-centered services and programs to ensure that students reach their aspirations.”
Seventy percent of CBC students are academic transfer majors at CBC. Transfer and general
education program faculty have identified program student learning outcomes for the Associate
of Arts and the Associate of Science General Studies program (A.A. and A.S. Program Student
Learning Outcomes) [4]. These are the set of student learning outcomes that all students
completing the program are expected to obtain regardless of the location or mode of
instruction. These learning outcomes are in alignment with course student learning outcomes
published by the Texas Higher Education Coordinating Board in the Lower Division Academic
Course Guide Manual (ACGM) [5]. These learning outcomes are developed at the state level by
vertical teams of community college and university faculty from across the state. Additionally,
they work to align curricula with transfer universities’ expectations through pathway
articulations.
Texas has identified a set of core objectives [6] for students in Texas colleges and universities.
These core objectives are designed to allow all students in associate degree programs to attain
essential general education competencies. These, along with the program student learning
outcomes, are reviewed annually and during the program evaluation process. They are updated
as needed. The most recent program evaluation and program learning outcome update
completed at CBC was the A.A. and the A.S. program evaluation in 2021 and 2022 [7] and the
Career and Technical Education division completed AAS Program Reviews in 2022 [8]. The
institutional effectiveness process of program evaluation allows greater attention to be provided
to overall program effectiveness in achieving program student learning outcomes and program
goals.
91 Form edited December 2022
Thirty percent of CBC students are Career and Technical Education (CTE) and Allied Health
(AH) majors. CTE and AH faculty have identified a set of program student learning outcomes for
each program. These are the set of student learning outcomes that all students completing the
program are expected to attain regardless of location or mode of instruction. The identification
of program student learning outcomes is informed through a variety of sources, such as advisory
committees, licensing and accreditation agencies, state level guidance, and the United States
Department of Labor. Student learning outcomes are included in the CTE and AH Assessment
Plan Report (CTE and AH Assessment Report [9]).
CTE and AH program faculty meet with advisory committees comprised of industry and
professional representatives to review curricula and standards [10] needed to maintain relevant
quality programs. The Texas Higher Education Coordinating Board (THECB), a legislated board
who supports compliance with Texas Administrative and Education Code in higher education,
also provides course level student learning outcomes in a Workforce Education Course Manual
[11] for CTE and AH programs. These learning outcomes are developed at the state level by
teams of CTE and AH faculty from across the state. All courses in CTE and AH include these
student learning outcomes. Faculty also work to identify industry specific knowledge and skills
such as those found in O*Net, a network developed under the sponsorship of the U.S.
Department of Labor/Employment and Training Administration (O*Net) [12]. Allied Health
program faculty additionally align curricula with program accreditation standards when relevant.
Assess the extent to which it achieves these outcomes
Course and program level outcomes and SCANS/GEC skills are shared with all faculty teaching
the course and are included in the CBC Master Syllabi [13]. This ensures that all students,
regardless of the location or mode of instruction, receive instructional opportunities to attain the
outcomes and skills and are included in student learning outcome assessment. Assessment
findings are disaggregated to understand the different performances across instructional modes
when relevant. Program Directors and Faculty Division Coordinators and Assistant Coordinators
assist faculty with the annual assessment process and work with them to collect assessment
data. The CBC General Education Assessment Review Committee (GEAR) [14], the CBC
Student Learning Assessment Team for Excellence (SLATE) committee [15], the CBC
Curriculum Committee [16] and Executive Director of Institutional Effectiveness and Research
[17] support faculty and provide ongoing feedback.
Student learning outcome (SLO) assessment is systematic and ongoing. Multiple measures of
assessment are used by faculty to understand the level of attainment. Examples of assessment
measures used included capstone projects [18], rubric scored assignments [19], and lab exams
[20]. Faculty employ a 10-step assessment process [21] to assess program student learning
outcomes. Roles, responsibilities, and timelines are detailed and all program faculty across the
college follow the process. This process is systemic and sustainable and is described in the
CBC Instructional Assessment Manual [22]
Assessment Processes and timelines are in place for instructional planning, assessment, and
evaluation and are detailed in the CBC Instructional Assessment Manual. While the full
assessment cycle of all program learning outcomes are not all assessed annually, the
assessment of student learning outcomes (SLOs) occurs annually. Some SLOs are assessed
in the fall, some in the spring, either annually or every other year, depending on when the
courses designated for assessment are offered. This allows faculty time to review data and to
develop and implement improvement plans prior to subsequent assessment. Faculty may also
choose to assess some learning outcomes more frequently or less frequently dependent on
student performance and the nature of the improvement plans.
92 Form edited December 2022
Evidence of seeking improvement based on analysis of the results for each of its
educational programs
All assessment processes were revised over the last three years to ensure that faculty must fully
analyze assessment findings and develop relevant improvement plans. As a result, many
assessment plans were revised. Guidance was provided to faculty to ensure that assessment
measures used allowed for faculty to identify where learning could be improved. Faculty turning
in findings indicating that “targets are met” and/or “no improvement is needed” meet with the
Executive Director of Institutional Effectiveness and Research and GEAR committee members
to discuss ways to identify better assessment measures (including the use of rubrics) that allow
for a better understanding regarding the differentiated levels of student performance regarding
the student learning outcomes. Faculty were also provided with assistance in building
improvement plans. The effectiveness of improvement plans is evaluated after each subsequent
round of assessment to assess the full impact of the improvement plan. Examples include the
Annual Student Learning Outcomes Assessment Reports [23] for 2019-20, 2020-21, and 2021-
2022.
Program faculty are fully involved with analyzing assessment findings and developing plans of
action for improving student learning. This process is guided by Directors, Faculty Division
Coordinators, Assistant Coordinators and content expert faculty. Instructional deans, the GEAR
Committee, the SLATE committee and the Executive Director of Institutional Effectiveness and
Research assist and provide support. The program evaluation process has also been completely
revised so that careful attention can be given to the review of program learning along with other
program effectiveness measures and all programs have gone through at least one review since
the revision.
A Closing the Loop Annual Assessment Report was submitted by the Transfer and General
Education (TGE) faculty at the close of the 2020-2021 [24] and 2021-2022 [25] academic year.
This is a follow-up report in response to the changes submitted in the fall 2020 and fall 2021
A.A. and A.S. Program Evaluation and includes learning outcomes, assessment plans, results,
improvement plans and evidence that faculty are evaluating the effectiveness of the
improvement plans. It is designed to document the process of program student learning outcome
revision and subsequent implementation and completion of the student learning outcome
assessment annual process. Detailed assessment, findings, improvement plans, and
subsequent analysis of improvement plans are documented in this reports.
In addition, it is important to note that the nursing programs implemented a comprehensive
computerized program student learning outcome assessment process (with program learning
outcomes) in direct alignment with the NCLEX exam learning outcomes. The NCLEX is an exam
that the National Council of State Boards of Nursing (NCSBN) developed to test the competency
of nursing school graduates in the United States and Canada. This assessment process is
systematic and occurs sequentially throughout the program pathway. Students are provided
immediate remediation feedback on key learning outcomes and faculty receive class reports.
Nursing faculty meet annually with content expert representatives from the testing organization.
Annual comparative data is presented to the faculty and improvement plans are developed for
the next academic year based on the findings and review. Examples of these results are included
in the CTE and AH Assessment Reports [26].
Review of student learning and programs have led to many changes in CBC’s curricula and
programs as noted in the Assessment Reports. For example, changes are noted in the CBC
Curriculum Committee Minutes [27] where courses were re-sequenced to better align the
93 Form edited December 2022
learning outcomes. All courses and programs have been completely reviewed and revised in
the last three years to ensure currency and relevance.
Evidence
[1] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[2] Program Student Learning Outcome (PSLO) Assessment Process
[3] CBC Strategic Plan
[4] AA and AS Program Learning Outcomes
[5] Lower Division Academic Course Guide Manual (ACGM)
[6] Texas Core Objectives
[7] A.A. and the A.S. program evaluation in 2021 and 2022
[8] AAS Program Reviews
[9] Career and Technical Education and Allied Health Assessment Report
[10] CTE and AH Advisory Board Minutes
[11] Workforce Education Course Manual
[12] U.S. Department of Labor/Employment and Training Administration (O*Net)
[13] CBC Master Syllabi Examples
[14] CBC General Education Assessment Review Committee (GEAR)
[15] Student Learning Assessment Team for Excellence (SLATE) committee
[16] CBC Curriculum Committee
[17] Executive Director of Institutional Effectiveness and Research
[18] Capstone Project example
[19] Rubric Scored Assignment example
[20] Lab Exam example
[21] 10 Step Assessment Process
[22] CBC Instructional Assessment Manual
[23] Annual Student Learning Outcomes Assessment Reports
[24] Closing the Loop Annual Assessment Report 2020-2021
[25] Closing the Loop Annual Assessment Report 2021-2022
[26] CTE and AH Assessment Report
[27] CBC Curriculum Committee Minutes
8.2.b Student learning outcomes for collegiate-level general education
competencies of its undergraduate degree programs.
(Student outcomes: general education)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) identifies student learning outcomes for collegiate-level
general education competencies of its undergraduate associate degree programs, assesses the
extent to which it achieves these outcomes, and provides evidence of seeking improvement
based on analysis of the results for student learning outcomes for its collegiate-level general
education courses in its undergraduate degree programs.
Coastal Bend College (CBC) is a comprehensive medium-sized designated Hispanic-serving
community college and is legislated [1] to primarily serve “their local taxing districts and service
94 Form edited December 2022
areas in Texas” and offer “vocational, technical, and academic courses for certification or
associate degrees. Continuing education, remedial and compensatory education consistent
with open-admission policies, and programs of counseling and guidance” are to be offered as
well.
The CBC program student learning outcome (PSLO) assessment process [2] for collegiate-level
general education competencies is ongoing, and a timeline of assessment is in place. These
processes are the same across the Associate of Arts (A.A.), Associate of Science (A.S.), and
Associate of Applied Science (A.A.S.) programs and have been ongoing for many years. Faculty
continue to mature in the quality of assessment, analysis, use of results to seek improvement,
and review of the success of the improvement plans.
Identifies expected outcomes
Texas has identified a set of core objectives [3] for students in Texas colleges and universities.
These core objectives are designed to allow all students in associate degree programs to attain
essential general education competencies. The competencies are embedded in general
education core courses. These are the set of student learning outcomes that all students
completing the program are expected to obtain regardless of the location or mode of
instruction. They are identified in the CBC Administrative Master Syllabus [4] to ensure that all
faculty teaching the course understand that these are course requirements. These learning
outcomes help students gain a foundation of knowledge of human cultures and the physical and
natural world, develop principles of personal and social responsibility for living in a diverse world,
and advance intellectual and practical skills that are essential for all learning. These learning
outcomes are in alignment with the course student learning outcomes mandated by Texas
Administrative Code (TAC) Title 19, Chapter 4, Subchapter B, Rule 4.30 [5] which reads:
“Each public institution of higher education shall evaluate its core curriculum through the
assessment of the core objectives on an ongoing basis, reporting the results of the assessment
to the Board every ten years on the schedule that accords with the institution's accreditation
reaffirmation self-study report to the Southern Association of Colleges and Schools or its
successor.”
The GECs at CBC [6] perfectly align with these state-mandated core objectives [7] and meet the
state requirements by providing:
• a description of the assessment process for each of the six core objectives
• an explanation of measures, methodology, frequency, and the timeline of assessment
activities
• the criteria and/or targets used to benchmark the attainment of the six core objectives
• the results of the assessment, including evidence of the level of attainment targeted
and achieved for each of the six core objectives
• an analysis of the results, including an interpretation of assessment information; and
• any actions planned, including how the results and analysis of the assessment
process will be used to improve student learning and achievement.
CBC’s learning outcomes for the GECs are in alignment with those developed at the state level
by vertical teams of community college and university faculty from across the state. CBC’s
GECs [8] are as follows:
General Education Competencies (GECs)
95 Form edited December 2022
• Critical Thinking Skills - creative thinking, innovation, inquiry, and analysis, evaluation,
and synthesis of information.
• Communication Skills - effective development, interpretation, and expression of ideas
through written, oral, and visual communication.
• Empirical and Quantitative Skills - manipulation and analysis of numerical data or
observable facts resulting in informed conclusions.
• Teamwork - ability to consider different points of view and to work effectively with
others to support a shared purpose or goal.
• Social Responsibility - intercultural competence, knowledge of civic responsibility, and
the ability to engage effectively in regional, national, and global communities
• Personal Responsibility - ability to connect choices, actions, and consequences to
ethical decision-making foundational component areas.
Texas has legislated [9] the courses to embed specific general education competencies. GECs
are mapped to specific courses and these courses are included within each instructional degree
program [10] to ensure that comprehensive assessment takes place and continuous
improvement occurs across the general education curriculum. A GEC crosswalk [11] linking the
GECs with the core component areas comprising the Associate of Arts (A.A.) and Associate of
Science (A.S.) degrees was created to ensure that students in all programs have courses with
all general education competencies. The 15-semester hour general education core curriculum
of the Associate of Applied Science (AAS) degree [12] utilizes core courses drawn from the
same core curriculum as the A.A. and A.S. degrees. Associate of Applied Science (A.A.S.)
degree programs also have competencies beyond the general education competencies aligned
within their workforce major. These are addressed in program assessment.
Assess the extent to which it achieves these outcomes
The General Education Assessment Review (GEAR) Committee [13] oversees the assessment
process for general education competencies. This committee is comprised of the Dean of
Transfer and General Education and the faculty division coordinators that oversee [14] the
general education curriculum. While Texas has only legislated a 10-year assessment cycle to
align with the Southern Association of Colleges (SACSCOC) reaffirmation cycle, CBC has
implemented a schedule of assessment [15] in which a subset of competencies is evaluated
each year. All competencies are evaluated within a 3-year assessment cycle that allows CBC to
generate assessment findings and actions seeking improvement across the full cycle.
Course GEC skills are shared with all faculty teaching the course and are included in the CBC
Master Syllabi [16]. This ensures that all students, regardless of the location or mode of
instruction, receive instructional opportunities to attain the outcomes and skills and are included
in student learning outcome assessment. Assessment findings are disaggregated to understand
the different performances across instructional modes when relevant.
Faculty division coordinators and assistant coordinators [17] assist faculty with the annual
assessment process and work with them to collect assessment data. The CBC General
Education Assessment Review Committee (GEAR), the CBC Student Learning Assessment
Team for Excellence (SLATE) committee [18], the CBC Curriculum Committee [19] and
Executive Director of Institutional Effectiveness and Research [20] support faculty and provide
ongoing feedback.
Evidence of seeking improvement based on analysis of the results
96 Form edited December 2022
General Education Competencies were reviewed and revised in 2019-2020, after faculty and
staff identified the processes used in prior years were not allowing faculty to understand student
performance and did not provide opportunities to improve student learning. During the 2020-
2021 and 2021-2022 assessment cycles, GECs were assessed by all Transfer and General
Education (TGE) Instructional Divisions. The General Education Assessment Review (GEAR)
Committee oversaw this process. Assessment took place in a total of 41 general education
courses and in over 95% of the cases, action plans for improvement were put into place.
The impact of these action plans ranged from ineffective to significantly effective. Covid-19
impacted the assessment process in various ways. Enrollment was reduced and resulted in
smaller sample sizes. In addition, all courses were moved online, and the face-to-face modality
was not represented. These annual assessment cycles will be retained to allow for additional
reiterations of the complete assessment process prior to the 2024 SACS-COC reaffirmation.
The overall changes for the 2021-2022 assessment cycle were to streamline the assessment
process by combining the assessment and action plan forms into a single document, update the
manual to align with the new form, and to provide additional professional development and
oversight.
All completed assessments are stored in the Transfer and General Education (TGE) SharePoint
site by the respective general education faculty division coordinators. These completed
assessment plans are incorporated into the Annual “Closing the Loop” General Education
Assessment Reports for 2020-2021 [21] and 2021-2022 [22]. These reports are the compilation
of all general education assessments and present overall assessment results, improvement
plans, and the effectiveness of the assessment-driven improvement plans. The intent of this
annual review process is to ensure that ongoing comprehensive assessment of the general
education competencies is taking place and the institution is making continuous improvements
through the assessment process.
The Student Learning Assessment Team for Excellence (SLATE) [23] will be working with the
GEAR committee to provide additional peer review and feedback. Now that Coastal Bend
College has fully implemented cycles of assessment and demonstrated that faculty are
implementing plans of improvement based on analysis of the assessment resulting in
improvement, this team will work to take the assessment processes to a second iteration of
development by implementing High Impact Practices into the system of assessment.
Evidence
[1] Texas Education Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[2] CBC Program Student Learning Outcome Assessment Process
[3] Texas Core Objectives
[4] CBC Administrative Syllabus Examples
[5] Texas Administrative Code (TAC) Title 19, Chapter 4, Subchapter B, Rule 4.30
[6] CBC General Education Competencies
[7] Texas Core Objectives
[8] Instructional Assessment Handbook-Page
[9]
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_t
loc=&p_ploc=&pg=1&p_tac=&ti=19&pt=1&ch=4&rl=28
[10] CBC Course Catalog and Student Handbook pages
[11] Instructional Assessment Handbook-Page
97 Form edited December 2022
[12] CBC Course Catalog and Student Handbook pages
[13] CBC Committee Handbook-page
[14] CBC General Education Assessment Review (GEAR) Committee Minutes
[15] Instructional Assessment Handbook-Page
[16] CBC Master Syllabi examples
[17] Assistant Coordinators Job Descriptions
[18] CBC Student Learning Assessment Team for Excellence (SLATE) committee
[19] CBC Curriculum Committee
[20] Executive Director of Institutional Effectiveness and Research
[21] Annual “Closing the Loop” General Education Assessment Reports for 2020-2021
[22] Annual “Closing the Loop” General Education Assessment Reports for 2021-2022
[23] Student Learning Assessment Team for Excellence Minutes
8.2.c Academic and student services that support student success.
(Student outcomes: academic and student services)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) identifies expected outcomes for its academic and
student services that support student success and demonstrate the extent to which the
outcomes are achieved through an Institutional Strategic Planning Process [1]. CBC identifies
academic and student support services [2] as those with budgetary control and an academic
and student service function. The Dean of Student Services is identified as administrative
support services and included in comprehensive standard 7.3.
Identifies expected outcomes
Coastal Bend College has implemented an annual operational planning process [3] that is
aligned with strategic and budgetary planning. Annual planning begins during the spring
semester during the annual strategic planning retreat [4]. During this retreat, budget managers
from academic and student services join the administrative support service managers and
receive an update as to the planned CBC Board of Trustee approved Annual Planning Priorities
[5] for the next fiscal year. They are also provided with an overview of the prior year’s
accomplishments [6] and reminded of strategic plan goals and objectives [7].
They are then tasked with reviewing their own planning and budgeting from the previous year,
which is compiled in their Annual Planning Reports [8]; the status of their current plans and
budgets, which is approved for implementation with the new budget approval in the fall; and the
Board of Trustees (BOT) approved annual planning priorities and the strategic plan.
All academic and student support services then work to propose a new annual plan and budget
for the next fiscal year. Within the respective administrative services units, employees work
together to establish SMART objectives based on data with actionable planning tasks
associated. To aid in this creation, a unit planning template [9] and unit planning instruction
manual [10] is provided to each planning unit manager at the strategic planning retreat in the
spring semester of each year. Additional resources such as the Planning and Budgeting Manual
98 Form edited December 2022
[11], How to Write SMART Objectives Guide [12], and training regarding the process is also
provided at this event, in which activities are designed to promote collaborative and active
discussions.
During the annual planning cycle, each academic and student support service planning unit
manager evaluates its purpose, goals, and current plans, and then develops specific objectives
that link to and support the college strategic priority, objectives, and annual planning priorities.
At the end of the planning cycle, each unit assesses whether it has accomplished its intended
objectives, and this is documented in the annual reports.
Demonstrates the extent to which the outcomes are achieved
Assessment/evaluation of the annual year occurs in August/September of each year. Data is
gathered and analyzed to determine the extent to which the outcomes from the year are
achieved. This information is necessary to adjust current plans approved with the new planning
budget to achieve greater results in the newly commenced fiscal year (FY) cycle.
The Institutional Annual Planning Summary Report [13], where improvements and outcomes are
demonstrated and projected planning objectives for the next year are identified for each planning
unit, provides institutional benchmarks and current measures as to how fruitful the previous
year’s planning impacted the college mission and strategic plan goals and objectives.
The table below provides links to academic and student support services unit planning managers
and their annual plans/reports for the last three years. The extent to which the outcomes were
planned and achieved are included for each of the years. The unit plans and annual reports for
the Dean of Student Services are included in Comprehensive Standard 7.3. New planning units
will be added in the next planning cycle to separate Accessibility, Residential Life, Advising, and
Student Success into their own planning units. Currently, these units are represented in Student
Services and Accessibility.
Academic and Student Support Services Unit Plans and Annual Summary Reports
Unit
Unit Plans
Annual Reports
Library Services
[14]
[15]
Financial Aid
[16]
[17]
Admissions/Registrar
[18]
[19]
Dual Credit
[20]
[21]
Testing Services
[22]
[23]
Student Services and Accessibility
[24]
[25]
In addition to using institutional data as benchmarks and targets, departmental units collaborate
with the Office of Institutional Effectiveness & Research, which facilitates the administration and
evaluation of focus groups and surveys, such as the Community College Survey of Student
Engagement (CCSSE) [26], Registration Survey [27], Student Internet Connectivity and
Accessibility Survey [28], Campus Tour Survey [29], and Graduation Survey [30] to elicit student
feedback regarding the services and supports available at Coastal Bend College. Additional
interdepartmental initiatives are aimed towards providing support for student success, including
the Achieving the Dream initiatives [31] and the Texas Pathways initiative [32], all of which are
measurable outcomes-oriented plans designed to enhance academic and student services
which support student success.
99 Form edited December 2022
CBC is always ready to evaluate its academic and student support services and identify ways
to improve. In the summer of 2022, CBC was awarded a professional development grant and
invited to participate in the Advising Success Network [33] for the 2022-2023 academic year.
The mission of the network “is to help institutions build a culture of student success, with a focus
on students from low-income backgrounds and Black, Latinx/a/o, Indigenous, Asian, and Pacific
Islander students, by identifying, building, and scaling equitable and holistic advising solutions
that support all facets of the student experience.” The CBC continuous improvement model is
embedded in the operations at Coastal Bend College, including in academic and student support
services.
Evidence
[1] CBC Institutional Strategic Planning Process
[2] CBC Organization Chart with Academic and Student Support Services
[3] CBC Annual Operational Planning Process
[4] Annual Strategic Planning Retreat
[5] CBC Board of Trustee approved Annual Planning Priorities
[6] CBC Board of Trustee Minutes-February 2022
[7] CBC Board of Trustee Minutes-January 2022
[8] CBC Annual Planning Report Template
[9] CBC Unit Planning Template
[10] CBC unit planning instruction manual
[11] CBC Planning and Budgeting Manual
[12] CBC How to Write SMART Objectives Guide
[13] Institutional Annual Planning Summary Report
[14] Library Services Unit Plans
[15] Library Services Annual Reports
[16] Financial Aid Unit Plans
[17] Financial Aid Annual Reports
[18] Admissions/Registrar Unit Plans
[19] Admissions/Registrar Annual Reports
[20] Dual Credit Unit Plans
[21] Dual Credit Annual Reports
[22] Testing Services Unit Plans
[23] Testing Services Annual Reports
[24] Student Services and Accessibility Unit Plans
[25] Student Services and Accessibility Annual Reports
[26] Community College Survey of Student Engagement (CCSSE)
[27] Registration Surveys
[28] Student Internet Connectivity and Accessibility Survey
[29] Campus Tour Survey
[30] Graduation Survey
[31] Achieving the Dream Initiative
[32] Texas Guided Pathways Initiative
[33] Advising Success Network
100 Form edited December 2022
Section 9: Educational Program Structure and Content
9.1 Educational programs (a) embody a coherent course of study, (b) are compatible
with the stated mission and goals of the institution, and (c) are based on fields of
study appropriate to higher education.
(Program content) [CR; Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) offers degree programs that demonstrate a coherent
course of study, align with the college’s mission and goals, and are grounded in fields of study
appropriate to higher education.
All degree programs offered at CBC are approved by the Texas Higher Education Coordinating
Board (THECB), SACSCOC and other program accreditors when appropriate, and contain state
approved courses drawn from the Workforce Education Course Manual [1] or the Lower Division
Academic Course Guide Manual [2]. CBC offers Associate of Arts (A.A.), Associate of Science
(A.S.), and Associate of Applied Science (A.A.S.) degree programs. An overview of CBC
degrees and certificates can be found in the CBC College Catalog and Student Handbook [3].
These programs support CBC’s mission [4] to serve its diverse student population through
“superb education and life enhancing opportunities." CBC follows the standards set forth by the
Texas Higher Education Coordinating Board (THECB) Guidelines for Instructional Programs in
Workforce Education [5], THECB Rules for Developing Associate Degree Programs [6] and the
Texas Administrative Code [7] for approving new programs aligned with job market need,
student demand, curriculum design, and faculty qualifications.
All programs, regardless of the location or mode of instruction follow the same guidelines for
development, review, curriculum outlines and master syllabi.
(a) Educational programs embody a coherent course of study
Programs offered at CBC comply with rules and regulations as legislated [8] and are in
alignment with other Texas community colleges and approved for implementation by the state
of Texas and SACSCOC. CBC Policy EE(Local) [9] requires that the college continually
reappraise programs to ensure that the courses meet the needs of the community and the
students. Program reviews are in place for all programs and guide reappraisal of program
student learning outcomes (PSLOs) and the selection of courses for the programs.
The CBC Curriculum Handbook [10] provides guidance to faculty regarding the development
and approval of new programs. Guidelines in the Handbook adhere to state and SACSCOC
requirements. Each CBC associate degree program includes general education, commonly
referred to as the “core curriculum” in Texas. The core curriculum [11] for the academic transfer
degree programs is legislated [12] by the state of Texas to include 42 semester credit hours
(SCH) for academic associate degree programs (A.A., A.S.). The remaining hours in these
programs are elective and students are advised on courses based on their transfer pathway. A
suggested course of study for these programs are included in the CBC College Catalog and
Student Handbook [13].
101 Form edited December 2022
The core curriculum for A.A.S. degree programs as indicated in the Guidelines for Instructional
Programs in Workforce Education (GIPWE) [14], must include at least 15 semester credit hours
of core curriculum courses and must include at least 3 SCH in each area: Humanities/Fine Arts,
Social/Behavioral Sciences, and Natural Sciences/Mathematics. The remaining hours in the
A.A.S. degrees include sequenced major specific coursework. All A.A.S. degree programs and
associated certificates are outlined in the CBC College Catalog and Student Handbook [15].
CBC strives to develop a coherent sequence of courses in every degree program that provides
students with progressive skills and knowledge that become more than the sum of its parts.
Initial courses are designed to provide the skills and knowledge required by subsequent work,
so that each program becomes more than a mere collection of individual courses. Degree
programs demonstrate a logical progression within a student’s degree program and career
choice of study. Program student learning outcomes (PSLOs) become the end goal. A coherent
sequenced course of study should allow students to demonstrate successful program student
learning outcomes.
Advising program pathways [16] are developed for each of the programs and are included in the
CBC Catalog and used for advising students. The advising pathways provide program specific
sequenced program guidance, such as entry level scores needed for the program and support
students through the programs. They include the pre-degree requirements, specific student
notes such as preferred courses for degrees and guidance to meet with the success coaches
for guidance on electives. Faculty developed program pathways provide sequencing and
progression of courses that allow students to develop the necessary outcomes and skills to be
successful in future courses.
Programs are regularly reviewed by faculty and updated when necessary. Examples include
resequencing to the Law Enforcement Program [17 CC 5-14-21 ], the Computer Information
Technology Program [18 CC 5-14-21 ] and changing a co-requisite to a pre-requisite in the
Radiology Program [19 CC 3-35-22] providing students the ability to gain pre-requisite skills
needed for success in program.
Capstone courses are identified in all A.A.S. programs. These are identified in the master syllabi
[20] and occur at program exit points. The master syllabi are used by all faculty instructing the
course and posted online [21]. Capstones allow students to demonstrate that they have
integrated knowledge in their field of study. Most program student learning outcome assessment
occurs in capstone courses.
(b) Educational programs are compatible with the stated mission and goals of the
institution
The mission [22] of CBC is: “Coastal Bend College is a student-centered community college
committed to delivering superb educational and life enriching opportunities to its students and
the communities it serves.” According to Texas Education Code Title 3 Subtitle G Chapter 130
Subchapter A Sec. 130.011 [23] “CBC is a comprehensive medium sized designated Hispanic
Serving community college and is legislated to primarily serve “their local taxing districts and
service areas in Texas” and offer “vocational, technical, and academic courses for certification
or associate degrees. Continuing education, remedial and compensatory education consistent
with open-admission policies, and programs of counseling and guidance” are to be offered as
well.
102 Form edited December 2022
The Vision Statement, as presented in the Coastal Bend College’s Strategic Plan 2020-2025
[24] supports CBC’s mission, and reads as follows, “Coastal Bend College is a leader in
providing quality education for lifelong learning by dedicating its resources to promoting a
learning-centered environment that empowers its students to reach their highest potential and
become responsible members of the global community."
Institutional Goal #1, also outlined in Coastal Bend College’s Strategic Plan 2020-2025 [25],
clearly states: “Coastal Bend College will provide equitable opportunities for lifelong learning and
training needs by empowering students through engaging quality instruction, enhancing
supportive learning communities; and providing comprehensive student-centered services and
programs to ensure that students reach their aspirations.”
In adherence to its mission, vision, and goals, CBC offers academic transfer and workforce
degree programs. New program and curriculum proposals are led by college faculty in
collaboration with college administration following all approved policies and procedures as
detailed by the state of Texas and the CBC Curriculum Handbook. The aforementioned ensures
that curriculum management for all programs is supportive of CBC’s mission, goals, and
guidelines set forth by all relevant stakeholders.
(c) Educational programs are based upon fields of study appropriate to higher education
Programs are developed at Coastal Bend College (CBC) in response to student transfer and
local workforce demand. The A.A. and the A.S. programs allow students to complete their fully
transferable general education requirements and then select 18 hours of courses that align with
major transfer universities. CBC administrators and faculty work with major transfer universities
to develop Memorandums of Understanding (MOU) [26] to support the successful completion of
a transfer student. Students are advised based on their transfer plans using the Advising
Pathways Plans.
The Texas Higher Education Coordinating Board and the Texas Workforce Commission have
identified demand workforce and allied health occupations [27] and fields of study appropriate
to higher education. CBC offers programs that are relevant to the Coastal Bend service area
served by CBC. All new program proposals must demonstrate demand and include advisory
board recommendations and may additionally include workforce leader support. An example of
this is a recent request by community partners to develop a new program in the Kingsville, Texas
area. An MOU has been agreed upon by Workforce Solutions of the Coastal Bend, Kingsville
Chamber of Commerce and Coastal Bend College [28] to begin the development of an A.A.S.
Airframe and Powerplant program. This MOU was approved the CBC Board of Trustees.
Each of CBC’s programs selects a Classification of Instructional Programs (CIP) code [28], the
national taxonomy for instructional programs when developing a program. Curriculum is then
developed and aligned not only with local demand needs through advisory input, but additionally
through the incorporation of industry best practices. All courses also include a CIP code [29] that
aligns with industry and fields of study. Programs include courses with CIP codes that are
appropriate to the program field of study CIP code.
All of these policies, procedures and processes help ensure that CBC offers degree programs
that demonstrate a coherent course of study, align with the college’s mission and goals, and are
grounded in fields of study appropriate to higher education.
Evidence
[1] Workforce Education Course Manual
103 Form edited December 2022
[2] Lower Division Academic Course Guide Manual
[3] CBC College Catalog and Student Handbook
[4] CBC Mission Statement
[5] Guidelines for Instructional Programs in Workforce Education
[6] THECB Rules for Developing Associate Degree Programs
[7] Texas Administrative Code
[8] Texas Education Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[9] CBC Policy EE(Local)
[10] CBC Curriculum Handbook
[11] Texas Core Curriculum
[12] Texas Admin or EDUC Code For Core Curriculum
[13] CBC College Catalog and Student Handbook-pages on AA and AS transfer plans
[14] Guidelines for Instructional Programs in Workforce Education-page
[15] CBC College Catalog and Student Handbook-pages with AAS curriculum outlines
[16] Advising program pathways examples
[17] Curriculum Committee Minutes 5-14-2021
[18] Curriculum Committee Minutes 5-14-2021
[19] Curriculum Committee Minutes 3-35-2022
[20] Capstone Course Master Syllabus Example
[21] Master Syllabi Webpage
[22] CBC Mission
[23] Texas Education Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[24] Coastal Bend College Strategic Plan 2020-2025 Vision Statement
[25] Coastal Bend College Strategic Plan Goal #1
[26] MOU between Texas A & M Corpus Christi and Coastal Bend College
[27] Workforce of the Coastal Bend Targeted Occupations List
[28] Coastal Bend College Program List with CIP Codes
[29] Administrative Master Syllabi Example
9.2 The institution offers one or more degree programs based on at least 60 semester
credit hours or the equivalent at the associate level; at least 120 semester credit
hours or the equivalent at the baccalaureate level; or at least 30 semester credit
hours or the equivalent at the post-baccalaureate, graduate, or professional level.
The institution provides an explanation of equivalencies when using units other
than semester credit hours. The institution provides an appropriate justification
for all degree programs and combined degree programs that include fewer than
the required number of semester credit hours or its equivalent unit.
(Program Length) [CR; Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
104 Form edited December 2022
Narrative: Coastal Bend College (CBC) offers Associate of Arts (A.A), Associate of Science
(A.S.), and Associate of Applied Science (A.A.S.) degree programs. All programs meet or
exceed the minimum semester credit hours required by Southern Association of Colleges and
Schools Commission on Colleges (SACSCOC). The requirements for each of the degree
programs offered at CBC are published in the CBC College Catalog and Student Handbook
[1]. CBC only uses semester credit hours for degree programs and all degree programs [2] meet
the minimal threshold of 60 semester hours.
The definition of semester credit hour used by CBC conforms to commonly accepted practices
in higher education. Rules for program length for associate degree programs is mandated by
the Texas Higher Education Coordinating Board (THECB) and/or the Texas Education Code
(TEC). The college also abides by SACSCOC Principles of Accreditation requirements.
Texas Higher Education Coordinating Board Rules currently in effect (Texas Administrative
Code, Title, 19: Education, Part 1: Texas Higher Education Board) [3] describe the semester
credit hour requirements for academic associate degrees (A.A., A.S., and A.A.S. degrees) in
Chapter 9, Subchapter J, §9.18-Degree Titles, Program Length, and Program Content [4]. These
rules require that “Academic associate degree programs must consist of 60 semester credit
hours (SCH)”, unless an exemption is approved by the THECB for “academic associate's degree
exceeding 60 semester credit hours.”
The A.A. and A.S. degree programs are all 60 semester credit hours. The college publishes this
requirement within each of the associates degree plans as documented within the CBC College
Catalog and Student Handbook [5]. The college adheres to the 60 semester credit hour
requirements for both the Associate of Arts and Associate of Science degree programs as
published within CBC Policy EFBA (LEGAL) [6] for semester credit hours.
The Guidelines for Instructional Programs in Workforce Education (GIPWE) [7], published by
the THECB mandates the semester credit hour requirements for workforce Associate of Applied
Science (A.A.S.) degrees “must be limited to the number of semester credit hours required for
the degree by THECB, currently 60 SCH”, unless an exemption is granted by the THECB for a
degree “exceeding more than 60 semester credit hours”. The A.A.S. degree programs at CBC
all adhere to this requirement apart from the Associate of Applied Science-Dental Hygiene
degree, which has 68 semester credit hours and the Associate of Applied Science – Radiological
Technician, which has 64 semester credit hours. The THECB communicated [8] its approval of
this exception on a statewide level after working in conjunction with the Workforce Education
Course Manual (WECM) Leadership Committee and faculty and administrative representatives
from community and technical colleges across the state.
The CBC Curriculum Handbook [9] describes the processes and procedures that govern
curriculum changes. The Curriculum Committee is responsible for the oversight of curriculum
content, length, delivery, and ongoing review. The Curriculum Committee has representation
from college faculty and administration. The Curriculum Committee reviews each educational
program for which academic credit is awarded, including new degree program proposals and
changes to existing curricula, in accordance with the policies and procedures defined in CBC
Policy EE (LOCAL) [10], the approval process for curriculum design and as summarized in CBC
Policy EFB (LOCAL) [11]. As part of this process, the Curriculum Committee ensures that the
length of all CBC degree programs is determined based on the semester-credit-hour
requirements specified in CBC Policy EFBA (LEGAL) [12]. An example of the Curriculum
Committee’s review can be seen in its review and approval of the Associate of Applied Science
in Industrial Mechanics [13].
105 Form edited December 2022
Distance Education and Off-Campus Instructional Sites
The semester credit hour requirements for all associates degrees offered by CBC apply to the
programs regardless of the location or mode of delivery.
Evidence
[1] CBC College Catalog and Student Handbook
[2] CBC Degree Programs
[3] Texas Administrative Code, Title, 19: Education, Part 1: Texas Higher Education Board)
[4] Chapter 9, Subchapter J, §9.18-Degree Titles, Program Length, and Program Content
[5] CBC College Catalog and Student Handbook
[6] CBC Policy EFBA (LEGAL)
[7] Guidelines for Instructional Programs in Workforce Education (GIPWE)
[8] Texas Higher Education Coordinating Board Approval Communication
[9] CBC Curriculum Handbook
[10] CBC Policy EE (LOCAL)
[11] CBC Policy EFB (LOCAL)
[12] CBC Policy EFBA (LEGAL)
[13] CBC Curriculum Committee Meeting Minutes
9.3 The institution requires the successful completion of a general education
component at the undergraduate level that:
(a) is based on a coherent rationale.
(b) is a substantial component of each undergraduate degree program. For
degree completion in associate programs, the component constitutes a
minimum of 15 semester hours or the equivalent; for baccalaureate
programs, a minimum of 30 semester hours or the equivalent.
(c) ensures breadth of knowledge. These credit hours include at least one
course from each of the following areas: humanities/fine arts,
social/behavioral sciences, and natural science/mathematics. These
courses do not narrowly focus on those skills, techniques, and procedures
specific to a particular occupation or profession.
(General education requirements [CR; Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: It is the mission [1] of Coastal Bend College (CBC) “to be a student-centered
community college committed to delivering superb educational and life enriching opportunities
to its students and the communities it serves.” In order to carry out this mission, the college
requires the successful completion of a general education component at the undergraduate level
that is based on coherent rationale, is a substantial component of each undergraduate program,
and ensures breadth of knowledge. Coastal Bend College does not offer baccalaureate
programs.
a. Coastal Bend College requires the successful completion of a general education
component at the undergraduate level that is based on a coherent rationale.
106 Form edited December 2022
CBC requires all associate degree-seeking students to complete a substantial, college-level
general education component that is based on coherent rationale. This is true for students at all
locations and taking courses in all modes of instruction. The general education courses provide
the skills and knowledge necessary for an educated person to read, write, and speak effectively;
and to exercise qualitative and quantitative critical thinking skills. Moreover, the core curriculum
contains courses that provide multiple perspectives about the individual and the world in which
he or she lives; that stimulate a capacity to discuss and reflect upon individual, political, and
social aspects of life so students understand ways in which to exercise responsible citizenship;
and that enable students to integrate knowledge and understand the interrelationships of the
disciplines.
All CBC Academic Associate of Arts and Associate of Science programs contain a 42-semester
credit hour (SCH) transfer general education (TGE) core curriculum based on Texas legislated
[2] general education mandates. The Texas General Education Core Curriculum Web Center
provides a detailed description of the process [3] Texas higher education leaders used to
develop the general education transfer core curriculum required of each public college and
university in the state.
The Texas Higher Education Coordinating Board (THECB) was charged with coordinating the
development of the legislated general education core curriculum and relied heavily on advice
and recommendations from faculty and administrators at Texas public colleges and universities
regarding the general education core content, component areas, and objectives of the statewide
core curriculum. The THECB was required by law to adopt rules that include "a statement of the
content, component areas, and objectives of the core curriculum," which serves as a framework
for a consistent statewide curriculum.
Texas Education Code (TEC) Chapter 61, Subchapter S, Sections 61.821-61.832 [4] ensures
the state-level focus is on excellence in undergraduate education, while facilitating the transfer
of lower-division course credit among public colleges, universities, and health-related
institutions. This mandate is reflected in the Texas Common Core (TCC) curriculum.
The statement of purpose of the TCC [5] is as follows: “Given the rapid evolution of necessary
knowledge and skills and the need to take into account global, national, state, and local cultures,
the TCC must ensure that students will develop the essential knowledge and skills they need to
be successful in college, in a career, in their communities, and in life.” The TCC ensures
“students will gain a foundation of knowledge of human cultures and the physical and natural
world, develop principles of personal and social responsibility for living in a diverse world, and
advance intellectual and practical skills that are essential for all learning.”
Along with the assistance of its Undergraduate Education Advisory Committee (comprised of
membership from colleges and universities across the state), the THECB designed a new 42
SCH core curriculum for all undergraduate students enrolled in Texas public higher education
institutions. This new core was implemented in 2014. The purpose of the new core curriculum
was to develop the essential skills and knowledge undergraduate students would require to be
successful in college, their careers, their communities, and their lives. It also facilitates the
transfer of lower-division course credits between public colleges, universities, and health-related
institutions throughout the state of Texas.
Each of the courses included in CBC’s transfer general education core curriculum [6] has been
approved by the THECB as appropriate for Texas community colleges to offer and has been
approved and implemented by CBC. Each of these courses is included in the THECB's Lower-
107 Form edited December 2022
Division Academic Course Guide Manual (ACGM) [7] which serves as "the official list of
approved courses for general academic transfer that may be offered (for state funding) by public
community and technical colleges in Texas".
The general education component completed by all associate degree-seeking students at CBC
is based on coherent rationale that has been thoroughly vetted by the Texas legislature, the
THECB, and all public colleges, universities, and health-related institutions throughout the state.
b. Is a substantial component of each undergraduate degree program. For degree
completion in associate programs, the component constitutes a minimum of 15
semester hours or the equivalent.
Associate of Art and Associate of Science degree-seeking students
Coastal Bend College’s (CBC) Associate in Arts (A.A.) and Associate in Science (A.S.) degree
granting programs require successful completion by students of 60 SCH of coursework in order
to earn an associate degree, the 42-hour transfer general education core curriculum is a
"substantial component" of the A.A. and A.S. degrees offered by Coastal Bend College.
Since 1997, students pursuing the A.A. and A.S. degrees have been required to complete a 42
SCH general education transfer core curriculum as mandated by the legislature. The core
curriculum requires coursework in each of the following component areas: communication;
mathematics; life and physical science; language, philosophy, and culture; creative arts,
American history; government; social and behavioral science; institutionally designated
component area option.
Associate of Applied Science degree-seeking students
Following the THECB's Guidelines for Instructional Programs in Workforce Education (GIPWE)
[8] and consistent with the SACSCOC Executive Council’s interpretation of core requirement
9.3, the college requires all students seeking the Associate in Applied Science (A.A.S.) degree
to complete a general education component [9] of at least 15 SCH. Courses must be selected
from the following areas and must include at least 3 semester hours from each of the following
areas: Humanities/Fine Arts, Social/Behavioral Sciences, and Natural Sciences/ Mathematics.
The collegiate level of the courses taken by A.A.S. degree-seeking students to fulfill general
education requirements is indicated by the THECB's mandate that these courses must be
transferable courses found in the Lower-Division Academic Course Guide Manual (ACGM) [10]
As pointed out above, the Lower-Division ACGM is the official list of approved courses for
general academic transfer that may be offered by public community and technical colleges in
Texas.
c. At Coastal Bend College the general education component at the undergraduate
level ensures breadth of knowledge. These credit hours include at least one course
from each of the following areas: humanities/fine arts, social/behavioral sciences, and
natural science/mathematics. These courses do not narrowly focus on those skills,
techniques, and procedures specific to a particular occupation or profession.
Coastal Bend College (CBC) requires the successful completion of a 42 SCH general education
component for the Associate of Arts (A.A.) [11] and the Associate of Science (A.S.) [12] at the
undergraduate level that ensures breadth of knowledge and includes at least one course in
humanities/fine arts, social/behavioral sciences, and natural science/mathematics. In addition,
courses in communication, history, government, computer science, and learning frameworks are
108 Form edited December 2022
required. Courses selected for the core curriculum must not narrowly focus on skills, techniques
or procedures specific to a particular occupation or profession.
The 42 SCH general education core [13] does not narrowly focus on those skills, techniques,
and procedures specific to a particular occupation or profession. The general education core
objectives and component [14] of each associate degree offered by CBC ensures an adequate
breadth of knowledge for all A.A. and A.S. degree-seeking students.
The general education core curriculum at CBC follows the state mandates defined in Texas
Education Code (TEC) Chapter 61, Subchapter S, Sections 61.821-61.832 [15], and reflected
by the Texas Common Core (TCC) curriculum overseen by the Texas Higher Education
Coordinating Board (THECB). This general education core curriculum consists of the eight
foundational component areas [16] outlined below:
Foundational Component Areas
Communication: 6 SCH required
Courses in this category focus on developing ideas and expressing them clearly, considering
the effect of the message, fostering understanding, and building the skills needed to
communicate persuasively. Courses involve the command of oral, aural, written, and visual
literacy skills that enable people to exchange messages appropriate to the subject, occasion,
and audience.
Mathematics: 3 SCH required
Courses in this category focus on quantitative literacy in logic, patterns, and relationships.
Courses involve the understanding of key mathematical concepts and the application of
appropriate quantitative tools to everyday experience.
Life and Physical Sciences: 6 SCH required
Courses in this category focus on describing, explaining, and predicting natural phenomena
using the scientific method. Courses involve the understanding of interactions among natural
phenomena and the implications of scientific principles on the physical world and on human
Experiences.
Language, Philosophy & Culture: 3 SCH required
Courses in this category focus on how ideas, values, beliefs, and other aspects of culture
express and affect human experience. Courses involve the exploration of ideas that foster
aesthetic and intellectual creation in order to understand the human condition across cultures.
Creative Arts: 3 SCH required
Courses in this category focus on the appreciation and analysis of creative artifacts and works
of the human imagination. Courses involve the synthesis and interpretation of artistic expression
and enable critical, creative, and innovative communication about works of art.
American History: 6 SCH required.
Courses in this category focus on the consideration of past events and ideas relative to the
United States, with the option of including Texas History for a portion of this component area.
Courses involve the interaction among individuals, communities, states, the nation, and the
world, considering how these interactions have contributed to the development of the United
States and its global role.
Government/Political Science: 6 SCH required.
109 Form edited December 2022
Courses in this category focus on consideration of the Constitution of the United States and the
constitutions of the states, with special emphasis on that of Texas. Courses involve the analysis
of governmental institutions, political behavior, civic engagement, and their political and
philosophical foundations.
Social and Behavioral Sciences: 3 SCH required
Courses in this category focus on the application of empirical and scientific methods that
contribute to the understanding of what makes us human. Courses involve the exploration of
behavior and interactions among individuals, groups, institutions, and events, examining their
impact on the individual, society, and culture.
Component Area Option: 6 SCH required
a. A minimum of 3 SCH must meet the definition and corresponding Core Objectives
specified in one of the foundational component areas.
b. As an option for up to 3 SCH of the Component Area Option, an institution may select
course(s) that: meet(s) the definition specified for one or more of the foundational component
areas; and include(s) a minimum of three Core Objectives, including Critical Thinking Skills,
Communication Skills, and one of the remaining Core Objectives of the institution's choice.
CBC currently requires a computer science course (BCIS 1305 – 3 SCH) and a learning
frameworks course (EDUC 1300 – 3 SCH) in their Component Area Option.
Coastal Bend College requires the completion of at minimum a 15-hour general education core
curriculum for all Associate of Applied Science Degree Programs (A.A.S.) [17] with at least 1
course from each of the following areas: humanities/fine arts, social/behavioral sciences, and
natural science/mathematics. These courses do not narrowly focus on those skills, techniques,
and procedures specific to a particular occupation or profession. Courses selected from the
A.A.S. general education core are a subset of the 42-hour general education core approved for
the A.A. and the A.S. transfer programs.
Evidence
[1] CBC Mission Statement
[2] Texas Education Code (TEC) Chapter 61, Subchapter S, Sections 61.821-61.832
[3] Texas Higher Education Coordinating Board-Texas Core Curriculum Publication
[4] Texas Education Code (TEC) Chapter 61, Subchapter S, Sections 61.821-61.832
[5] Texas Common Core Statement of Purpose
[6] CBC Catalog - General Education Core Curriculum
[7] Texas Higher Education Coordinating Board Lower-Division Academic Course Guide
Manual
[8] Guidelines for Instructional Programs in Workforce Education (GIPWE)
[9] CBC Catalog and Student Handbook page 67 with transcript example
[10] Texas Higher Education Coordinating Board Lower-Division Academic Course Guide
Manual
[11] CBC Catalog A.A. Degree
[12] CBC Catalog A.S. Degree
[13] CBC Catalog - 42 SCH General Education Core Curriculum
[14] CBC Catalog - 42 SCH General Education Core Curriculum
[15] Texas Education Code (TEC) Chapter 61, Subchapter S, Sections 61.821-61.832
110 Form edited December 2022
[16] CBC Catalog - General Education Core Curriculum
[17] CBC Catalog – A.A.S. Degree
9.4 At least 25 percent of the credit hours required for an undergraduate degree are
earned through instruction offered by the institution awarding the degree.
(Institutional credits for an undergraduate degree)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative : At least 25 percent of the credit hours required for an undergraduate degree at
Coastal Bend College are earned through instruction offered by the institution. These
requirements are the same for all students at all locations and enrolled in all modes of
instruction.
Publication and Dissemination of CBC College Policies and Procedures for Required
Credit Hours
Coastal Bend College (CBC) offers an Associate of Arts (A.A.), an Associate of Science (A.S.),
and an Associate of Applied Science (A.A.S.). CBC requires at least 25 percent of the credit
hours required for an undergraduate degree to be earned through instruction at CBC per
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
requirements and CBC Policy EFB (Local) [1]. This graduation requirement is published online
and disseminated to all students, advisors, faculty, and community at large in the CBC Board
Policy Manual [2], CBC Course Catalog and Student Handbook [3], and on the
Admissions/Registrar Webpage [4].
CBC credit hours are also identified for review by students, faculty, and advisors in the advising
module of Colleague (College Student Information System) and may be accessed and
monitored through the self-service module [5] in the Cougar Den Intranet.
Implementation and Monitoring of Procedures for Compliance
The Director of Admissions, Registrar’s office is responsible for reviewing applications for
graduation and audit credits toward a degree. Students are required to submit a formal
graduation application [6] for their degree to the Director of Admissions no later than the
published deadline. The application initiates the audit [7] of the student’s academic record to
determine eligibility toward the degree.
Additionally, student success coaches send out notifications to students [8] at 15, 30, and 45
hours requesting for students to meet with them to initiate degree audit procedures. The
success coaches review student transcripts at these advising sessions to ensure that students
are satisfying degree requirements.
Transcripts
111 Form edited December 2022
CBC transcripts the source of all semester credit hours awarded by the college on student
transcripts. The transcript identifies credits earned through courses taken at the college, credits
accepted in transfer, and credits awarded by examination, through work experience, or through
professional license or certification. Examples are provided in transcript A [9] where College
Level Examination Program (CLEP) credit was awarded, transcript B [10] where Continuing
Education [CE] or Career and Technical Education [CTE] credit were awarded, and transcript
C [11] where experiential credit which identify credit by examination, credit through continuing
education, and/or credit through experience was awarded.
CBC does not have competency-based programs nor does it offer coursework through
collaborative arrangements.
Evidence
[1] CBC Policy EFB (Local)
[2] CBC Board Policy Manual
[3] CBC Course Catalog and Student Handbook
[4] CBC Admissions/Registrar Webpage
[5] Cougar Den-Colleague Self-Service Advising Module
[6] CBC Graduation Application
[7] CBC Graduation Audit Example
[8] Student Success Coach Emails to Students-Examples
[9] Transcript A - CLEP Awarded Example
[10] Transcript B - CE or CTE Credit Awarded Example
[11] Transcript C - Experiential Credit Awarded Example
9.5 At least one-third of the credit hours required for a graduate or a post-
baccalaureate professional degree are earned through instruction offered by the
institution awarding the degree.
(Institutional credits for a graduate/professional degree)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative : Coastal Bend College (CBC) does not offer graduate or post-baccalaureate
professional degree programs.
9.6 Post-baccalaureate professional degree programs and graduate degree
programs are progressively more advanced in academic content than
undergraduate programs, and are structured (a) to include knowledge of the
literature of the discipline and (b) to ensure engagement in research and/or
appropriate professional practice and training.
(Post-baccalaureate rigor and curriculum)
X Compliance ___ Non-Compliance ___ Partial Compliance
112 Form edited December 2022
Narrative: Coastal Bend College (CBC) does not offer graduate or post-baccalaureate
professional degree programs.
9.7 The institution publishes requirements for its undergraduate, graduate, and post-
baccalaureate professional programs, as applicable. The requirements conform
to commonly accepted standards and practices for degree programs.
(Program requirements)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes requirements for its undergraduate
associate degree and certificate programs. The requirements conform to commonly accepted
standards and practices for degree programs. All programs offered through all modes of
instruction and at all locations follow the same requirements.
CBC Publishes Program Requirements
CBC offers transfer associate degrees: The Associate of Arts (A.A.), and the Associate of
Science (A.S). The college also offers Associate of Applied Science (A.A.S.) degrees, Level 1
certificates, and Level 2 certificates. Each of the A.A.S. degrees and certificates is associated
with a specific area of study and is designed for entry into the workforce. Coastal Bend College
Policy EGC(Local) [1] requires that the college district catalog address requirements that must
be satisfied to obtain degrees and certificates.
Graduation requirements [2] along with a listing of requirements for associate degrees and
certificates offered by CBC [3], are published in the CBC College Catalog and Student
Handbook [4] and can be accessed from the CBC official website [5]. More specific information
regarding graduation, including how to apply for graduation is published on the Admissions
webpage [6] and details graduation information [7], graduation requirements [8], steps of
graduation [9] and the graduation application [10].
Programs with additional requirements identify these in Program Handbooks [11] which are
published online [12] and provided to all students on entry into the program. Program curriculum
requirements and status on completion of requirements are also published online for enrolled
students through a self-advising module [13] accessible to students and advisors through a
self-service function of the student information system, Colleague.
Program Requirements Conform to Standards and Practices
CBC follows commonly accepted standards and practices for degree programs. All programs
offered by the college follow the rules and guidelines established by the Texas Higher
Education Coordinating Board (THECB), which is authorized by the state of Texas [14] to “adopt
policies, enact regulations, and establish rules for the coordination of postsecondary career
technical/workforce certificate and associate degree programs eligible for state appropriations.”
These rules define the common standards for associate degrees and certificates offered by all
Texas public institutions of higher education. The rules governing the design and requirements
for the A.A. and A.S. can be found in the THECB publication standards for Academic Associate
Degree Programs [15].
113 Form edited December 2022
State requirements for A.A.S. and certificate programs are provided in the Guidelines for
Instructional Programs in Workforce Education (GIPWE) [16]. Freshman and sophomore level
courses that may be included in the curricula of the A.A. and A.S. programs are provided in the
THECB Lower Division Academic Course Guide Manual (ACGM) [17], and courses permitted
for inclusion in workforce programs are provided in the Workforce Education Course Manual
(WECM) [18]. Both manuals define credit and contact hour parameters for each course and
requirements and guidelines for course content.
The curriculum review and approval process at CBC ensures that all associate degrees and
certificates follow the requirements and guidelines established by the THECB and published in
the CBC Curriculum Committee Handbook [19]. The CBC Curriculum Committee [20], which
has a membership comprised of faculty along with some representation from success coaches,
provides faculty oversight for all proposed curricular changes at the college. As evident in
Curriculum Committee minutes [21], new program approvals and program revisions, as well as
course additions, course revisions, and the archiving of courses, are brought to the Curriculum
Committee for review and approval. The relevant faculty division coordinators present to the
committee the rationale for the proposed change, provide any insight on state requirements for
the program, and respond to committee questions. Approved changes are submitted via the
publication form [22] and curriculum proposal change form [23].
The THECB requires that all associate degrees and certificates offered by CBC meet the state
of Texas standards established for public institutions of higher education. All programs must
first be approved by the THECB before being offered. An example of the most recent program
approved meeting program requirements include the recent approval of the AAS in Industrial
Mechanics [24].The curriculum process in place at CBC along with the state level approval
process has ensured that these common program requirements are met.
Coastal Bend College takes many steps to ensure that programs conform to commonly
accepted standards and practices. CBC engages in an ongoing partnership with Achieving the
Dream [25] and with the Texas Guided Pathways [26] organizations. These organizations
provide leadership, resources, ongoing coaching and oversight of program effectiveness and
functioning to ensure that CBC is providing quality programming that is meeting the needs of
the CBC service area.
Recently, Achieving the Dream coaches encouraged Coastal Bend College to apply for status
as a Leader College [27]. The CBC President was notified via email [28] that Coastal Bend
College once again meets requirements for Leader College Recertification and has been
selected to be an Achieving the Dream Leader College effective Feb. 15, 2023, and this status
is in effect for 3 years.
Dr. Karen Stout, President and CEO of Achieving the Dream shares in her email [29] to the
President, “Each year as part of the ATD Network experience, we recognize unique and
exemplary institutions that have identified and implemented strategies that have proven
successful over time. The designation of Leader College, Leader College of Distinction, and
Leah Meyer Austin Award are hard-earned honors with lasting impact. As part of our continuous
improvement work, we use lessons and cutting-edge approaches from these colleges to inform
and inspire others in the ATD Network in their efforts to support students and communities they
serve.” This national recognition affirms that Coastal Bend College is committed to ensuring
that programs confirm to commonly accepted standards and practices.
Evidence
[1] Coastal Bend College Policy EGC(Local)
114 Form edited December 2022
[2] CBC Catalog and Student Handbook-page
[3] CBC Catalog and Student Handbook-pages
[4] CBC Catalog and Student Handbook
[5] CBC Graduation Requirements Webapge
[6] Admissions webpage
[7] Admissions webpage- graduation information
[8] Admissions webpage- graduation requirements
[9] Admissions webpage- steps of graduation
[10] Admissions webpage- graduation application
[11] Program Handbook Examples
[11] Guidelines for Instructional Programs in Workforce Education (GIPWE)
[12] CBC Program Webpages
[13] Cougar Den-Self-Advising Module
[14] Title 19, Part 1, Chapter 9, Subchapter E, Rule 9.92[20]
[15] THECB publication standards for Academic Associate Degree Programs
[16] Guidelines for Instructional Programs in Workforce Education (GIPWE)
[17] THECB Lower Division Academic Course Guide Manual (LDACGM)
[18] Workforce Education Course Manual (WECM)
[19] CBC Curriculum Handbook
[20] CBC Curriculum Committee
[21] CBC Curriculum Committee Minutes
[22] CBC Publication Form
[23] CBC Curriculum Proposal Change Form
[24] AAS Industrial Mechanics-Full Approval Packet
[25] Achieving the Dream
[26] Texas Pathways
[27] ATD Website-Leader College
[28] President ATD Email-Dec. 22, 2022
[29] President ATD Email-Dec. 22, 2022
115 Form edited December 2022
Section 10: Educational Policies, Procedures, and Practices
10.1 The institution publishes, implements, and disseminates academic policies that
adhere to principles of good educational practice and that accurately represent
the programs and services of the institution.
(Academic policies)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes, implements, and disseminates academic
policies that adhere to principles of good educational practice and that accurately represent the
programs and services of the institution.
CBC is a medium-sized Texas community college and legislated [1] along with other community
colleges, to serve the “local taxing districts and service areas in Texas and offering vocational,
technical, and academic courses for certification or associate degrees. Continuing education,
remedial and compensatory education consistent with open-admission policies, and programs
of counseling and guidance shall be provided.”
CBC has developed a mission designed to ensure that it adheres to the role and mission for
public junior colleges as detailed in the legislation and that also meets local needs. CBC strives
to “be a student-centered community college committed to delivering superb educational and
life enriching opportunities to its students and the communities it serves.”
Faculty, staff, and administrators work carefully to develop academic policies that adhere to
principles of good educational practice that align with federal and state policies and regulations,
program accrediting/regulatory boards, and other relevant organizations and are aligned with
CBC programming and services.
Academic policies, including grade appeal policies [2], curriculum policies [3], and graduation
requirements [4], have been developed, implemented, examined, reviewed and revised where
necessary to support the comprehensive college mission of CBC.
Publishes
Academic policies are published online in the Coastal Bend College Board Policy Manual [5]
and in other publications such as Academic Program Handbooks [6], CBC Faculty Handbook
[7], CBC Curriculum Handbook [8], CBC Catalog and Student Handbook [9], and the CBC
Employee Handbook [10]. Additional policies and procedures are published along with forms
and procedures at various locations on the CBC website [11]. CBC contracts with Texas
Association of School Boards (TASB) for policy services to help maintain current and relevant
academic policies that adhere to principles of good educational practice and federal, state, and
local law.
According to CBC Policy BE (Local) [12], “policies and policy amendments may be initiated by
the College President, Board members, College District personnel, students or community
citizens, but generally shall be recommended for the Board’s consideration by the College
President.” The manual is reviewed biannually and as needed given local changes. Policies are
developed, reviewed, and revised on an ongoing basis by TASB, the Board of Trustees (BOT),
administration, staff and faculty. Legal policies produced by TASB are in the TASB Policy Manual
and are also updated biannually by TASB or as needed per policy implementation date.
116 Form edited December 2022
An example of a recent policy change includes the adoption of CBC Policy FLDB (Local) [13].
This policy provides a more targeted complaint procedure for students to appeal a final course
grade, outside of the broader student complaint policy. A proposal for this policy was first
reviewed by the Provost Team and the Faculty Association in 2020-2021 [14] and a
recommendation [15] was submitted to the President. The Provost/Chief Academic Officer
(CAO) and President worked with the college lawyer on the policy to ensure that it aligned with
best practices and the law. It was reviewed by the CBC Board Policy committee in 2021, then
approved by the CBC Board of Trustees during the August. 2022 Board of Trustee (BOT)
meeting [16]. It specifically upholds in policy that “students have a right to be free from capricious
grading and to be treated fairly in grading and classroom practices. In most circumstances,
students should seek to settle any dissatisfaction concerning grades directly with the faculty
member involved.”
Implements
CBC recognizes that it is critical that policies be implemented and adhered to in order to
effectively carry out the mission of the college. Academic policies are implemented after they
have been developed or revised and approved by the appropriate authority.
CBC Policy FLDB (Local) grade appeal policy, approved at the Sept. 2022 BOT meeting, was
first implemented after the close of the fall semester. Two examples [17] are provided that
demonstrate the full implementation of the policy.
Curriculum policies, such as CBC Policy EE(Local) [18], ensure that curriculum changes,
including state mandated, be initiated at the faculty level. Faculty members are to develop and
revise the curriculum. A curriculum committee is charged with the oversight of this policy.
Examples of full implementation of this academic policy are evidenced in CBC Curriculum
Committee minutes [19].
CBC Policy EGC(Local) [20] establishes that the CBC College Catalog and Student Handbook
must address graduation requirements and that a student must first submit an application for
graduation. CBC is fully in compliance with the implementation of this academic policy as
evidenced in these examples [21].
Disseminates
Educational policies, procedures, and practices are disseminated to new employees during new
employee orientation [22] and included in the CBC Employee Handbook [23] which all
employees must sign and acknowledge they have read. They are also disseminated in the CBC
Faculty Handbook [24] and program handbooks [25] Board approved policy changes are
disseminated through BOT minutes [26] and published online [27] and in the CBC Board of
Trustees Policy Manual [28]. In addition, academic policies, procedures, and practices are
communicated through institutional department meetings [29].
Evidence
[1] Texas Education Code 130.010
[2] CBC Policy FLDB(Local)
[3] CBC Policy EE(Local)
[4] CBC Policy EGC(Local)
117 Form edited December 2022
[5] Coastal Bend College Board Policy Manual
[6] Nursing Handbook and Dental Hygiene Handbook
[7] CBC Faculty Handbook
[8] CBC Curriculum Handbook
[9] CBC Catalog and Student Handbook
[10] CBC Employee Handbook
[11] CBC Policy Webpages
[12] CBC Policy BE(Local)
[13] CBC Policy FLDB (Local)
[14] CBC Provost Email and Provost Team Minutes Fall 2020
[15] CBC Provost Email to President
[16] CBC Board of Trustee Meeting Minutes-Aug. 2022
[17] CBC Fall Grade Appeal Examples
[18] CBC Policy EE(Local)
[19] CBC Curriculum Committee Meeting Minutes
[20] CBC Policy EGC(Local)
[21] Examples of Implementation of CBC Policy EGC(Local)
[22] New Employee Orientation Agenda
[23] CBC Employee Handbook Employee Acknowledgement Forms Signed
[24] CBC Faculty Handbook
[25] CBC Nursing Website
[26] CBC Boardbook
[27] CBC Website Page Examples
[28] CBC Board of Trustee Policy Manual
[29] Departmental meeting minute examples
10.2 The institution makes available to students and the public current academic
calendars, grading policies, cost of attendance, and refund policies.
(Public information) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) makes available to its students and the public its current
academic calendar, grading policies, cost of attendance and refund policies in CBC’s Course
Catalog and Student Handbook catalog [1]. CBC annually publishes the combined Coastal Bend
College Course Catalog and Student Handbook. This publication is available and accessible to
students in electronic format via the college website [2] to all students at all locations in all modes
of instruction.
Academic Calendar
CBC Board Policy EA(Local) [3] requires that the CBC Board of Trustees approve [4] the College
academic calendar for the subsequent academic year each fall. Once approved, the calendar is
118 Form edited December 2022
made public on CBC’s website [5] and provides information as required by the policy. It is
accessible for students and the public on the website and is included in the college’s main
publication, the CBC Course Catalog and Student Handbook [6].
Grading Policies
The CBC Course Catalog and Student Handbook provides information on institutional grading
policies [7]. The CBC Curriculum Handbook [8] requires that course specific grading policies be
included Administrative Master Syllabi and approved [9] by the CBC Curriculum Committee.
CBC Administrative Master Syllabi [10] are located on the website [11] for the general public
and students and in additionally in the Student Course Management System (Blackboard) [12]
for students.
Cost of Attendance
CBC’s Course Catalog and Student Handbook [13] provides information on the cost of
attendance. The catalog is available on the main college website. The information is also
available on the CBC Financial Aid Department webpage [14] of the college’s website.
Refund Policies
CBC’s Course Catalog and Student Handbook [15] provides information on refund policies per
CBC Policy FD(Local) [16] and is located for the general public and students on the website.
Additional information is provided on how to access refunds through the BankMobile (college
refund platform) on the CBC Business Office website [17] and the Financial Aid Department
website [18].
Evidence
[1] CBC Course Catalog and Student Handbook
[2] CBC Website-CBC Catalog and Student Handbook
[3] CBC Board Policy EA(Local)
[4] CBC Board of Trustee Meeting Minutes-Dec. 2022 and Dec. 2021
[5] CBC Academic Calendars and Schedules Webpage
[6] CBC Course Catalog and Student Handbook-page
[7] CBC Course Catalog and Student Handbook-page
[8] CBC Curriculum Handbook-page
[9] CBC Curriculum Committee Meeting Minutes-
[10] CBC Administrative Master Syllabi
[11] CBC Administrative Master Syllabi Website
[12] CBC Student Course Management System (Blackboard) Snapshot
[13] CBC’s Course Catalog and Student Handbook-page
[14] CBC Financial Aid Department webpage
[15] CBC Course Catalog and Student Handbook-page
[16] CBC Policy FD(Local)
[17] Business Office website
[18] Financial Aid Department website
119 Form edited December 2022
10.3 The institution ensures the availability of archived official catalogs (digital or print)
with relevant information for course and degree requirements sufficient to serve
former and returning students.
(Archived information)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) ensures the availability of archived official catalogs,
digital or print, with relevant information for course and degree requirements sufficient to serve
former and returning students.
The Marketing/Publications Department is responsible for updating the catalog according to
CBC’s Catalog Revision Timeline and Process [1]. Changes to CBC’s Catalog and Student
Handbook are submitted first to the appropriate cabinet member for approval using the
Publication Change Form [2]. Employees making changes are required to submit a publication
change form to their cabinet member for approval. Curriculum changes are submitted using a
curriculum proposal form [3] first to the Curriculum Committee for review/approval along with
publication forms [4] if necessary.
Per the Catalog revision process, the Provost office completes the catalog and shares a draft
for final review by cabinet members, deans, and others. CBC’s Course College Catalog and
Student Handbook is published [5] on the CBC webpage after the final review each academic
year. The revised CBC catalog from the prior year and catalogs from 2010-2022 are archived
along with the official catalog on the CBC Marketing/Public Relations webpage [6]. Limited
revisions are made to the catalog during an academic year, and a new revision date is added
each time this occurs.
All archived printed catalogs (1968-current) are placed in a fire-proof vault in the administration
building. Former students can call or email the Admissions and Registrar’s Office to inquire about
archived catalogs. Students can view the catalogs by coming to the site in person or the office
can scan and email the desired information to students. Former or returning students may also
request information from a prior catalog via the Opens Records Request [7] which is posted on
the CBC Texas Public Information Act webpage [8].
Evidence
[1] CBC’s Catalog Revision Timeline and Process
[2] CBC Publication Change Form
[3] CBC Curriculum Revision Form Example
[4] CBC Catalog Publication Form Example
[5] CBC’s Course College Catalog and Student Handbook Publication Web Page
[6] CBC Marketing/Public Relations webpage
[7] CBC Policy GCB (Local)
[8] CBC Texas Public Information Act webpage
10.4 The institution (a) publishes and implements policies on the authority of faculty in
academic and governance matters, (b) demonstrates that educational programs
120 Form edited December 2022
for which academic credit is awarded are approved consistent with institutional
policy, and (c) places primary responsibility for the content, quality, and
effectiveness of the curriculum with its faculty.
(Academic governance)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes and implements policies on the authority of
faculty in academic and governance matters, demonstrates that educational programs for which
academic credit is awarded are approved consistent with institutional policy, and places primary
responsibility for the quality, and effectiveness of the curriculum with the faculty. This includes
all faculty teaching in all programs at all locations in all modes of instruction.
a. The institution publishes and implements policies on the authority of
faculty in academic and governance matters
CBC embraces a shared governance model of leadership. According to the Statement of Ethics
and Integrity located in CBC Policy AD(Local) [1] published on the CBC website [2] and in the
CBC Employee Handbook [3] and adopted by CBC’s Board of Trustees, the Board,
administration, staff, and faculty members of the college district are to “participate in the
governance of the College District by accepting a fair share of committee and institutional
responsibilities.” This is also published in the CBC Faculty Handbook [4].
Per CBC Policy DJ(Local) [5], faculty are contractually required to fulfill requirements in addition
to teaching, advising, and other educational responsibilities. These responsibilities are also
published in faculty job descriptions [6]. Full time faculty must attend faculty meetings [7] called
by administrators. Committee assignments [8] for faculty are reviewed annually in the summer
and new appointments are made when necessary. Each fall the revised committee list is
published online [9] in the Cougar Den. Examples of committees providing faculty the
opportunity to participate in academic and governance matters include the CBC Curriculum
Committee [10], CBC Pathways/Achieving the Dream (ATD) Committee [11], CBC Colleague
Advancement Team [12], and the CBC SACSCOC QEP Committee [13].
CBC Policy DGB (Local) [14] provides for all full-time non-administrative or professional contract
employees to be members of the faculty association. According to the policy, “the association
may make recommendations to the College President and assist employees in understanding
the policies, procedures, and programs of the District.” The CBC president and the Chief
Academic Officer (CAO)/Provost meet regularly after faculty association meetings with the
Faculty Association Governing Council [15]. These meetings provide a venue for faculty to have
ongoing input and discussion regarding academic and governance matters with the senior
leadership of the college. The CAO/Provost also meets with faculty [16] and shares updates and
addresses questions and comments.
A recent example of faculty sharing in governance occurred when the faculty job description was
revised. The revision took place in multiple iterations. The CAO/Provost, president and deans
reviewed the job description [17] to ensure that it followed policies. The CAO/Provost then met
with the Faculty Association Leadership for final revisions and forwarded to the president who
then forwarded to Human Resources [18]. All revisions suggested by the faculty leadership were
incorporated into the Job Description. The CAO/Provost then notified all faculty [19] of the
changes.
121 Form edited December 2022
(b) demonstrates that educational programs for which academic credit is awarded are
approved consistent with institutional policy
CBC Policy EFBA (Legal) [20] describes the types of associate degree and certificate programs
CBC may award. Texas Administrative Code (TAC), Chapter 9, Subchapter #, Section 9.93 [21]
details the requirements for new Associate of Applied Science (A.A.S.) degree or certificate
programs. TAC Chapter 9, Subchapter J, Section 9.184 [22] details the requirements for a new
academic associate program. CBC follows all program development guidelines and rules
established by the Texas Higher Coordinating Board (THECB). The THECB is legislated in the
Texas Education Code, Title 3, Subtitle B, Chapter 61, Subchapter A [23] to provide leadership
and coordination for the Texas higher education system and institutions.
New programs must first be approved for development by the CBC Board of Trustees and
faculty. All program development processes and procedures are detailed in the CBC Curriculum
Handbook [24]. Substantive changes or submitted to Southern Association of Colleges
Commission on Colleges (SACSCOC) if necessary, and approvals submitted to licensing or
program accreditation agencies/organizations when required. Approval must also be sought
from the Texas Higher Education Coordinating Board. A recent example of a program approved
and ready for implementation is the Industrial Mechanics program.
The Board first approved the development of this program at a CBC Board of Trustee Meeting
[25]. Once approved CBC began developing the curriculum and received approval from the CBC
Curriculum Committee to proceed with the development [26]. During this same time period a
Substantive Change Request [27] was developed and submitted to SACSCOC and program
approval sought from the Texas Higher Education Coordinating Board [28].
This program has been approved by the BOT, Faculty, SACSCOC, and THECB and is ready for
full implementation as a credit program. It is currently operating as a non-credit program as it
fully prepares to shift to credit in the fall 2023.
(c) places primary responsibility for the content, quality, and effectiveness of the
curriculum with its faculty
According to CBC Policies EE (Local) [29] and DJ (Local) [30], it is the responsibility of the faculty
to develop and revise curriculum. Faculty division coordinators are charged [31] with overseeing
the administrative areas of their assigned department(s), including faculty support and
evaluation, curriculum, assessment, and program evaluation. Their responsibilities include
providing oversight of the day-to-day operations of the faculty and curriculum within assigned
program area(s). Faculty assistant coordinators [32] are charged with helping faculty meet
deadlines, assisting with assessment and serving as a faculty mentor to part-time faculty.
All curricula originate from the faculty. All administrative course syllabi [33] begin with the
discipline experts signing off on the syllabus, followed by the division
coordinators/directors/deans. Once the Dean has approved the syllabus is then forwarded to the
CBC Curriculum Committee for review/approval.
The CBC Curriculum Committee has the responsibility to review and approve proposed
curriculum for Coastal Bend College [34] They are to maintain, improve, and increase course
and program offerings at Coastal Bend College. The members of the committee will make
recommendations regarding the new and improved curriculum. Ex officio members will be
present to discuss, suggest, and inform the members regarding the implementation of new
curriculum.
122 Form edited December 2022
The CBC Curriculum Committee [35] consists of the Chief Academic Officer (CAO)/Provost as
chair and 9 other members of the voting faculty to include one coordinator from each of the
academic divisions (Career and Technical Education, Transfer and General Education, and
Nursing and Allied Health) and six members-at-large, two from each academic unit. Faculty
terms are to be two years starting September 1 of the year elected and ending August 31 two
years hence. No more than one member from any academic department may serve at one time
on the committee. Members of the faculty are not eligible to serve during the first year of faculty
membership. Committee members are not eligible to succeed themselves within one year after
a term of service.
The CBC Curriculum Handbook [36] and the CBC Instructional Assessment Handbook [37]
details all processes, procedures, and policies faculty use when proposing or revising curriculum
to ensure quality and effectiveness. A curriculum proposal form [38] must be submitted with all
proposed curriculum changes to the Curriculum Committee.
Other committees and groups where faculty participate and actively demonstrate that they have
primary responsibility for the content, quality, and effectiveness of the curriculum include the
General Education Assessment Review Committee (GEAR) [39] and the Achieving the
Dream/Pathways Committee [40]. Major action plans for change in curriculum evolve through
the work of these committees.
Professional programs such as the Professional Nursing [41], Vocational Nursing [42],
Radiologic Technology [43], and Dental Hygiene [44] also have program and/or clinical
handbooks developed and reviewed by faculty and staff detailing additional program specific
curriculum/program requirements.
Examples of proposal forms and minutes from the CBC Curriculum Committee Meetings [45]
and the Gear Committee [46] and the Achieving the Dream/Pathways Committee [47]
demonstrate that CBC has placed primary responsibility of the content, quality, and
effectiveness of the curriculum with the CBC Faculty.
Evidence
[1] CBC Policy AD (Local)
[2] CBC Website
[3] CBC Employee Handbook
[4] CBC Faculty Handbook
[5] CBC Policy DJ (Local)
[6] Faculty Job Descriptions
[7] CBC Faculty Meeting Agenda and Minutes
[8] CBC Committee List - Faculty Assignments
[9] Cougar Den Intranet - Committee Page
[10] CBC Curriculum Committee
[11] CBC Pathways/ Achieving the Dream Committee
[12] CBC Colleague Advancement Team
[13] CBC SACSCOC QEP Committee
[14] CBC Policy DGB (Local)
[15] Faculty Association Governing Council Minutes
[16] Provost Faculty Meeting Minutes
123 Form edited December 2022
[17] Provost Email to Dean
[18] President Email to To Human Resources
[19] Provost Email to Faculty
[20] CBC Policy EFBA (Legal)
[21] Texas Administrative Code (TAC) Chapter9Subchapter#Section9.93
[22] TAC Chapter 9 Subchapter J Section 9.184
[23] Texas Education Code, Title 3, Subtitle B, Chapter 61, Subchapter A
[24] CBC Curriculum Handbook
[25] CBC Board of Trustee Meeting Minutes -
[26] CBC Curriculum Committee Minutes - Industrial Mechanics
[27] Substantive Change Request/Approval to THECB for Industrial Mechanics
[28] Program Approval Request/Approval to THECB For Industrial Mechanics
[29] CBC Policy EE (Local)
[30] CBC Policy DJ (Local)
[31] CBC Division Coordinator Job Description
[32] CBC Assistant Coordinator Job Description
[33] CBC Administrative Course Syllabi Examples
[34] CBC Curriculum Committee Handbook - Committee Charge
[35] CBC Curriculum Committee
[36] CBC Curriculum Handbook
[37] CBC Instructional Assessment Handbook
[38] CBC Curriculum Proposal Form
[39] CBC General Education Assessment Review Committee (GEAR)
[40] CBC Achieving the Dream /Pathways Committee
[41] CBC Professional Nursing Handbook
[42] CBC Vocational Nursing Handbook
[43] CBC Radiologic Technology Handbook
[44] CBC Dental Hygiene Handbook
[45] CBC Curriculum Committee Meeting Minutes
[46] CBC GEAR Committee Meeting Minutes
[47] Achieving the Dream/Pathways Committee Meeting Minutes
124 Form edited December 2022
10.5 The institution publishes admissions policies consistent with its mission.
Recruitment materials and presentations accurately represent the practices,
policies, and accreditation status of the institution. The institution also ensures
that independent contractors or agents used for recruiting purposes and for
admission activities are governed by the same principles and policies as
institutional employees.
(Admissions policies and practices) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes admissions policies consistent with its
mission. Recruitment materials and presentations accurately represent the practices, policies,
and accreditation status of the institution. CBC also ensures that independent contractors or
agents used for recruiting purposes and for admission activities are governed by the same
principles and policies as institutional employees.
According to the CBC Mission, [1] Coastal Bend College is a student-centered community
college committed to delivering superb educational and life enriching opportunities to its students
and the communities it serves. CBC is a comprehensive medium-sized designated Hispanic
Serving community college and is legislated [2] to primarily serve “their local taxing districts and
service areas in Texas” and offer “vocational, technical, and academic courses for certification
or associate degrees. Continuing education, remedial and compensatory education consistent
with open-admission policies, and programs of counseling and guidance” are to be offered as
well. CBC’s published admission policies [3] are consistent with the institution’s stated missions,
and the goals of the college district and apply to all students in all programs regardless of the
location or mode of instruction.
Admission Policies
Coastal Bend College implements and publishes admission policies that are mandated by Texas
statute (Education Code Sec. 51.762 [4], Sec. 130.0011 [5], and Sec. 130.151 [6]) and are
governed by regulations set forth by the Texas Higher Education Coordinating Board (THECB).
CBC is an open-admissions institution which, by Texas law (Education Code, Sec. 130.151 [7]),
means that CBC provides “meaningful educational programs for any person 17 years of age or
older with a high school diploma or its equivalent, or for any person 18 years of age regardless
of prior educational experience, cultural background, or economic resources.”
CBC Policy FB(Local) [8] ensures that “all persons who can benefit from postsecondary
education have an opportunity to enroll. The College District shall not discriminate on the basis
of race, color, sex, national origin, religion, disability, age, or military status in admissions.”
Admissions is under the direction of the Director of Admissions and Registrar [9] who is a well-
qualified admissions officer. The Director/Registrar has a Bachelor of Science degree. She has
eight years of experience in financial aid and seven years of experience as the Director/Registrar
and serves as the chief reporting official for the college.
Students currently in high school may also be admitted into courses and programs per the Texas
Administrative Code Title 19 Part I Chapter 4 Subchapter D Rule 4.85 [10]. Admission
requirements, per the administrative code, for entering a dual credit program are detailed in
Memorandums of Understanding [11] between high schools and CBC.
125 Form edited December 2022
International students also have some additional admission requirements. CBC is approved by
the U.S. Citizenship and Immigrations Services (USCIS) [12] to allow international students to
study within the four sites. They must complete all required admission requirements before being
issued an I-20 by the designated school official. Once all documents are complete, an
international student follows the same guidelines set in place by the CBC Admissions policy
CBC Policy FB(Local) additionally addresses courses or programs of study with special
admission requirements. Per the policy [13], a student is advised that while they may be admitted
to the college “they may be required to satisfy certain requirements before enrolling in particular
courses of study.” Some courses [14] may have pre-requisites or corequisites, and some allied
health and career and technology programs have special admission requirements per the
program accrediting or approval agencies. These programs include Cosmetology [15],
Professional Nursing [16], Vocational Nursing and Certified Nursing Assistant [17], Dental
Hygiene [18] and Radiologic Technology [19].
Coastal Bend College also offers non-credit customized training and continuing education
courses. Admission into these courses follow The Texas Education Code Title 3 Subtitle G.
Subchapter M. [20].
Publication
CBC college admission policies are published in electronic format on the college’s website in
the CBC Board Policy Manual [21] and in the CBC Course Catalog and Student Handbook [22].
These are also published on the CBC Admission Webpage [23]. How to apply [24], admission
requirements by student type [25], residency information [26] and other frequently asked
questions [27] are published on the admissions/registrar department webpage. Information
regarding high school student admissions is additionally published online on the High School
Student CBC webpage [28] and in the MOUs also published online [29].
Specific course requirements are published online in the course administrative master syllabi
[30] and in the CBC Course Catalog and Student Handbook [31] or in Program Handbooks [32].
Specific program admission requirements are published online [33] and in program handbooks
[34]. Coastal Bend College also ensures that the status of SACSCOC CBC Institutional
Accreditation and how to file complaints is included when appropriate and accurately published
both online [35] and in publications [36] when relevant.
Recruiting
Recruitment materials such as brochures [37] and presentations [38], accurately represent the
college's practices, policies, and accreditation status of the institution, and are in line with the
mission of the college. CBC adheres to SACSCOC Advertising and Student Recruitment Policy
[39]. The Marketing and Public Relations Department [40] at CBC supports the mission, vision,
and strategic growth of the college through focused internal and external marketing initiatives,
public relations efforts, publication development, and social media. The Marketing and Public
Relations Press Policy [41] is published online on the department website.
All college departments requesting recruiting materials work with their Marketing representative
to ensure accuracy, appropriate representation of CBC policies and procedures, and accurate
depiction of CBC's diverse student population. Print materials [42] may be mailed to prospective
students, available at CBC locations, or distributed by administrators, staff, and faculty.
126 Form edited December 2022
While the college does not hire independent contractors or agents for direct recruiting purposes
and admission activities, a vendor is contracted [43] to support the CBC Athletic webpage
development and maintenance. A RecruitMe webpage [44] clearly indicates that potential
athletes must follow the same admission requirements as all other students and indicates that
Coastal Bend College does not discriminate on the basis of race, creed, color, national origin,
gender, age or disability.
CBC coaches and administration additionally follow the National Junior College Athletic
Association (NJCAA) rules [45] for recruiting athletes, but all students must adhere to CBC
admission policies.
Evidence
[1] CBC Mission Statement
[2] Texas Education Code Title 3 Subtitle G Chapter 130 A
[3] CBC Policy FB(Local)
[4] Education Code Sec. 51.762
[5] Education Code Sec. 130.0011
[6] Education Code Sec. 130.151
[7] Education Code, Sec. 130.151
[8] CBC Policy FB(Local)
[9] Director of Admissions and Registrar Job Description/Resume
[10] Texas Administrative Code Title 19 Part I Chapter 4 Subchapter D Rule 4.85
[11] Memorandums of Understanding-Example
[12] U.S. Citizenship and Immigrations Services (USCIS) Approval
[13] CBC Policy FB(Local)
[14] CBC Course Catalog and Student Handbook-pages
[15] Cosmetology Program Admission Requirements
[16] Professional Nursing Program Admission Requirements
[17] Vocational Nursing and Certified Nursing Assistant Program Admission Requirements
[18] Dental Hygiene Program Admission Requirements
[19] Radiologic Technology Program Admission Requirements
[20] The Texas Education Code Title 3 Subtitle G. Subchapter M.
[21] CBC Board Policy Manual
[22] CBC Course Catalog and Student Handbook-pages
[23] CBC Admission Webpage
[24] CBC Admission Webpage-How to Apply
[25] CBC Admission Webpage- admission requirements by student type
[26] CBC Admission Webpage- residency information
[27] CBC Admission Webpage- frequently asked questions
[28] CBC High School Student Webpage
[29] CBC MOUs webpage
[30] CBC Administrative Master Syllabi-Examples
[31] CBC Course Catalog and Student Handbook
[32] Program Handbooks Course Requirements examples
127 Form edited December 2022
[33] Program Websites-Program Admission Requirements
[34] Program Handbooks-Program Admission Requirements
[35] CBC SACSCOC Institutional Accreditation Statement-Website
[36] CBC Brochure example- SACSCOC Institutional Accreditation Statement
[37] CBC Brochure examples
[38] CBC Presentation examples
[39] SACSCOC Advertising and Student Recruitment Policy
[40] Marketing and Public Relations Department Webpage
[41] Marketing and Public Relations Press Policy
[42] Print material examples
[43] Athletic Webpage Vendor Contract
[44] Athletic Webpage-RecruitMe
[45] National Junior College Athletic Association Rules
10.6 An institution that offers distance or correspondence education:
(a) ensures that the student who registers in a distance or correspondence
education course or program is the same student who participates in and
completes the course or program and receives the credit.
(b) has a written procedure for protecting the privacy of students enrolled in
distance and correspondence education courses or programs.
(c) ensures that students are notified, in writing at the time of registration or
enrollment, of any projected additional student charges associated with
verification of student identity.
(Distance and correspondence education) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) offers distance education courses and programs in
accordance with CBC Policy EBA (Local) [1] and was approved to offer 100% of a program
online on October 21, 2009 [2]. No correspondence education is provided by CBC. Procedures
have been developed to ensure that the student who registers in a distance education course is
the same student who participates in and completes the course or program and receives credit.
Written procedures are also in place for protecting the privacy of students enrolled in distance
education courses or programs and ensure that students are notified, in writing, at the time of
registration or enrollment, of any projected additional student charges associated with
verification of student identity.
(a) ensures that the student who registers in a distance education course or program is
the same student who participates in and completes the course or program and receives
the credit.
Student Identity
Student identity is captured at the time of admission to CBC, and a student ID and password are
generated in the student information system (SIS) (Colleague) [3]. These credentials are used
128 Form edited December 2022
for subsequent access to all the college’s systems, including the learning management system
(LMS), Blackboard [4]. The college uses the same student credential creation for all students
regardless of the instructional modality. Modalities include face-to-face, online, hybrid, and video
conferencing.
Multiple measures are in place to ensure that who registrars in a distance education course are
program is the same student who participates in and completes the course or program and
receives the credit. These begin when the student completes a college application to be admitted
into Coastal Bend College, is admitted, and assigned a student I.D., and then registrars for and
enters an online course using a secure login.
Admissions
Potential students desiring to enroll at Coastal Bend College must complete an ApplyTexas
application [5]. Social Security numbers are included in the application. The CBC Admissions
Office representative downloads student applications from the state database and applicants
are entered into the Student Information System (Colleague). The entry of a student’s social
security number then triggers the creation of a secure student CBC login and ID number [6]
created by Colleague. There is no additional charge associated with the verification of student
identity. Once admitted to the college, students are required to provide an official high school
and any college transcripts or proof of GED [7].
Secure and Unique Login via SIS and LMS
Naming conventions are in place in Colleague for establishing new student usernames/emails
and identification numbers. The example format for the username is as follows: John Alan Smith,
username: jsmith. If jsmith is already assigned to another student, the system proceeds with
adding the middle initial, jasmith. If jasmith is already assigned, jasmith1 is used until a non-
existent username is met. Colleague also generates the ID number password. The CBC
Learning Management System (LMS) delivers online courses in Blackboard [8]. The Blackboard
login username, as well as the Colleague login username, are the same created by the
Colleague Student Information System (SIS). This Colleague generated username and ID
become unique to the student. The password may be changed by the student at any time,
however, the credentials, created in the Colleague SIS, are carried over to the Blackboard LMS
for use with all courses, including all teaching modality platforms: face-to-face, online, hybrid,
and video conferencing. These systems are on the SSO (Single Sign-On) platform.
Once students have received their secure and unique username and ID number, they can
access the SIS through the Cougar Den [9] or through the website [10]. Colleague is the
application through which students view their grades, register online, view progress information,
financial aid status, and holds, if applicable. Announcements are indicated on the opening page,
where CBC can post-registration information, deadlines, or other general information.
An Active Directory (AD) is used for user authentication to most applications, including access
to Colleague, Cougar Den, Blackboard, the campus intranet, Wi-Fi network, and email system.
AD is also used for PC logins in labs and offices. This system allows for a single User ID and
password to access all the college’s resources.
Blackboard Learning Management System Login Credentials (unique, secure login)
Once a student has been admitted and has registered for courses, additional measures are in
place to ensure secure and unique access and to verify that the student who registers in a
129 Form edited December 2022
distance education course or program is the same student who participates in and completes
the course or program and receives the credit.
All courses (no matter the mode of instruction or location) have a LMS Blackboard shell that the
student is allowed access to once the semester begins. Once a student registers, they are added
to the course Blackboard shell through a Colleague process; however, the student will not have
access until the first day of the semester. They must use their unique secure login provided to
them through the registration process to enter. This ensures that they are the registered student
entering the Blackboard course shell for the course.
Instructor verification
Once in the course, there are multiple measures that are used to continue to verify that the
student who registers is the student participating and completing the course. Each instructor
determines the methods of assessment used in their course and many publishers include a
testing platform such as Proctorio [11] in the inclusive access software package. This is included
in the inclusive access fees for the course. Instructors may use security systems and/or
technology tools which may include proctored exams, webcams, live discussions, and other
techniques. They may utilize a lock-down browser as a testing tool and designate specific
dates/times tests are open for online testing. An instructor’s evaluation of each student’s
performance is also considered verification of each student’s participation.
Respondus Lockdown Browser [12] is a mechanism used by CBC to ensure that the student
who has entered the course is the student taking exams and completing certain key
assignments. It is incorporated through the Blackboard LMS, available to adjunct and full-time
faculty. This application requires the student to scan the testing environment and monitors the
environment for any contextual abnormalities while the test is occurring. Respondus Lockdown
Browser prevents students from using the computer to do anything other than taking the
examinations once an exam has been started. Browsers are locked down so that students are
incapable of copying and pasting or opening new windows. The testing window is the only one
open.
CBC also offers proctored examinations [13] at each college site. Some instructors require
students to take their exams at testing centers at the administrative campus in Beeville, Alice
site, Pleasanton site, and Kingsville site. Arrangements may also be made by students for other
approved proctors and proctor sites. An example of that arrangement might apply to the military
installation personnel taking courses. The process [14] at an approved CBC proctor site requires
students to identify themselves by presenting a picture ID with a driver’s license or a CBC ID
card.
(b) has a written procedure for protecting the privacy of students enrolled in distance
education courses or programs.
Students enrolled in distance education courses or programs are provided the same rights of
privacy as students enrolled in any modality of instruction or location. Coastal Bend College
(CBC) follows the Family Educational Rights & Privacy Act (FERPA) Policy [15] to protect the
privacy of students. The policy is published in the CBC College Course Catalog and Student
Handbook [16] and includes procedures that must be followed by a student if they wish to allow
anyone else to have access to their educational records.
New students are also informed of their rights in new student orientation [17]. Students also have
access to this information on the consumer information page [18] on CBC’s website. It is
130 Form edited December 2022
published in CBC Policy FJ (Legal) [19] section of Coastal Bend College’s Board Policy Manual.
Students are also provided access to the student rights and responsibilities [20] within the LMS
(Blackboard).
Texas Education Code 7.010 [21], sets forth the standards for a SIS. Colleague, an Ellucian
product, meets these standards. The college’s Colleague and Blackboard systems are hosted
by their respective companies in a way that provides seamless access to personnel and students
at the college. These companies are contracted to ensure information security to protect access
to student records and student privacy. An excerpt from the Colleague Contract [22] by Ellucian
demonstrates the agreed-upon level of information security provided by this vendor:
“CBC currently has a PALO ALTO Firewall to provide additional security for student records.
The firewall works to protect from outside intrusions, including viruses, malware, and attempts
to compromise College systems. Firewalls provide rules allowing traffic to come in and out of
the network.”
(c) ensures that students are notified in writing at the time of registration or enrollment
of any projected additional student charges associated with verifying student identity.
(Distance and correspondence education)
Student Charges and Notification
For students enrolled in online programs or courses, CBC does not charge any additional fees
for verifying student identity. All enrollment-related charges are communicated to all students in
advance. Tuition, fees, and other charges to the students’ financial account are published by the
CBC Business Office in Cougar Den [23]. Students are also sent e-bills [24] detailing all current
charges for the courses and programs in which they have enrolled. The same information is
delivered to students enrolled in online, off-campus, and face-to-face courses. Students may
drop with a 100% refund up to the first day of classes. Students having course exams proctored
at the CBC locations are not charged but must follow scheduling requirements [25] as posted
on the CBC testing center website.
Evidence
[1] CBC Policy EBA (Local)
[2] SACSCOC Substantive Change Approval Letter-October 21, 2009
[3] CBC Student Information System (SIS) (Colleague) Example
[4] CBC Learning Management System (LMS) (Blackboard) Example
[5] ApplyTexas Application
[6] Student CBC Login and ID Number example
[7] HS, College, or GED Admittance Requirement Example
[8] CBC Single Sign On Blackboard
[9] CBC Access to Cougar Den
[10] CBC Website Distance Learning Page Access
[11] Proctorio Example
[12] Respondus Lockdown Browser
[13] CBC Testing Center Website-Proctored Examinations
[14] CBC Testing Center Proctoring Processes
131 Form edited December 2022
[15] Family Educational Rights & Privacy Act (FERPA) Policy
[16] CBC College Course Catalog and Student Handbook
[17] CBC New Student Orientation-Student Rights
[18] CBC Website Consumer Information Page
[19] CBC Policy FJ (Legal)
[20] CBC LMS Blackboard Student Rights and Responsibilities
[21] Texas Education Code 7.010
[22] Colleague Contract
[23] Student Financial Information Cougar Den
[24] CBC Student Billing Statement-Example
[25] CBC Testing Center Scheduling Requirements
10.7 The institution publishes and implements policies for determining the amount and
level of credit awarded for its courses, regardless of format or mode of delivery.
These policies require oversight by persons academically qualified to make the
necessary judgments. In educational programs not based on credit hours (e.g.,
direct assessment programs), the institution has a sound means for determining
credit equivalencies.
(Policies for awarding credit) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes and implements policies for determining the
amount and level of credit awarded for courses, regardless of format or mode of delivery.
These processes are overseen by academically qualified individuals.
Definition and Publication of Credit Hour Policies
CBC follows the credit hour system and determines the amount of credit to award in accordance
with federal and state legislation. CBC complies with the definition of a credit hour in accordance
with Federal Regulation 34 CFR 600.2 [1], the Texas Administrative Code (TAC) Title 19,
Chapter 4, Subchapter A, Rule 4.6 [2], and SACSCOC Credit Hour Policy Statement [3]. A credit
hour is defined by SACSCOC as:
For purposes of the application of this policy and in accord with federal regulations, a
credit hour is an amount of work represented in intended learning outcomes and verified
by evidence of student achievement that is an institutionally established equivalency that
reasonably approximates
1. Not less than one hour of classroom or direct faculty instruction and a minimum
of two hours out of class student work each week for approximately fifteen weeks for one
semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit,
or the equivalent amount of work over a different amount of time, or
132 Form edited December 2022
2. At least an equivalent amount of work as required outlined in item 1 above for
other academic activities as established by the institution including laboratory work,
internships, practica, studio work, and other academic work leading to the award of credit
hours.
The Texas Administrative Code [4] requires that “traditionally delivered three semester credit
hour courses should contain 15 weeks of instruction (45 contact hours) plus a week for final
examinations so that such a course contains 45 to 48 contact hours depending on whether there
is a final exam.” CBC adheres to the guidelines set by the Texas Administrative Code and this
is published in CBC Policy EFA(Legal) [5], which outlines the “Minimum Length of Courses” at
the college. Additionally, “courses delivered in shortened semesters are expected to have the
same number of contact hours and the same requirement for out-of-class learning as courses
taught during a normal semester.” All sections of courses follow the same administrative master
syllabus with the same student learning outcomes and major requirements regardless of the
length of the course, mode of instruction, location, or faculty.
Texas Administrative Code Title 19, Part 1, Chapter 9, Subchapter D, rule 9.73 [6]
establishes The Lower Division Academic Course Guide Manual (ACGM) [7] as the
compendium of lower division, academic courses for which Texas public institutions of higher
education may receive state funding. Course descriptions and allowable credit hours, contact
hours, and lecture and lab hours are defined for each course in the ACGM. All academic courses
in the CBC inventory are taken from this manual which is published online at the Texas Higher
Education Coordinating Board website [8].
Texas Administrative Code Title 19, Part 1, Chapter 9, Subchapter F, rule 9.115 [9] establishes
the Workforce Education Course Manual (WECM) [10] for workforce and continuing education
courses to be used in workforce and allied health programs to receive state funding. Course
descriptions and allowable credit hours, contact hours, and lecture and lab hours are defined for
each course in the WECM. All workforce and allied health courses offered for credit in the CBC
inventory are taken from this manual which is also published online at the Texas Higher
Education Coordinating Board website [11].
The amount of approved credit and lab hours for each course is included in the administrative
course syllabus [12] and in the CBC Course Catalog and Student Handbook [13]. Both are
published on the CBC website [14].
Procedures for Establishing, Assigning, and Awarding Credit
All new or modified course proposals [15] are reviewed by the college’s Curriculum Committee
regardless of course format or mode of delivery. The college Curriculum Committee [16] consists
of the Provost/Chief Academic Officer (CAO) as chair and six other members of the voting faculty
to include one coordinator from each of the academic divisions (Career and Technical
Education, Transfer and General Education, Nursing and Allied Health) and six “at large”
members, two from each academic unit. Faculty terms are to be two years starting September
1 of the year elected and ending August 31 two years hence. No more than one member from
any academic department may serve at one time on the committee. Members of the faculty are
not eligible to serve during the first year of faculty membership. Committee members are not
eligible to succeed themselves within one year after a term of service.
The committee is responsible for reviewing and approving for further consideration any new or
revised curriculum for the college. Changes can be self-initiated by faculty or directed by the
state, program accreditation, or regional accreditation agency. Through the Curriculum
133 Form edited December 2022
Committee, the faculty and administration of CBC work together to ensure that the academic
integrity of the instructional programs of the college are in accordance with state standards
established by the Texas Higher Education Coordinating Board and other relevant stakeholders.
The college's Curriculum Committee has an established process of review for all courses at CBC
detailed in the CBC Curriculum Handbook [17].
In accordance with CBC Policy EE (Local) [18], CBC Courses are proposed by faculty, approved
by academic component deans and administrators prior to review and approval. The Curriculum
Committee reviews and makes recommendations for curriculum changes, course revisions,
course additions, and course archival. The committee also makes recommendations to the
Provost/CAO, President, and Board of Trustees for any program revision, new programs, and
program closures. This method of shared governance ensures that the responsibility of
curriculum development rests with the faculty at the college and is supported by the institution.
The Provost/CAO has the educational qualifications and experience [19] to make the
establishment and the approval of academic credit for a course or program.
The awarding of credit occurs after faculty have completed the entry of final grades at the
conclusion of a term/semester. This occurs automatically through the college enterprise
resource planning software (Colleague). A final date is set for grade entry each term. Once this
date has passed, the system transitions the grades from faculty from a temporary status to a
permanent status. Each course for which a grade is assigned has the approved credit hours
included in Colleague for each course. Credit hours for successful courses will then appear on
a student’s transcript as approved credit. Credit hours for unsuccessful courses will not appear
on the student’s transcript for credit.
Programs not based on credit hour
CBC does not offer programs for credit that are not based on credit hours.
Evidence
[1] Federal Regulation 34 CFR 600.2
[2] Texas Administrative Code (TAC) Title 19, Chapter 4, Subchapter A, Rule 4.6
[3] SACSCOC Credit Hour Policy Statement
[4] Texas Administrative Code (TAC) Title 19, Chapter 4, Subchapter A, Rule 4.6
[5] CBC Policy EFA(Legal)
[6] Texas Administrative Code Title 19, Part 1, Chapter 9, Subchapter D, rule 9.
[7] The Lower Division Academic Course Guide Manual (ACGM)
[8] Texas Higher Education Coordinating Board website
[9] Texas Administrative Code Title 19, Part 1, Chapter 9, Subchapter F, rule 9.115
[10] Workforce Education Course Manual
[11] Texas Higher Education Coordinating Board website
[12] CBC Administrative Course Syllabus
[13] CBC Course Catalog and Student Handbook
[14] CBC website
[15] Curriculum Proposal Examples
[16] CBC Curriculum Committee
[17] CBC Curriculum Handbook
[18] CBC Policy EE (Local)
[19] Provost/Chief Academic Officer Job Description/Resume
134 Form edited December 2022
10.8 The institution publishes policies for evaluating, awarding, and accepting credit
not originating from the institution. The institution ensures (a) the academic
quality of any credit or coursework recorded on its transcript, (b) an approval
process with oversight by persons academically qualified to make the necessary
judgments, and (c) the credit awarded is comparable to a designated credit
experience and is consistent with the institution’s mission.
(Evaluating and awarding academic credit)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes policies for evaluating, awarding, and
accepting credit not originating from the college and ensures (a) the academic quality of any
credit or coursework recorded on its transcript, (b) an approval process with oversight by persons
academically qualified to make the necessary judgments, and (c) the credit awarded is
comparable to a designated credit experience and is consistent with the institution’s mission [1]
“Coastal Bend College is a student-centered community college committed to delivering superb
educational and life enriching opportunities to its students and the communities it serves.”
Per the Texas Education Code Title 3 Subtitle G Chapter 130 A [2], community colleges have
been legislated to “serve as a comprehensive college offering vocational, technical, and
academic courses for certification or associate degrees. Continuing education, remedial, and
compensatory education is to be provided consistent with open-admission policies, along with
programs of counseling and guidance.”
Publishes Policies
According to Coastal Bend College Policies EGA(Legal) [3] and EGAA(Local) [4], published in
the CBC Board of Trustees Policy Manual [5] on the CBC website, “Current and incoming
students may earn credit for relevant education, work, or other life experience. Qualified students
may earn credit by performing satisfactorily on certain national tests and Advanced Placement
(AP) exams or by completing tests developed and administered by the College District.” Specific
procedures for implementing this policy are published on the CBC website [6] and in the Coastal
Bend College Course Catalog and Student Handbook [7].
(a) the academic quality of any credit or coursework recorded on its transcript
The Office of Admissions and Registrar works closely with faculty, faculty division coordinators,
directors, deans, operational personnel, and appropriate Coastal Bend College administrators
to ascertain the quality and authenticity of all credit not originating from the college, and to ensure
that all credit approved is equivalent to approved course work at Coastal Bend College.
Processes are in place to evaluate the various types of credit not originating from CBC.
The Transcript Evaluation Request Process [8] is used when students are requesting that credit
from another college be evaluated. Access to the form to initiate the evaluation of transfer credit
is available to students on the CBC Website on the Admissions/Registrar page [9] and in the
online Coastal Bend College Catalog and Student Handbook [10]. An official evaluation of
college transfer coursework is processed after a student’s first semester of enrollment at CBC.
Students must complete a Transcript Evaluation Form and have all official transcripts on file
before the evaluation is processed.
135 Form edited December 2022
CBC accepts equivalent coursework [11] earned at accredited colleges and universities and
considers formal studies completed at accredited vocational schools, military service schools,
and trade and industrial training programs. Faculty often assists [12] in determining equivalency
when the coursework is from outside the state of Texas. Previous education and training are
evaluated for comparability to CBC courses approved for funding from the state of Texas. Credit
toward CBC degrees and certificates may be awarded when equivalent courses are in the CBC
curricula. Students are advised online on the CBC website [13] that courses taken more than
five years prior to entry into Coastal Bend College may not transfer if content and/or technology
in the subject area has changed significantly. Coastal Bend College follows the Texas
Administrative Code Title 19, Part I, Chapter 4, Subchapter B, Rule 4.25 [14] when reviewing
transfer coursework and the equivalencies that adhere to the requirements. CBC requires all
students to complete 25% of their degree/certificate at this institution limiting the amount of
potential transfer credit to 75% of any award.
(b) an approval process with oversight by persons academically qualified to make the
necessary judgments
It is the responsibility of the CBC Director of Admissions and Registrar [15] to initiate the
evaluation and approval processes for all coursework not originating at CBC. Faculty and
instructional deans assist [16] when the decision is dependent on discipline experts.
Traditional Transfer
When evaluating academic transfer credits, the CBC Director of Admissions and Registrar uses
the Academic Course Guide Manual (ACGM) to ensure course descriptions, credit hour limits,
student learning outcomes, and contact hours are met. The Lower-Division ACGM [17] is the
official list of approved courses for general academic transfer to public universities offered for
state funding by public community, state, and technical colleges in Texas. A state-level Lower-
Division Academic Course Guide Manual Advisory Committee is created to provide the Texas
Higher Education Coordinating Board with advice and recommendations regarding new
disciplines of study, developments with existing disciplines represented by courses in the
manual, vertical and horizontal alignment of courses within disciplines, and obsolesces of
disciplines of study and course (TAC Chapter 1, Subchapter P, Rule 1.192) [18]. If a transfer
course is not included in CBC’s course catalog but is included in the ACGM, the course will be
added in as an elective for the subject.
CBC’s Admissions and Registrar Office does not automatically accept transfer career and
technical education (CTE) /nursing allied health (NAH) courses unless approved by the
CTE/NAH coordinator, directors, and deans over the relevant curriculum. The Workforce
Education Course Manual (WECM) [19] is a web-based inventory of current approved workforce
education courses available for use by Texas public community and technical colleges. A
Workforce Education course Manual Advisory Committee is legislated [20] at the state level “to
provide the Texas Education Coordinating Board with advice and recommendation(s) regarding
content, structure, currency and presentation of the Workforce Education Course Manual
(WECM) and its courses; recommendations regarding field engagement in processes,
maintenance, and use of the WECM; and assistance in identifying new programs of study,
developments within existing programs represented by courses in the manual, vertical and
horizontal alignment of courses within programs, and obsolescence of programs of study and
courses.”
Courses in WECM are grouped by subject area according to the Classification of Instructional
Programs (CIP) codes published by the National Center for Education Statistics (NCES).
136 Form edited December 2022
Colleges may search for courses by numerous attributes, including CIP code, rubric, title, and
others. This is used with course catalogs from the accredited colleges in question. Course
descriptions, semester credit hours, contact hours, and student learning outcomes (SLOs) are
verified by faculty division coordinators, directors, and deans to ensure the potential transfer
credit meets CBC's standards.
CBC uses the ACGM and WECM to ensure that accepted credit hours, contact hours, and
learning outcomes being accepted as transfer are comparable to those of CBC courses. These
standardized manuals used by all Texas Community Colleges allow for comparability across
courses at all Texas colleges. Coastal Bend College requires a grade of D or higher on courses
not originating from CBC to be approved and applied for the Associate of Science (A.S.) or
Associate of Arts (A.A.) degrees.
To meet the requirements for most Associate of Applied Sciences (A.A.S.) or certificates, a
grade of D or higher is also required. A grade of C or higher is required for the CBC Nursing
Assistant Certificate, Vocational Nursing Certificate, Professional Nursing (Traditional and
Bridge) Associate of Applied Science, Dental Hygiene Associate of Applied Science and
Radiological Technology Associate of Applied Science. This is based on the standards set by
each department and published in the CBC Course Catalog and Student Handbook [21] or in
CBC Program Handbooks [22]. All accepted transfer credit is accepted as credit only and
appears on the transcript [23] as credit only. No grade is assigned to the course when calculating
the grade point average at Coastal Bend College.
Military Transfer
Information for credit given military training can be found in Coastal Bend College’s Course
Catalog and Student Handbook [24]. Transfer credits can be found on the student’s official copy
of their Joint Services Transcript (JST) [25]. In compliance with Texas Education Code 51.3042
[26], “course credit for all physical education courses required by the institution and for additional
semester credit hours, not to exceed 12, may be applied to satisfy any elective course
requirements for the student's degree program.” This is verified based on the official DD-214
[27]. CBC grants credit for service schools by military and retired military personnel in
accordance with the American Council on Education’s (ACE) Guide to the Evaluation of
Educational Experience in the Armed Services [28].
International Transfer
Information regarding transfer credit evaluation for students submitting transcripts from foreign
institutions is available to students in the Coastal Bend College Course Catalog and Student
Handbook [29]. Students seeking transfer credit from foreign institutions must submit the official
transcript that has been translated and evaluated by a credentialed evaluation service [30]. The
Deans of Transfer and General Education [31], Career and Technical Education or Nursing [32]
and Allied Health [33] are then tasked with evaluating what courses will transfer [34] to Coastal
Bend College based on the student’s program of study.
Nontraditional Transfer
The institution implements policies for evaluating, awarding, and accepting academic credit for
nontraditional means. According to CBC Policy EGAA (Local) [35], “current and incoming
students may earn credit for relevant education, work or other experience. Qualified students
may earn credit by performing satisfactorily on certain national tests and Advanced Placement
(AP) exams or by completing tests developed and administered by the district.” This includes
137 Form edited December 2022
College Level Examination Program (CLEP), AP, International Baccalaureate (IB), credit by
examination, Continuing Education Unit’s conversion to career and technical courses, and work
experience and prior learning credit. Procedures for implementing this policy are published in
the CBC Catalog and Student Handbook [36].
Work Experience and Prior Learning
College credit for work experience and prior learning is overseen by CBC CTE Dean, faculty
division coordinators, and departmental faculty. Credit is awarded when the learning outcomes
can be documented as equivalent to an academic course. The process for the evaluation of
credit by non-traditional means at CBC is based upon the SACSCOC Transfer of Academic
Credit position statement [37] which advises institutions to “ease the acceptance of transfer
credit while maintaining an acceptable level of academic quality.” CBC recognizes that many
students have acquired prior knowledge of course competencies through non-traditional means.
The process through which CBC students receive equivalent college semester credit hours
through non-traditional means incorporates oversight by appropriately qualified faculty and staff.
CBC students may apply to obtain course credit based on previous relevant life/work learning
experience. The learning experience shall be from employment or workshop learning, recent
and relevant, and of satisfactory performance. Students must demonstrate college-level learning
through a portfolio process [38]. The assessment of work experience and/or prior learning may
be requested for specific technical programs by individuals seeking to obtain college-level credit
for experience and/or training received at a technical institution or in a work environment. The
Application for Work Experience Credit [39] may be obtained from the department in which the
student is majoring or from the corresponding dean. Sources of prior learning may include prior
employment, trade or proprietary school equivalence, certification/licensure/credentials
equivalents. There have been no requests for work experience.
CLEP
Students may take exams from the College-Level Examination Program (CLEP) exams for
various college classes. CBC students are eligible to receive a maximum of 18 semester credit
hours from a group of designated courses found in the CBC Course Catalog and Student
Handbook [40]. Official copies of CLEP scores must be presented to the Director of Admissions
and Registrar before credit can be awarded.
CBC Subject Competency Examinations
Course credit may also be awarded based on CBC subject competency examinations, according
to the following policies and procedures [41] published in the CBC College Course Catalog and
Student Handbook. Credit may not be acquired in any course or its equivalent in which a student
has been previously enrolled for credit nor for a subject in which the student has earned credit
in a more advanced course. No credit by examination is applicable until successfully completing
fifteen (15) semester credit hours at CBC with a grade of “C” or better. A subject competency
examination will be given only under certain circumstances. A student should have obtained,
either through academic preparation or experience, competencies equal to those ordinarily
attained through completing a particular course. Credit by examination is not permitted for
transfer lab courses. Credit by examination is not available for all courses. A Test Out Subject
Competency Petition form [42] to request subject competency examination must be approved
by a faculty member, advisor, or faculty division coordinator in which the course is offered, and
the Dean of Transfer and General Education, Dean of Career and Technical Education, or Dean
of Nursing and Allied Health. Satisfactory performance with a grade of “C” or better on the
examination will earn credit for the course and a grade of “CR” will appear on the transcript. The
138 Form edited December 2022
instructor will note a grade on the Test Out Subject Competency Petition form and route
according to form requirements. There is no requirement for enrolling in a higher-level course in
the same subject after receiving credit by examination unless program requirements require
higher level course(s).
Continuing Education Units Conversion to Career and Technical Courses
The CBC Course Catalog and Student Handbook [43] specifies the standards and process for
the conversion of Continuing Education Units to credit for mirror courses. Mirror courses are
courses that have been taken for non-credit but have the same learning outcomes as a credit
course. These courses are defined in the Guidelines for Instructional Programs in Workforce
Education [44]. To provide an entry for students wishing to transition from the continuing
education portion of their education to the academic credit continuation of their education,
students may request a conversion of Continuing Education Units (CEUs) to college credit for
specific career and technical courses. Faculty qualified in the appropriate disciplines assess the
competencies for the continuing education courses against those required of courses in the
course inventory. This assessment [45] is conducted under the direction of the college’s Dean
of Career and Technical Education and final approval, where warranted, provided by the
Provost/Chief Academic Officer (CAO).
(c) credit awarded is comparable to a designated credit experience and is consistent with
the institution's mission
All credit awarded by CBC is consistent with the college's mission to “delivering superb
educational and life-enriching opportunities to its students and the communities it serves.” Credit
is awarded at the lower-division (freshman and sophomore) level, which is consistent with the
college’s course inventory and associate degree and certificate programs.
To ensure that the credit awarded is comparable to a designated credit experience and is
consistent with the institution’s mission, the college follows all policies regarding the evaluation
and acceptance of credit for transferred courses, experiential learning, advanced placement,
and professional certificates. The previously outlined policies that CBC uses to evaluate, award,
and accept transfer credit are published in its catalog and are available to all students through
the CBC webpage. The Admissions and Registrar’s Office works closely with faculty, faculty
division coordinators, directors, deans, operational personnel and appropriate representatives
to develop admissions policies and ascertain the quality and authenticity of transfer work to
ensure that all credit approved is equivalent to course work at the college.
As previously outlined, in seeking to evaluate, award and accept transfer credit, CBC relies upon
course inventory, course descriptions, student learning outcomes, credit hour limits and contact
hour limits published in the ACGM and the WECM. The alignment of credit and contact hours
for courses in the ACGM and WECM is consistent with SACSCOC policy on credit. The
assessment of academic work done and learning outcomes met by faculty qualified in the
respective discipline, is made against the requirements identified in the ACGM and WECM
course inventories. This process ensures that credit is awarded for exam scores, prior non-credit
experiences, and similar learning outcomes not originating at the college are consistent with a
designated learning experience.
Document
[1] Coastal Bend College Mission Statement
139 Form edited December 2022
[2] Texas Education Code Title 3 Subtitle G Chapter 130 A
[3] Coastal Bend College Policy EGA(Legal)
[4] Coastal Bend College Policy EGAA(Local)
[5] CBC Board of Trustees Policy Manual
[6] CBC Website
[7] Coastal Bend College Course Catalog and Student Handbook
[8] Transcript Evaluation Request Process
[9] CBC Website-Admissions
[10] Coastal Bend College Catalog and Student Handbook pages
[11] Coastal Bend College Catalog and Student Handbook pages
[12] Faculty Email Chain
[13] CBC Website-Admissions
[14] Texas Administrative Code Title 19, Part I, Chapter 4, Subchapter B, Rule 4.25
[15] CBC Director of Admissions and Registrar Job Description/Resume
[16] Faculty Email
[17] Lower-Division Academic Course Guide Manual
[18] TAC Chapter 1, Subchapter P, Rule 1.192
[19] Workforce Education Course Manual (WECM)
[20] TX Admin. Code Title 19, Part 1, Chapter 1, Subchapter T, Rule 1.220
[21] CBC Course Catalog and Student Handbook page
[22] CBC Program Handbooks Examples
[23] Transcript Example
[24] Coastal Bend College’s Course Catalog and Student Handbook page
[25] Joint Services Transcript (JST)
[26] Texas Education Code 51.3042
[27] DD-214
[28] American Council on Education’s (ACE) Guide to the Evaluation of Educational
Experience in the Armed Services
[29] Coastal Bend College’s Course Catalog and Student Handbook page
[30] International Credential Evaluation Service Example
[31] Dean of Transfer and General Education Job Description/Resume
[32] Dean of Career and Technical Education or Nursing Job Description/Resume
[33] Dean of Nursing and Allied Health Job Description/Resume
[34] Email Communication Dean and Registrar
[35] CBC Policy EGAA (Local)
[36] CBC Course Catalog and Student Handbook page
[37] SACSCOC Transfer of Academic Credit position statement
[38] Portfolio Process
[39] Application for Work Experience Credit
[40] CBC Course Catalog and Student Handbook page
[41] CBC Course Catalog and Student Handbook page
[42] Test Out Subject Competency Petition form
140 Form edited December 2022
[43] CBC Course Catalog and Student Handbook page
[44] Guidelines for Instructional Programs in Workforce Education
[45] CE Conversion Example
10.9 The institution ensures the quality and integrity of the work recorded when an
institution transcripts courses or credits as its own when offered through a
cooperative academic arrangement. The institution maintains formal agreements
between the parties involved, and the institution regularly evaluates such
agreements.
(Cooperative academic arrangements)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) does not have any cooperative academic
arrangements.
Section 11: Library and Learning/Information Resources
11.1 The institution provides adequate and appropriate library and learning/information
resources, services, and support for its mission.
(Library and learning/information resources) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) provides adequate and appropriate library and
learning/information resources, services, and support for its CBC’s mission [1] of providing
“superb educational and life enriching opportunities to its students and the communities it
serves.” CBC is a comprehensive medium sized designated Hispanic Serving community
college and is legislated [2] to primarily serve “their local taxing districts and service areas in
Texas” and offer “vocational, technical, and academic courses for certification or associate
degrees. Continuing education, remedial and compensatory education consistent with open-
admission policies, and programs of counseling and guidance” are to be offered as well. CBC
does not have a research and/or public service mission. The library and other
learning/information resources and services are accessible to students, faculty, and staff at all
locations and for students and faculty in all modes of instruction. The library and other student
support units provide a variety of learning resources to all CBC students in both scheduled and
on-demand formats.
Appropriate Library and Learning/Information Resources, Services
Coastal Bend College (CBC) is a comprehensive public community college with an expansive
service area [3] that encompasses 9,000 square miles in the diverse South Texas counties of
Bee, Karnes, McMullen, Live Oak, Duval, Jim Wells, Brooks, and parts of Atascosa and Kleberg
counties. CBC has an annual enrollment of over 4,500 students, 74% of whom are minority,
across its four locations in the cities of Alice, Beeville, Kingsville, and Pleasanton, Texas, and
141 Form edited December 2022
many high school locations.
Library Services support the college curriculum by providing adequate and appropriate
educational resources in all formats. CBC offers academic transfer, career, and technical and
allied health associate degree programs [4]. The Director of Library Services [5] has a Master’s
degree in Library and Information Science and has direct supervision over all library and
learning/information resources, services. An E-librarian (currently vacant) takes the lead in
developing and maintaining access to the library’s electronic resources and subscriptions and is
responsible for managing and troubleshooting electronic resources. The director along with
other library staff choose resources to help students complete their assignments successfully,
help faculty support their curriculum, teach individuals and scheduled classes how to conduct
effective research, and assist patrons in developing critical thinking skills no matter their location
or mode of instruction. Furthermore, the library provides general materials to pique the interests
of a diverse student and public population to promote life-long learning.
The Library Policy Manual [6] details the collection and collection development processes and
procedures used to ensure that the library and learning/information resources are appropriate.
Per the manual “The collection policies are intended to serve as a guide to the professional
library staff and CBC faculty for achieving consistency in the choice of materials and as a
statement to the public of our purpose and standards in collection building. The Coastal Bend
College Library provides materials and services which reflect curricular requirements and
support the purpose and philosophy of CBC.”
Physical Resources
All users have access to physical library resources and services during all open hours of the
Grady C. Hogue Learning Resource Center/Library and CBC Center Libraries (CBC Alice,
Kingsville, and Pleasanton) all academic year (fall, spring, summer). At the circulation desk,
professional library employees are accessible and available during hours of operation. The CBC
(Beeville) is open Monday – Friday from 8am – 5pm. CBC Alice, Kingsville and Pleasanton hours
of operation may change slightly semester to semester but are open fifteen to twenty hours a
week. Hours of operation are clearly posted on the library webpage [7] and updated each
semester.
The library retains 29,800 physical resources [8], including books, print journals, and media
items, despite ongoing efforts to acquire additional electronic resources to better support the
expanding number of online courses and students. For in-building usage, all CBC libraries
include computer facilities [9] with printers, scanners, and laptops. There are also various
individual and group study carrels [10] with charging stations and collaborative tables.
The CBC librarian provides in-person library orientations as requested and other tailored
educational workshops, with topics ranging from basic search strategies to in-depth research on
advanced topics using specialist resources and databases. Specialized teaching subjects on
copyright, citation creation and management, and research paper writing are also offered on
request as well a library tutorials and quizzes [11].
Through its Distance Learning Services [12], the library provides access to print books, journal
articles, and other print resources to students enrolled in online courses and/or reside outside
the college district. Through the Interlibrary Loan system [13], scanned versions of print articles
are provided electronically to distance learning students.
142 Form edited December 2022
The Director of Library Services meets with faculty and directors [14] as needed to ensure that
the physical collection meets the needs of the programs. Faculty may also contact the director
to request that physical resources be added. A budget line is added for these requests in the
annual fiscal budgeting process [15].
Virtual Resources and Services
Most library resources are accessible online, allowing all institution students, faculty, and staff
to access them at any time, regardless of their physical location. In addition, the library offers
virtual chat [16] and phone services [17] throughout operating hours. Interlibrary Loan [18] allows
all CBC students, faculty, and staff to request books, articles, and other library materials not
available at the library.
The CBC Library is a member of Amigos Library Services [19] and TexShare [20], the state's
resource-sharing program. These two library programs and reciprocal agreements are utilized
by the Interlibrary Loan system to give access to materials not available on campus. Most articles
and chapters are supplied online to the requester, while physical volumes and other print
materials can be picked up during building hours. The CBC library services provide electronic
books to students and faculty via EBSCO HOST e-books (formerly NetLibrary) [21], ebrary
subscriptions [22], and permanent e-book collections for community colleges purchased through
AMIGOS. These resources are available on the library's website 24 hours a day, seven days a
week. The library offers interlibrary loan (ILL) services through AMIGOS to all patrons to
supplement these resources. CBC borrowed 5 titles and lent out 28 titles during the 2020-2021
academic year
In addition to the 29,800 print titles, CBC’s collection includes over 2,700 serial titles, 91,682 e-
books, and over 116 electronic resources, including streaming videos. All of which are
searchable through the CBC online library catalog. Since 2014, CBC has weeded 3,672
microfilm reels, 362 print serial titles, 819 educational videos, and 800 entertainment and
documentary videos. Many of the electronic resources can be searched and translated into
various languages including Spanish to serve students whose first language is not English.
In addition to electronic books and media, the library provides access to databases [23] that
provide online, full-text access to research resources, including as academic journals,
professional periodicals, popular magazines, and significant news outlets.
A virtual library orientation [24] that includes how to navigate library resources is accessible via
the library's website and is embedded within the EDUC-1300, Learning Framework course [25]
within the institution's learning management system, Blackboard. EDUC-1300 is a required
course in the general education core curriculum and is included in most A.A.S. (Associate of
Applied Science) degree and certificate programs.
Specialized Collections and Resources
While the CBC library has limited, specialized collections, such as the Teaching Excellence
Collection [26] and the Texana Collection [27], they do not contain any unique titles. The Texana
Collection is designated by a call number that begins with Texana, whereas the Teaching
Excellence Collection is identifiable by a spine label. Both markers aid in identifying these
collections for patrons.
143 Form edited December 2022
Adequate Library and Learning/Information Resources, Services
The library staff closely monitors the sufficiency and adequacy of the college's educational
materials to support all programs. The Director of Library Services is a member of the various
faculty led committees such as the CBC Curriculum Committee [28]; this enables the director to
closely monitor the growth of innovative programs and predict changes in current course
offerings, generating the data necessary to design and maintain adequate resources to support
all on-campus and online programs offered by CBC. The Director of Library Services attends
regional and state conferences [29] when funds permit. At these conferences, the director
contacts other regional library directors and attends workshops on library management.
Webinars and other forms of online training are utilized to keep current and acquire new skills.
Interlibrary loan services [30] are also available to faculty and students. CBC borrowed 2 titles
[31] and lent out 12 titles [32] during the 2021-2022 academic year. While these services are
underutilized, there continues to be positive feedback from students regarding the user-
friendliness of e-resources and a library usage count for 2021-2022 of 20,421 patrons indicating
that while students are not necessarily using books, they are using other library resources.
To utilize existing usage patterns and statistics for collection development purchases, the
library's Interlibrary Loan system [33] is configured to automatically purchase new books
(published within the past two years) requested by faculty for Interlibrary Loan borrowing. The
librarian reviews Interlibrary Loan request statistics for older books and journal articles each
semester to identify potential research and curriculum needs. In addition, regular reviews of
usage statistics for the library's e-book collection are conducted to discover specific subject and
topic demands for collection development considerations.
Library financing for print and video materials is based on the number of programs offered by
each department, their collection-building history, the information demands of the department's
programs, and the number of their students who require library access. In conjunction with
instructional faculty, the librarian purchases journals, print resources, and e-titles to ensure that
all departments and programs have adequate research assistance for their courses.
Subject specific LibGuides [34] are added to its online website to aid students in locating print
and digital materials pertinent to their field of study. The Librarian solicits faculty feedback on
these guidelines and based on this feedback, makes modifications and enhancements. This
approach permits faculty members to assess available resources to assist their classes to
ensure adequate resources and services. Annually, librarians examine program areas to
guarantee the relevance and currency of the collection and document needs in annual planning
[35]. The review procedure involves student feedback gathered via library student surveys.
CBC also participates in the Community College Survey of Student Engagement (CCSSE) [36]
every other year. This is a national survey. In spring of 2022, 61% of students surveyed indicated
that they had used the library resources and services at least one time and 81% indicated that
they were satisfied with the library services with 16.4% indicating it wasn’t applicable to them
and only 3% indicating that they were not satisfied with the library. 86% believe that library
services are “very important” or “somewhat important”. This indicates that according to this
survey, library services is adequate to most students using the services.
If the college website is unavailable due to inclement weather or other unforeseen
circumstances, LibGuides [37], a hosted website, and EOS (SirsiDynix) [38], a hosted online
catalog, ensure student and faculty access to resources. CBC faculty and students can also use
144 Form edited December 2022
a TexShare card [39]. TexShare is a statewide library cooperative that offers group purchases
of electronic resources, a delivery service for its members, and the TexShare borrower's card.
This card allows for direct library borrowing from a variety of institutions across the state,
including the Mary and Jeff Bell Library at Texas A&M – Corpus Christi, the James C. Jernigan
Library at Texas A&M – Kingsville (both of which are large local institutions that serve university
freshmen through doctoral students), and the William F. White, Jr. Library and Howard E. Barth
Learning Resource Center at Texas A&M – Kingsville.
All the online library services provide CBC students and faculty access to the educational
materials they require to support their research from any location. CBC’s on campus library
services coordinate checkout process so students can utilize all the resources available at each
campus location, which may include laptops, noise cancelling headphones, scientific calculators
and more. Faculty may bring in textbooks and other materials to leave as reserve materials for
their course. The CBC Library Policy Manual [40] outlines the procedures for using reserve
materials.
Data Comparison
CBC has an FTE of 2,256. According to the latest published IPEDS reports (Fiscal year 2021)
[41], CBC libraries have a collection size of 29,800 print titles, 2,210 media items, 2,700 serial
subscriptions and 83 databases. Two Texas Community Colleges identified as Medium Sized
Community Colleges by the Texas Higher Education Coordinating Board with similar FTEs
include Cisco College with an FTE of 2,162 and Texarkana College with an FTE of 2,243. The
charts below compare the colleges as reported in IPEDs reporting.
CBC’s library resources are comparable to those of libraries serving similar student populations.
CBC is expanding resources by adding databases and digital collections, as are most
community colleges in Texas.
Coastal Bend College
Cisco College
Texarkana College
Databases
83
178
153
91,682
29,800
561,805
23,588
517,855
52,135
0
100,000
200,000
300,000
400,000
500,000
600,000
Books Digital Books-Physical
Books Collection (Digital and Physical)
Coastal Bend College Cisco College Texarkana College
145 Form edited December 2022
Serials-Digital
2,700
0
2
Media-Digital
2,210
37,954
0
CBCs library expense distributions in comparison to Cisco College and Texarkana College are
described below.
Coastal Bend College
Cisco College
Texarkana College
Salaries and Wages
44.7%
69%
40%
Ongoing
Commitments to
subscriptions
43.6%
24.8%
23.5%
Fringe benefits paid
out of the library
budget
4.9%
0%
14.1%
One-time purchase
of books, serial
backfiles, etc.
1.5%
4.4%
4.8%
Total Operations and
Maintenance
2%
1.8%
17.5%
All other
materials/services
3.3%
24.8%
0%
CBC provides adequate and appropriate library and learning/information resources, services,
and support for its mission by ensuring that the collections and resources/services are meeting
the needs of all stakeholders and aligned with the programming, services, and mission of the
college. Processes are in place to monitor any increasing demand or changing needs.
Evidence
[1] CBC Mission Statement
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[3] CBC Service Area Map
[4] CBC List of Programs
[5] Director of Library Services Job Description and Resume
[6] CBC Library Policy Manual
[7] CBC Library Webpage-Hours of Operation
[8] CBC Physical Resource List
[9] CBC Computer Facilities
[10] CBC Individual and Group Study Carrels
[11] Library Tutorials and Quizzes
[12] CBC Distance Learning Services
[13] Interlibrary Loan System
[14] Emails between Library and Faculty/Directors
[15] CBC Annual Fiscal Budgeting Process
[16] CBC Website-Virtual Chat
[17] CBC Website-Phone Services
[18] CBC Website-Interlibrary Loan
146 Form edited December 2022
[19] Amigos Library Services
[20] TexShare- Gov't Code 441.222, .224(a); 13 TAC 8.1–.5
[21] EBSCO HOST e-books (formerly NetLibrary)
[22] Ebrary Subscriptions
[23] Databases
[24] Virtual Library Orientation
[25] EDUC-1300 Course Outline
[26] Teaching Excellence Collection
[27] Texana Collection
[28] CBC Curriculum Committee
[29] Travel Approval Form-Librarian
[30] Interlibrary loan services
[31] Borrowed Book List
[32] Usage List
[33] Interlibrary Loan system
[34] LibGuides
[35] Library 2021-2022 Annual Report
[36] Community College Survey of Student Engagement
[37] LibGuides
[38] EOS(SirsiDynix)
[39] TexShare Card
[40] CBC Library Policy Manual
[41] IPEDS Report 2022
147 Form edited December 2022
11.2 The institution ensures an adequate number of professional and other staff with
appropriate education or experiences in library and/or other learning/information
resources to accomplish the mission of the institution.
(Library and learning/information staff)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative : Coastal Bend College (CBC) offers an adequate number of professional and other
staff with appropriate education or experience in library and/or other learning/information
resources to fulfill the mission [1] of the institution and library. CBC is a comprehensive medium-
sized designated Hispanic Serving Institution (HSI) community college and is legislated to
primarily serve “their local taxing districts and service areas in Texas” and offer “vocational,
technical, and academic courses for certification or associate degrees. Continuing education,
remedial and compensatory education consistent with open-admission policies, and programs
of counseling and guidance” (TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec.
130.011) [2].
Library and/or other learning/information resources are provided to support these types of
programming and services to students in all modes of instruction and at all locations. The Coastal
Bend College Learning Resource Center (Library) has four physical locations [3] and a robust
virtual presence [4]. The primary physical location is in the Learning Resource Center at the
Beeville Campus. The other physical locations are at CBC sites in Alice, Kingsville, and
Pleasanton.
Adequate Number of Library staff
Coastal Bend College libraries have enough library staff to provide support and access to
resources in various formats including print, electronic, and video. CBC carefully provides
adequate staffing that meets students, faculty, and staff's needs. Adequacy in library staffing for
CBC is defined as the ability to provide the types of library services needed by all students at all
locations regardless of the mode of instruction. CBC has an extensive service area across many
locations with a large presence in distance education courses. This means that it is more
appropriate to provide adequate online resources that can be accessed easily from all locations
at any time. This does not necessarily equate to more staffing, but instead, strategic staffing and
utilization of quality electronic assistance.
An extensive collection of e-resources includes online encyclopedias, databases, and journals
that are searchable and retrieve information in Spanish; nationally recognized academic
databases which contain full-text, peer reviewed journal articles; and full-text books. Library
services provides CBC students and faculty access to over 80,000 electronic books through
EBSCO eBooks (formerly NetLibrary) and Ebrary subscriptions and purchased permanent
eBook collections specifically for community colleges purchased from AMIGOS (a multi-state
library consortium). The purchased eBook collections are added to the online catalog. These
resources are available every hour of the day and night via the library webpage. To augment
these resources, the library provides Interlibrary Loan services [5] to all patrons. Thus, the library
system provides student and faculty support, access, and user privileges to adequate, diverse,
and relevant library collections.
148 Form edited December 2022
The college further expands its patrons’ ability to electronically access a wide variety of
information resources by providing CBC faculty and students with a TexShare card. TexShare
is a statewide library cooperative [6] that provides for group purchase of electronic resources, a
delivery service available to its members, and the TexShare borrower's card. This card provides
direct library borrowing from many institutions throughout the state including Texas A&M -
Corpus Christi, Texas A&M – Kingsville (large local institutions that serve freshmen through
doctoral students), and Delmar College, a nearby community college.
Thus, in addition to interlibrary loan services, CBC provides students with a wide variety of
access options to non-CBC resources. CBC may contact any library staff member or complete
a request form to schedule bibliographic/library instruction.
CBC’s effectiveness in its delivery and accessibility to these learning/information resources to
students, faculty, and staff is evidenced on satisfaction surveys such as the Community College
of Student Engagement Survey [7] and the CBC Library Services Survey [8]. These regular
surveys provide ongoing feedback regarding the adequacy of services and staffing. Also,
patrons can access a wide variety of information resources twenty-four hours a day. Library
Services participates in CBC annual operational planning and budgeting. It is during this
planning that resources and services are evaluated for effectiveness.
Library Employees
Librarian (non-teaching position)- CBC BV
1
Professional Staff - CBC BV
1
Classified (part-time) – CBC BV
1
Student Assistants (part-time) – CBC AL, KV, PL
3
E-Librarian (vacant)
1
Appropriate education or experiences in library and/or other learning/information
resources
The library services staff are currently comprised of one full-time Director/Librarian, one full-time
E-librarian, one full-time circulation specialist, and four part-time employees. The college's two
full-time librarians are considered non-teaching faculty, while support staff are classified as staff.
The Director of Library Services [9] holds a master's degree from a program accredited by the
American Library Association and has worked for many years in library services. The Director
has oversight over all library services at all locations and for all modes of instruction and reports
[10] to the Dean of Student Services & Accessibility, who reports to the Chief Academic Officer
(CAO/Provost). The E-Librarian position [11] is currently vacant due to a recent resignation.
The library staff, including the circulation specialist [12] and library assistants [13], meet the
appropriate educational and work experience requirements. The full-time staff mentors and
trains student library assistants, during which they discuss library policies and procedures,
thereby enhancing their knowledge and competency with various classification systems for
library materials.
Coastal Bend College is committed to the ongoing training and professional development of all
library personnel. The librarian has access to funds for travel to professional conferences and
149 Form edited December 2022
courses. Library staff participate in the CBC annual performance evaluation process [14]. This
process allows the staff during the self-evaluation and in consultation during the formal
evaluation to identify future professional development needs. This process is used to inform the
development of the next fiscal year budget. This fiscal year the Director of Library Services has
chosen to attend the Texas Library Association Conference in Austin [15].
In addition, the library offers professional development training options through SafeColleges
and Information Technology (I.T.) for Cybersecurity, this also includes teleconferences and
online classes from SirsiDynix (SIRSI, the library's integrated system provider), Texas State
Library and Archives Commission (TSLAC), Amigos, Online Computer Library Center (OCLC),
and the American Library Association (ALA) [16].
Evidence
[1] CBC Mission
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[3] Coastal Bend College Learning Resource Center Locations
[4] Coastal Bend College Learning Resource Center Virtual Location
[5] Interlibrary Loan Services
[6] TexShare Agreement and Webpage
[7] Community College of Student Engagement Survey
[8] Student Internet Connectivity and Accessibility Survey
[9] Director of Library Services Job Description and Resume
[10] CBC Organization Chart
[11] E-Librarian Job Description
[12] Circulation Specialist Job Description and Resume
[13] Library Assistants Job Description and Resume
[14] CBC Performance Evaluation Process Example
[15] Texas Library Association Conference
[16] American Library Association
11.3 The institution provides (a) student and faculty access and user privileges to its
library services and (b) access to regular and timely instruction in the use of the
library and other learning/information resources.
(Library and learning/information access)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Students and faculty at Coastal Bend College (CBC), regardless of their location or
mode of instruction, have access to library services and user privileges, as well as regular and
timely instruction in the use of library and other learning/information resources. All students
have access to both scheduled and on-demand instruction in the utilization of technology, the
library, and other learning/information tools. The library offers all group instruction sessions and
individual research and instruction consultations in person and virtually.
(a) student and faculty access and user privileges to its library services
150 Form edited December 2022
Patrons have access to physical library resources and services during all open hours of the
Grady C. Hogue Learning Resource Center/Library [1] and CBC Center Libraries (CBC Alice
[2], Kingsville [3], and Pleasanton [4]) all academic year (fall, spring, summer). At the circulation
desk, professional library employees are accessible and available during hours of operation.
The CBC library location (Beeville) is open Monday – Friday from 8am – 5pm. The CBC library
sites in Alice, Kingsville and Pleasanton have hours of operation that may change slightly
semester to semester but are open fifteen to twenty hours a week. Hours of operation are
clearly posted on the library webpage [5] and updated each semester.
Students and faculty are given permission for library access once enrolled or employed. Once
this occurs, they may request a Cougar Card and Student or Employee Badge [6] either online
or in person at one of the library locations. All students, faculty, and staff with a current, valid
CBC student ID number may check out materials or use library services. Various user
categories' checkout/loan periods are displayed on the library's website [7] and in the student
and faculty/staff portals [8]. Students in remote locations who wish to borrow physical books
can have them delivered to any CBC location. In rare instances, books may be delivered
directly to an in-town student.
The library provides a vast array of resources and services for dual credit and for off-campus
access. Through EZproxy authentication [9] using their CBC username and password,
students, faculty, and staff gain remote access. The remote access enables students who
attend classes at other CBC sites and through distance the ability to contact the library and
access its resources 24 hours a day, seven days a week, even when the physical libraries are
closed. Users have access to a variety of academic databases [10] organized by subject, as
well as guides with tips for meeting specific course requirements [11], online tutorials on using
electronic books [12], and Electronic Books [13], among other resources.
(b) access to regular and timely instruction in the use of the library and other
learning/information resources
A professional library staff member or librarian is accessible to students and faculty during
published hours in-person, by telephone [14], through electronic CBC Live Chat [15] and
through email assistance [16], to facilitate access and/or provide on-the-spot guidance for using
the library and its resources, including all digital learning resources. The librarian is available
to provide in-class, face-to-face instruction on utilizing library resources for program and
discipline-specific instruction.
The Informational Technology Department provide additional support and instruction to ensure
that Network & PC Services are operational, and all available resources are accessible to
students and faculty. Students and faculty may request assistance in using technology,
including library technologies by contacting IT representatives through chat, email or by the
telephone [17].
Faculty requesting library services are asked to complete the Library Instruction Request Form
[18]. The CBC librarian collaborates with faculty members to ensure that resources and
research strategies presented in instructional sessions align with course and program learning
objectives and related student assignments. The librarian is also accessible individually for
research and instructional sessions with students and faculty by appointment.
151 Form edited December 2022
Library instruction can be provided in a variety of formats and subjects across the curriculum.
The library staff provides traditional bibliographic instruction for classes if requested. The library
asks instructors each semester to schedule classes to participate in research/database
instruction. This is accomplished through in-person, virtual, and visits to high schools (dual
credit partners), and one-on-one instruction when students request it. The CBC Library website
also includes instruction guides such as How to Use the Databases for Research [19] and how
to utilize the InterLibrary Loan method [20] to borrow books and request copies of articles from
print journals from other libraries.
Document
[1] Grady C. Hogue Learning Resource Center/Library
[2] CBC Library Alice
[3] CBC Library Kingsville
[4] CBC Library Pleasanton
[5] CBC Library Webpage-Hours of Operation
[6] CBC Library Webpage- Cougar Card and Student or Employee Badge
[7] CBC Library Webpage-Circulation Page
[8] Cougar Den-Library Services
[9] EZproxy authentication
[10] CBC Library Webpage-Databases
[11] CBC Library Webpage-Guides
[12] CBC Library Webpage-Online Tutorials
[13] CBC Library Webpage-Electronic Books
[14] CBC Library Webpage-Telephone Access
[15] CBC Library Webpage-CBC Live Chat
[16] CBC Library Webpage-Email Assistance
[17] CBC Information Technology Support Webpage
[18] CBC Library Webpage-Library Instruction Request Form
[19] CBC Library Webpage- How to Use the Databases for Research
[20] CBC Library Webpage- InterLibrary Loan method
Section 12: Academic and Student Support Services
12.1 The institution provides appropriate academic and student support programs,
services, and activities consistent with its mission.
(Student support services) [CR Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) provides appropriate academic and student support
programs, services, and activities at all locations and in all instruction modes consistent with its
152 Form edited December 2022
mission. As stated in the CBC Mission [1] CBC is “a student-centered community college
committed to delivering superb educational and life-enriching opportunities to its students and
the communities it serves.” These services promote student learning and contribute to the
cultural, social, economic, ethical, physical, and intellectual development of CBC students and
the community.
CBC is a comprehensive medium-sized designated Hispanic Serving Institution (HSI)
community college and is legislated to primarily serve “their local taxing districts and service
areas in Texas” and offer “vocational, technical, and academic courses for certification or
associate degrees. Continuing education, remedial and compensatory education consistent
with open-admission policies, and programs of counseling and guidance” are to be offered as
well. (TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011) [2]. Academic
and student support programs, services, and activities are provided to support these types of
programming.
CBC has one administrative campus, three site locations, and high school sites within the
college service area [3]. Instruction is also delivered through distance education. The college’s
fall 2022 enrollment consisted of a total enrollment of 3,816 of which 786 were full- time students
and 3,030 were part-time students. Within these numbers are 65.3% of females and 34.7% of
males. The average student age is 19.98.
Academic and Student Support Activities, Programs and Services
At CBC, academic and student support activities, programs, and services are provided in both
centralized and decentralized modalities. Various decentralized support is offered at the
instructional program level. Multiple offices, including the Division of Student Services (covering
student and residence life), Division of Enrollment Management, and Office of the Provost/Chief
Academic Officer (CAO), provide centralized support.
The CBC Strategic Plan [4], designed to support student success and achievement of CBC
goals, provides direction for the college, including academic and student support services. This
plan focuses on providing a superior educational experience for all students by offering
comprehensive student services, engaging students and staff in support of the college's
communities, and utilizing available resources effectively and efficiently to benefit students.
CBC uses multiple measures and ongoing planning in addition to strategic planning to ensure
that the services provided remain appropriate and effective. These include the use of external
and internal surveys, institutional data, and participation in Achieving the Dream and Texas
Guided Pathways.
The Community College Survey of Student Engagement (CCSSE) [5] is a national external
survey that CBC utilizes to understand levels of student satisfaction in academic and student
support activities, programs, and services. This survey also allows the college to benchmark
with similar colleges. Careful review of the last two administrations of the CCSSE, along with
other institutional data, identified ways academic and student support activities, programs, and
services could be strengthened. A college-wide team worked to develop a Title III grant
proposal that addressed support services specifically identified by students as lower performing
areas. This grant was awarded this academic year and implementation has started.
An internal registration survey [6] is administered twice a year. Students are asked to respond
to questions asking about the effectiveness of registration to matriculation. Additionally, each
department within the Division of Student Success has developed student satisfaction surveys
153 Form edited December 2022
[7] to ensure that each student receives the best possible individual support and service in
relation to the college's student-centered mission.
Coastal Bend College is also a member of Achieving the Dream and has been for over five
years. Participation in this organization provides administrators, staff, and faculty an ongoing
opportunity to analyze institutional data and identify specific plans of action based on based
practices to improve student services and instruction. Recently, Coastal Bend College was
nominated by our Achieving the Dream coaches to participate in the Advising Success Network.
A CBC Achieving the Dream Committee [8] works with coaches from the Achieving the Dream
organization to develop ongoing plans of action [9] that are appropriate and responsive to our
student data. Coastal Bend College has been recently recognized as a Leader College within
Achieving the Dream.
In addition to Achieving the Dream, CBC participates with other Texas Community Colleges in
the Texas Pathways Initiative [10]. This state level participation provides CBC with ongoing
support in helping students connect, enter, progress and succeed. This statewide strategy
engages faculty and staff and Board of Trustee members in understanding the most appropriate
action plans.
COVID-19 Response
Certain measures were made for academics, staff, and students in response to the COVID-19
pandemic in spring 2020. The college swiftly organized and implemented a variety of academic
support and flexibility initiatives that benefited the students. Some of the adjustments for
academic support services for students are provided below:
Students are exempt from academic programs and satisfactory academic progress standards,
resulting in one additional term of flexibility.
Institutional scholarships were awarded in accordance with maximum federal flexibility.
Using Microsoft Teams, student advising, and tutoring services were migrated to an online
model.
Student Success Center
Student Success Centers (SSC) serve all students and are aligned with the student-centered
purpose of providing academic success support. The SSC is centrally located in the R.W. Dirks
Student Services building, at the Beeville campus, which is the primary location for students to
receive assistance. The SSC is home to several programs that provide aid to students. The
SSCs at each of the three site locations are also conveniently positioned in student-centric
areas. Additional tutoring locations are conveniently located in each CBC library location.
Academic Advising
In accordance with the college’s aim to provide a student-centered environment, CBC offers
academic advising services that aid students in navigating their educational path during their
time at CBC. Academic advising services are provided by college professionals (Success
Coaches) and faculty advisors from specific Career and Technical (CTE) departments.
Additionally, students are advised at 15 hours, 30 hours, and at 42 hours. All information and
tracking for degree audits are housed in a secured Power BI dashboard [11]. Students are
informed of their progress and encouraged to meet with a success coach. An advising
professional provides these services to students participating in online programs or courses at
154 Form edited December 2022
the college's site locations, either online or at their site location. Below are some examples of
decentralized advising services:
College Unit
Key Function
Population
Served/Location
Academic Advising – Dual
Credit Office
Academic advising services
help dual credit students
understand how their dual
credit plan aligns with the
completion of their chosen
credential (certificate or
degree). These services are
provided by a Dual Credit
Specialist who works closely
with the high school
counselor to ensure the dual
credit student is supported.
All high school students that
attend a designated dual
credit partner high school.
Nursing Department
The Nursing Support
Specialist provides
prospective students with
assistance with the
application process.
Success Coaches work with
prospective students to
ensure they have completed
the course pre-requisites for
the nursing program. Faculty
advisors in the nursing
department meet with
students and register
students for program-
specific courses.
Current and prospective
students are served at all
CBC locations.
Academic Support Services
Multiple academic support services are available at all CBC locations to meet student and
faculty requirements. The academic support services include assisting faculty in developing
online curriculum through a learning management system (LMS), supporting and teaching
faculty in the use of electronic library services, providing educational spaces and equipment to
support students, and tutoring services (online and in-person). Success coaches provide
advising services in addition to individualized academic coaching for each student. Academic
coaching helps students in enhancing their study abilities and academic performance. Success
coaches offer "on-demand" Student Success Workshops. In the academic year 2021-2022, the
success coaches received 32 requests for student success workshops [12] that faculty request
to cover topics such as time management, goal planning, and test preparation strategies with
their students. CBC provides the following academic support services:
Academic Service
Key Function
Population Served/Location
Early Alert Program
(EAP) [13]
Coordinated by the Student
Services Division, The CBC Early
Alert Program (EAP) is an intrusive
All CBC students and all CBC
locations no matter the mode
of instruction. The EAP referral
155 Form edited December 2022
advising intervention program to
which faculty can report students to
a CBC Success Coach when
concerns of academic performance
or disengagement are observed.
The goal of the program is to help
students succeed and achieve their
educational goals. The EAP allows
instructors to refer students whom
they feel are having difficulties in
class and can benefit from extra
support using the EAP online form
[14].
is located online for faculty to
complete.
Tutoring Services [15]
Coordinated by the Student
Services Division Academic
Support, one-on-one tutoring
sessions, group tutoring, and
online tutoring are offered to
students based on availability of
tutors for the subject requested. All
tutoring is free of charge and
available to currently enrolled
students at CBC.
All CBC students and all CBC
locations. The online tutor
request [16] is located online,
and students are paired with a
tutor by a Success Coach.
Library Services
CBC Library Services serves
students and community by
providing information and learning
resources through innovative
library services, diverse collections,
expert library staff, and space to
study. Collections include over
29,000 physical books and over
96,000 electronic resources.
Access to materials not readily
available in the CBC collection is
provided via interlibrary loan at no
charge to CBC faculty, students
and staff. Innovative spaces and
key partnerships enhance student
success, teaching, and research.
The CBC library aids in instruction
in using library resources by in-
person consultations, classroom
instruction, phone, email, chat,
online consultation for students,
and by appointment.
Available to all CBC students
and all CBC locations.
Career Services
Each CBC location houses a job center affiliated with Texas Workforce Solutions. In addition
to the career development provided by CBC’s success coaches, the Texas Workforce staff
provide career coaching, career assessment, career information, which is accessible in-person,
virtually, and through career management systems; specific career development initiatives;
156 Form edited December 2022
experiential learning opportunities, such as job shadowing, internships, and externships;
employer development and recruitment services centered on networking evenings and job fairs;
and employer development and recruitment services.
Social Services
A variety of social services are provided to all CBC students. CBC has partnered with
community partners to provide students services at low or no cost. Below are social services
offered to all CBC students and published on the college’s website:
Social Service
Key Function
Population
Served/Location
CBC CARE Team [17]
The safety of students at Coastal Bend
College is extremely important. The
CBC CARE (Concern, Assess,
Response, Evaluate) Team works
collaboratively and proactively to
provide early intervention and
assistance to CBC students who need
assistance. The team uses approaches
to identify, assess, and alleviate risks
associated with students exhibiting
concerning behaviors or thoughts. The
CARE Team ensures that the student is
referred to the appropriate resources.
The chair for this team is the Dean of
Student Services.
Available to all CBC
students and all CBC
locations. The CARE
Team referral [18] is
located online.
CBC Veterans Resource
Center/TX Veterans
Commission
This center connects veteran students
(active-duty service members, veterans,
reservists, guardsman, and family
members using their Veteran Affairs
(VA) educational benefits) with
resources and services they need in
order to obtain their chosen credential at
CBC.
Veteran students (active-
duty service members,
veterans, reservists,
guardsman, and family
members using their VA
educational benefits).
The Veterans Resource
Center is located in the
RW Dirks Student
Services building and
serves all veteran
students throughout the
college district.
The Purple Door
The Purple Door [19] educates the
public on the prevention of domestic
violence and sexual assault, engage
with the community, and provides
community resource referrals.
Available to all CBC
students and all CBC
locations. The Purple
Door Offices are located
at CBC’s administrative
campus in Beeville;
however, they serve all
CBC students.
Color Express by REAL
Transportation [20]
CBC has partnered with a local
transportation service, Rural Economic
Assistance League Inc. (REAL), where
Available to all CBC
students and all CBC
locations.
157 Form edited December 2022
they provide students transportation to
all CBC locations at no cost.
Accessibility Services
CBC is committed to providing educational opportunities to all students and assisting them in
making their college experience fully accessible. In compliance with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, as amended in 2008,
and the Office of Accessibility Services (OAS) strives to provide access to educational
opportunities for students with disabilities. Additionally, CBC collaborates with students, faculty,
and staff of the college community to develop accessible and inclusive learning environments.
Our objective is to enhance understanding and acceptance of individuals with disabilities in
support of CBC's purpose to provide "educational and life-enhancing opportunities" to all
students.
OAS accomplishes its program and college mission by coordinating reasonable
accommodations for students with documented disabilities, such as those below:
• ADHD
• Autism Spectrum Disorder
• Blind/Low Vision
• Chronic Health
• Deaf/Hard of Hearing
• Learning Disabilities
• Mobility
• Psychological/Emotional Health
• Traumatic or Acquired Brain Injury
OAS collaborates with CBC Testing Centers to provide examinations to OAS-registered
students in a secure, accessible, and professional atmosphere that promotes academic
success. Students who require this accommodation have access to an application that reads
tests aloud on all computers.
Academic Year
Number of Student Served
2020-2021
46
2021-2022
44
Information technology
CBC's primary provider of computing resources and information technology support, including
instructional design and support, research support, and teaching tools, is the Office of
Information Technology (IT). Technology resources are accessible to students and faculty via
the college's intranet. The IT Center in the Beasley building provides support for a variety of IT
services, including a walk-up help desk, student computer support, and faculty learning
management (LMS) support.
Student computer laboratories are available at all CBC locations and are equipped with
Windows computers, scanners, and various software (e.g. Microsoft Office, Adobe Creative
Cloud Suite, and math programs). All computer labs were closed in March 2020 due to the
COVID-19 pandemic and did not re-open until the Fall 2020 semester. Students can print from
selected areas at each CBC location.
158 Form edited December 2022
Every student is provided with a username and password protected by two-factor
authentication. This account provides access to most centrally authenticated services. Students
are also provided with a @study.coastalbend.edu email account, which is the primary means
by which the college communicates with CBC students. In addition to email, students have
complete access to Microsoft Office 365's full suite. Students have access to online file storage,
calendaring, online office applications, collaboration tools such as Microsoft Teams, video
solutions, such as Microsoft Stream and more.
Students can access the Internet via a wireless connection at all CBC facilities. Passwords are
routinely changed for security purposes, and students and faculty can find them on the intranet
(Cougar Den). Students living in on-campus housing have access to wireless connections, and
students can check-out routers from IT when needed.
CBC’s IT HelpDesk is the central point of contact for technology resources managed by IT.
There are multiple ways for students to get assistance from the IT HelpDesk, including by
phone, in-person, chat, and the online resources guides.
Students can receive computer support at the I.T. services office or remotely via the Beyond
Trust program. The I.T. team can provide remote support to all students at all CBC sites, online,
or on-site. Students can bring their computers to I.T. services for assistance with a variety of
computer-related services, including software installation, network troubleshooting, operating
system reinstallation, and more.
Blackboard, the LMS utilized by CBC, provides a safe learning environment for course content.
Students can access course materials, check their grades, participate in online conversations,
submit assignments, take online exams, and connect with faculty and classmates.
Through audio and video chats, LifeSize and Microsoft Teams provide students with live,
interactive learning experiences. As CBC converted to a virtual model during the COVID-19
pandemic in March 2020, all faculty learned how to teach utilizing these tools with the support
of the IT department. CBC provides classrooms outfitted with projectors, document cameras,
classroom cameras, lecture capture systems, and more for videoconferencing.
Residence Life
Program/Activity
Key Function
Population
Served/Location
Cougar Days
(Orientation) [21]
Before the semester starts, incoming
students can connect with peers, meet
faculty and staff, and become familiar
with all the CBC services.
Open to all new students
including transfer
students. Cougar Days is
hosted at all CBC
locations.
Peer Mentorship
Program
This program provides employment to
eligible students, with financial need, to
mentor, tutor, or advise students at CBC
and high school students within local
school districts and nonprofit
organizations. The program's main goal is
to improve student access, success, and
completion of higher education.
Open to all CBC students
and all CBC locations.
159 Form edited December 2022
Office of Student
Conduct
Through an informative, consistent, and
equitable conduct procedure, Office of
Student Conduct cultivates student
integrity and accountability. This office
investigates suspected infractions of the
Student Code of Conduct.
The office serves faculty,
staff and students.
2020-2021: 12 Referrals
2021-2022: 15 Referrals
One-Stop Shop Student
Services
CBC’s one-stop shop for student services
centralizes the most common enrollment,
registration, financial aid, and payment
services in one easily accessible location
to assist students.
Open to all CBC students
at all CBC locations.
Services are housed in
the SSC and the Cougar
Centers.
Dining Services
Dining Services is provided by Great
Western Dining and is available at the
CBC’s administrative campus in Beeville
since the administrative campus houses
student residents.
Dining services serve all
students, faculty, and
staff at CBC Beeville,
and visitors who dine on
campus.
Intramural Sports
Coordinated by Student Services in
collaboration with the Athletic
Department. Students can participate in
friendly competitions in various activities,
such as pool tournaments, gaming
competitions, tennis matches, and more.
Open to all CBC students
and all CBC locations.
Students at CBC are provided with a secure and comfortable living environment coordinated
by the Office of Residence Life. CBC provides students with the opportunity to broaden their
learning experience in a community atmosphere that enables interaction with other student
residents. The Office of Residence Life seeks to provide successful social interactions and
opportunities for development. Students and Residence Life Staff share responsibility for
promoting an inclusive, courteous environment emphasizing student well-being and
achievement. The lobby of Benton Hall features study areas, board games, a frisbee golf
course, sand volleyball, and a basketball court.
Students can apply for on-campus housing by completing the online request [22] conveniently
located on the Residence Life webpage.
Benton Hall can accommodate 138 students, while campus apartments can accommodate 40
students, assuming two students per room. During the pandemic, some of the apartments
served as quarantine units.
Student Organizations
At CBC student life programs, activities, and services are provided and managed by the Office
of Student Life (OSL), a student-centered team that strives to create a supportive and inclusive
environment for lifelong learning. The Department of Student Services is committed to providing
CBC students with tools and resources to develop necessary leadership skills, identify
pathways to success, and participate in opportunities to serve in a diverse college and global
community.
160 Form edited December 2022
The Registered Student Organizations (RSO) vary each academic year. The RSOs that remain
constant include the Student Government Association and Phi Theta Kappa. OSL has a CBC
RSO Interest Form [23] available on the OSL website, so all CBC students have access to learn
about student organizations at CBC.
Admissions Services
The Admissions/Registrar Office provides registration and admission support to all off-campus
locations. The department produces graduation reports and updates to stakeholders to ensure
students receive accurate information and remain on track to complete their degree program.
The Admissions/Registrar Office maintains and facilitates record keeping and reporting of
student academic records district-wide, including dual credit and traditional students at off-
campus site locations and distance education programs.
Financial Aid Services
Financial Aid services are available to all students no matter the location or the mode of
instruction to serve students and parents by providing information to secure necessary financial
resources to meet their educational and financial obligations to the college. This is
accomplished by providing information on types of financial assistance and resources available.
Financial Aid Services Assist students in applying for Federal Pell Grants, Federal Student
Loans, Campus Based Aid, College Work-Study, Scholarships and Daycare Assistance. Staff
also work to enhance student awareness of financial aid services, award aid in an honest, fair,
and equitable manner, and administer the financial aid programs to ensure compliance with
Federal and State laws and regulations.
Orientation for Online and Distance Education Students
New students taking only online courses are not required to attend an on-campus Cougar Day
orientation. A comprehensive Online Student Orientation [24] is provided to assist the students
navigate the college process and become familiarized with student support resources available
to them.
Testing Services for Online and Distance Education
The Testing Center has collaborated in administering the Texas Success Initiative (TSI)
Placement Exam. The Assessment Center assisted local school districts in obtaining
certification to become a TSI testing site. To further facilitate access and the enrollment
process, the Student Assessment Center Students must have first applied to Coastal Bend
College to facilitate this process; thus, the Assessment Center works collaboratively with Dual
Credit and Early College High School (ECHS) programs to have students apply early.
Student Services for CBC Online and Distance Students
CBC online students have access to the same services as on location students. The Virtual
Student Success Center at Coastal Bend College can also be found online via a comprehensive
web portal that supports students' academic needs beyond our traditional hours of operation
and beyond the physical limitations of our existing Student Success Center.
Academic and Student Services departmental information and resources are available online
on the Coastal Bend College Website [25].
161 Form edited December 2022
Evidence
[1] Coastal Bend College Mission Statement
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[3] Coastal Bend College Service Area Map
[4] Coastal Bend College Strategic Plan
[5] Community College Survey of Student Engagement
[6] Coastal Bend College Registration Survey
[7] Coastal Bend College Student Satisfaction Surveys
[8] Coastal Bend College Achieving the Dream Committee
[9] Coastal Bend College Achieving the Dream Action Plan
[10] Texas Pathways Initiative
[11] Power BI Advising Dashboard
[12] Student Success Workshops
[13] Early Alert Program
[14] Early Alert Program Online Form
[15] Tutoring Services
[16] Online Tutor Request Form
[17] Coastal Bend College Care Team
[18] Coastal Bend College CARE Team Referral Form
[19] The Purple Door
[20] Color Express by REAL Transportation
[21] Cougar Days Orientation
[22] Residential Housing Online Request
[23] Residential Student Organization Interest Form
[24] Online Student Orientation
[25] Coastal Bend College Academic and Student Services Webpages
12.2 The institution ensures an adequate number of academic and student support
services staff with appropriate education or experience in student support
service areas to accomplish the mission of the institution.
(Student support services staff)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) ensures an adequate number of academic and student
support services staff with appropriate education or experience in student support service areas
to accomplish the mission of the institution. As stated in the CBC Mission [1], CBC is “a student-
centered community college committed to delivering superb educational and life-enriching
opportunities to its students and the communities it serves.” These services promote student
learning and contribute to the cultural, social, economic, ethical, physical, and intellectual
development of CBC students and the community.
CBC is a comprehensive medium-sized designated Hispanic Serving community college and
is legislated to primarily serve “their local taxing districts and service areas in Texas” and offer
“vocational, technical, and academic courses for certification or associate degrees. Continuing
162 Form edited December 2022
education, remedial and compensatory education consistent with open-admission policies, and
programs of counseling and guidance” are to be offered as well. (TX Ed Code Title 3 Subtitle
G Chapter 130 Subchapter A Sec. 130.011) [2]. Academic and student support programs,
services and activities are provided to support these types of programming.
Adequate number of academic and student support services staff
Multiple measures are used to determine if CBC has enough academic and student support
services and staff. These include strategic planning, planning with initiatives such as Achieving
the Dream and Pathways, and operational planning. Budget and planning managers across the
college complete annual reports [3] where they are asked to describe their organization and
give a general overview of staffing and resources. They are asked in the reporting to evaluate
their activities and accomplishments, unit assessment and institutional data, and to discuss any
improvements needed and recommendations, including the need for more or different types of
staffing, including academic and student support services staff.
Over the last three years the following changes have occurred in the student services division
[4] of the college because of planning and evaluation:
• addition of a coordinator of student success
• reorganization of the student success coaches to identify specializations (transfer
pathways, recruitment & retention, tutoring services and student life)
• addition of a director of residence life
• addition of a director of accessibility services
• addition of an e-librarian
Additional support services added in the last three years in the nursing and allied health division
[5] of the college include:
• shifting nursing support specialist from part time to full-time
• addition of a retention & recruitment specialist
Additional support services added in the last years in the career and technical education
division of the college include:
• addition of a CTE recruitment and retention specialist
Realignment of dual credit services [6] from and enrollment function to an academic support
function:
• the department of dual credit moved from enrollment services to the division of transfer
and general education
In the fall of 2022, CBC was awarded a department of education Title III Strengthening
Institutions grant [7]. The grant puts in place additional academic and student support services
and was developed in direct response to institutional strategic planning, assessment (including
internal [8] and external surveys [9]), and evaluation. Additional staff and academic support
services will be supported by this grant over the next five years.
Ongoing institutional planning, assessment, and evaluation measures and practices used by
CBC helps ensure that there is an adequate number of academic and student support services
staff to support student success and learning and carry out the mission of the college.
163 Form edited December 2022
appropriate education or experience in student support service areas
Coastal Bend College (CBC) strives to provide students with high-quality academic and student
support services and experiences. The Student Services Division provides extracurricular
activities. Recognizing the value of student participation on campus, CBC is committed to hiring
student support services employees who understand student development theory and how it
directly affects students. To do so, CBC consults with a wide range of higher education
professionals, including the NASPA (National Association of Student Personnel Administrators)
Good Practice for Student Affairs standards. CBC seeks candidates who have demonstrated
success in the following areas:
• establishing and communicating high expectations for student learning
• utilizing resources efficiently to fulfill the mission and goals of the institution
• creating communities that are supportive and inclusive
Staff members in academic and student support services have the necessary credentials and
work experience in the areas for which they are responsible, according to their roles.
Employment standards consistent with CBC's mission and policies are followed. A complete
application is required as part of CBC's hiring procedure, which encourages applicants to send
a resume, cover letter, and professional references that address the requirements outlined in
the job description. A search committee must follow the rules per the CBC, federal, and state
laws. Only the most qualified candidates are invited to interview for the advertised position after
their applications are reviewed. The Human Resources Department keeps a record of all
employee credentials. Hiring practices for non-faculty positions is described in Comprehensive
Standard 5.5.
Faculty and staff employed in academic and student support services are evaluated per the
Human Resources Department staff evaluation standards. These policies assess performance
and effectiveness. All non-faculty personnel are evaluated to determine their performance for
all employees during the spring semester assessment term. Evaluation processes of non-
faculty are also described in Comprehensive Standard 5.5.
All full-time student services team members are encouraged to pursue professional
development and training opportunities per CBC Policy DEB(Local) [10] and are required to
complete professional development per CBC Policy DK(Local) [11]. Acceptance of travel
requests must explain how the experience relates to the staff member's job responsibilities and
how participation in professional development benefits the students' learning and development.
Staff members may attend conferences and workshops sponsored by national and state-wide
professional agencies and organizations yearly if their budget has been allotted appropriately
within these guidelines. Weekly, bi-weekly, and monthly meetings [12] are held to discuss team
objectives, successes, and challenges. Practitioners from across the campus are invited to
present topics, such as program/curriculum updates, mental health resources, crisis
management, etc.
Academic support and student services fall primarily under the administration of the Provost
/Chief Academic Officer (CAO) and the Dean of Student Services and Accessibility. The
Provost/CAO has a Ph.D. in Educational Psychology and Individual Differences and over
twenty years of experience in higher education. The Dean of Student Services and Accessibility
has an Ed.D. in Learning and Organizational Change and twelve years of experience working
at Coastal Bend College in academic and student support.
164 Form edited December 2022
The table below lists academic and student services personnel with links to their job
descriptions and resumes demonstrating that CBC hires academic and student support staff
with the appropriate education or experience in student support service areas. Continuing
expectations of professional development ensures that they continue to remain responsive to
the changing needs of students.
Student Services Personnel
Position
Name
Provost
Dr. Patricia Rehak [13]
Dean of Student Services
Dr. Kayla Devora-Jones [14]
Director of Library Services
Tammy Rands [15]
Director of Financial Aid
Nora Morales [16]
Director of Admissions/Registrar
Candy Fuller [17]
Director of Accessibility Services
Robert Calvert [18]
Director of Residence Life
Harold Hillyard [19]
Director of Dual Credit
Susie Gaitan [20]
Executive Director of Innovation and Learning,
Title III Grant
Dr. David Byrd [21]
Director, TRIO Upward Bound
Joe Hernandez [22]
Director, TRIO Upward Bound, Rural
Adriana Jimenez [23]
Director, TRIO Talent Search (B)
Andrea Bruns [24]
Director, TRIO Talent Search (A)
Yanissa Escalante [25]
Assistant Director, Financial Aid/VA
Steven Munoz [26]
Assistant Director, Admissions
TBA [27]
Student Success Coordinator
Daniel Rea [28]
E-Librarian
TBA [29]
Testing Services Coordinator
Roberta Kreis [30]
Testing Services Specialist
Sandra Hadid [31]
Circulation Specialist
Ray Benavides [32]
Retention and Recruitment Specialist
Sheryl Benson [33]
Nursing Specialist
Heather Flores [34]
Nursing Specialist
Lucy Benavides [35]
Nursing Specialist
Jeannie Winter [36]
CTE Recruitment and Retention Specialist
Amanda Majek [37]
Success Coach, Tutoring Services
Jessica Cavazos [38]
Success Coach, Transfer Pathways
Angie Abrigo-Villarreal [39]
Success Coach, Recruitment/Retention
Katryna Rincon [40]
Success Coach, Student Life
Randi O’Bryant [41]
Title III Media Specialist
Dr. Aurelia Rocha [42]
TRIO UB Success Coach
Iris Arismendez [43]
TRIO UB Success Coach
Vicente Fernandez [44]
TRIO UBR Success Coach
Stephanie Hollis [45]
TRIO Talent Search – Beeville Success Coach
Sarah Garcia [46]
165 Form edited December 2022
TRIO Talent Search – Beeville Success Coach
Nancy Brett [47]
TRIO Talent Search – Beeville Success Coach
Sarah Carabajal [48]
TRIO Talent Search – Alice Success Coach
Robert Trujillo [49]
TRIO Talent Search – Alice Success Coach
Juan Cavazos [50]
Administrative Assistant, Student Services
Chelsea Holderfield [51]
Administrative Assistant, TRIO UB
Adamari Lopez [52]
Administrative Assistant, TRIO UBR
Tabitha Adkins [53]
Administrative Assistant, TRIO Talent Search
Beeville
Ruby Hernandez [54]
Administrative Assistant, TRIO Talent Search
Alice
Debra Solis [55]
Financial Aid Advisor
Yvonne Tamez [56]
Financial Aid Specialist
Susanna Yzaguirre [57]
Admissions/Registrar Representative
Mary Jane Luther [58]
Senior Admissions Specialist
Rachael Ramoz [59]
Admissions Specialist
Valerie Rosas [60]
Evidence
[1] CBC Mission Statement
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[3] Academic and Student Services Annual Report examples
[4] Student Services Division-Organizational Chart
[5] Nursing and Allied Health Division-Organizational Chart
[6] Transfer and General Education Division-Organizational Chart
[7] Title III Strengthening Institutions grant abstract
[8] CBC Internal Student Services Survey Examples
[9] Community College Survey of Student Engagement Example
[10] CBC Policy DEB(Local)
[11] CBC Policy DK(Local)
[12] Student Services Meeting Minutes-Examples
[13] Provost Job Description/Resume
[14] Dean of Student Services Job Description/Resume
[15] Director of Library Services Job Description/Resume
[16] Director of Financial Aid Job Description/Resume
[17] Director of Admissions/Registrar Job Description/Resume
[18] Director of Accessibility Services Job Description/Resume
[19] Director of Residence Life
[20] Director of Dual Credit
[21] Executive Director of Innovation and Learning, Title III Grant
[22] Director, TRIO Upward Bound
[23] Director, TRIO Upward Bound, Rural
[24] Director, TRIO Talent Search (B)
[25] Director, TRIO Talent Search (A)
166 Form edited December 2022
[26] Assistant Director, Financial Aid/VA
[27] Assistant Director, Admissions
[28] Student Success Coordinator
[29] E-Librarian
[30] Testing Services Coordinator
[31] Testing Services Specialist
[32] Circulation Specialist
[33] Retention and Recruitment Specialist
[34] Nursing Specialist
[35] Nursing Specialist
[36] Nursing Specialist
[37] CTE Recruitment and Retention Specialist
[38] Success Coach, Tutoring Services
[39] Success Coach, Transfer Pathways
[40] Success Coach, Recruitment/Retention
[41] Success Coach, Student Life
[42] Title III Media Specialist
[43] TRIO UB Success Coach
[44] TRIO UB Success Coach
[45] TRIO UBR Success Coach
[46] TRIO Talent Search – Beeville Success Coach
[47] TRIO Talent Search – Beeville Success Coach
[48] TRIO Talent Search – Beeville Success Coach
[49] TRIO Talent Search – Alice Success Coach
[50] TRIO Talent Search – Alice Success Coach
[51] Administrative Assistant, Student Services
[52] Administrative Assistant, TRIO UB
[53] Administrative Assistant, TRIO UBR
[54] Administrative Assistant, TRIO Talent Search Beeville
[55] Administrative Assistant, TRIO Talent Search Alice
[56] Financial Aid Advisor
[57] Financial Aid Specialist
[58] Admissions/Registrar Representative
[59] Senior Admissions Specialist
[60] Admissions Specialist
12.3 The institution publishes clear and appropriate statement(s) of student rights and
responsibilities and disseminates the statement(s) to the campus community.
(Student rights)
X Compliance ___ Non-Compliance ___ Partial Compliance
167 Form edited December 2022
Narrative: Coastal Bend College (CBC) publishes clear and appropriate student rights and
responsibilities statements and disseminates the statement(s) to the campus community. As
stated in the CBC Mission [1] CBC is “a student-centered community college committed to
delivering superb educational and life-enriching opportunities to its students and the
communities it serves.” CBC is a comprehensive medium-sized designated Hispanic Serving
community college and is legislated to primarily serve “their local taxing districts and service
areas in Texas” and offer “vocational, technical, and academic courses for certification or
associate degrees. Continuing education, remedial and compensatory education consistent
with open-admission policies, and programs of counseling and guidance” are to be offered as
well. (TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011) [2]. These
published students’ rights and responsibilities apply to all enrolled students in all modes of
instruction and programming and at all locations.
CBC student rights and responsibilities are in alignment with federal and state educational and
administrative policies and address the needs of a comprehensive community college. Local
CBC Board Policies are published in the CBC Board of Trustee Policy Manual and are aligned
with the state of Texas Legal Policies. CBC Policy FL(Local) [3] requires that the college
develop student handbooks with “information on rights, responsibilities, services, resources,
extracurricular activities, and other information required by policy or that students need to be
successful during the academic year. The College President or designee shall ensure that no
student handbook information is in conflict with policy. In case of conflict between a Board policy
and provisions of student handbooks, policy shall prevail.”
publishes clear and appropriate statement(s) of student rights and responsibilities
CBC publishes student rights and responsibilities in Section F of the CBC Board Policy Manual
[4], annually in the CBC College Catalog and Student Handbook [5], on the CBC Consumer
Discloser Information website page [6], the CBC Student Services webpage [7], and the
Student Conduct webpage [8]. These are all published on the CBC website. Student rights and
responsibilities include Student Code of Conduct; Family Education Rights and Privacy Act
(FERPA), and Academic and Non-academic Grievances, among others. Specific statements
unique to dual credit student rights and responsibilities are published in the Memorandum of
Understanding Agreements [9] and the Department of Dual Credit webpage [10].
Per the CBC College Catalog and Student Handbook [11] CBC “students have rights with which
they should familiarize themselves. These rights are provided to assure students are treated
fairly and responsibilities are necessary for a safe and productive learning environment.” CBC
Policy FA(Legal) [12] ensures students have the right to equal educational opportunities and
that “no officer or employee of CBC will, when acting or purporting to act in an official capacity,
refuse to permit any student to participate in any school program because of the student’s race,
religion, color, sex, or national origin.”
Examples of students’ rights and responsibilities published in multiple locations, including the
CBC Board of Trustee Policy Manual online, are below:
• CBC Policy FL(Legal) [13] Student Rights and Responsibilities
• CBC Policy FLA(Local) [14] Student Rights and Responsibilities: Student Expression
and Use of College Facilities
• CBC Policy FLB(Local) [15] Student Rights and Responsibilities: Student Conduct
• CBC Policy FLC(Local) [16] Student Rights and Responsibilities: Interrogations and
Searches
168 Form edited December 2022
• CBC Policy FLD(Local) [17] Student Rights and Responsibilities: Student Complaints
• CBC Policy FLE(Local) [18] Student Rights and Responsibilities: Involvement in
Decision Making
disseminates the statement(s) to the campus community
Information about student rights and responsibilities are disseminated to students during New
Student Orientation both face to face [19] and in the New Student Online Orientation [20]. It is
also included in the Learning Frameworks course curriculum [21], during academic advising
[22], in the student portion of the Cougar Den [23] and in the course learning management
system, Blackboard [24]. All administrative master syllabi [25] are also used to disseminate
rights and responsibilities to the campus community.
Additional ways student rights and responsibilities are disseminated include through program
handbooks [26], during program orientations [27], and through Dual Credit presentations [28]
to students, parents, and counselors.
Evidence
[1] CBC Mission Statement
[2] TX Ed Code Title 3 Subtitle G Chapter 130 Subchapter A Sec. 130.011
[3] CBC Policy FL(Local)
[4] CBC Board Policy Manual-Section F
[5] CBC College Catalog and Student Handbook
[6] CBC Consumer Discloser Information website page
[7] CBC Student Services webpage
[8] Student Conduct webpage
[9] Memorandum of Understanding Agreements Examples
[10] Department of Dual Credit webpage
[11] CBC College Catalog and Student Handbook-page
[12] CBC Policy FA(Legal)
[13] CBC Policy FL(Legal)
[14] CBC Policy FLA(Local)
[15] CBC Policy FLB(Local)
[16] CBC Policy FLC(Local)
[17] CBC Policy FLD(Local)
[18] CBC Policy FLE(Local)
[19] New Student Orientation-Face to Face
[20] New Student Online Orientation
[21] Learning Frameworks course curriculum
[22] Pathways Advising Maps
[23] Cougar Den-Student Section
[24] Blackboard
[25] Administrative Master Syllabi examples
[26] Program Handbooks
[27] Program Orientation Agendas
169 Form edited December 2022
[28] Dual Credit Presentation Agendas
12.4 The institution (a) publishes appropriate and clear procedures for addressing
written student complaints, (b) demonstrates that it follows the procedures when
resolving them, and (c) maintains a record of student complaints that can be
accessed upon request by SACSCOC.
(Student complaints) [Off-Site/On-Site Review]
[Note: As part of its response to this standard, the institution should include information
about the individual(s)/office(s) responsible for maintaining these records, elements of
a complaint review that are included in the record(s), and whether the records are
centralized or decentralized.]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) publishes appropriate and clear procedures for
addressing written student complaints, demonstrates that it follows the procedures for resolving
the complaints, and maintains a record of student complaints that the Southern Association of
Colleges and Schools Commission on Colleges (SACSCOC) can view upon request. The Dean
of Student Services and Accessibility is responsible for maintaining the records and centralizing
formal student complaints and grade appeals.
Per the Texas Education Code Title 3 Subtitle G Chapter 130 A [1], community colleges have
been legislated to “serve as a comprehensive college offering vocational, technical, and
academic courses for certification or associate degrees. Continuing education, remedial, and
compensatory education is to be provided consistent with open-admission policies, along with
programs of counseling and guidance.” CBC has developed appropriate and clear procedures
to address any written complaints that may arise from students in these types of courses and
programs. These policies and procedures are used for all students no matter the location or
mode of instruction or type of instruction.
(a) publishes appropriate and clear procedures for addressing written student
complaints
CBC publishes board approved policies and procedures for addressing written student
complaints on the CBC Board's website, in the CBC Board of Trustees Policy Manual [2], in the
CBC Course Catalog and Student Handbook [3] and on the Student Services webpage [4].
Special admission programs also publish policies and procedures in program handbooks [5].
Most written student complaints, grievances, and appeals are governed by CBC policies that
describe official procedures and criteria for processing individual grievances and appeals.
Below are examples of CBC complaint related policies and procedures:
CBC Policy FLD(Local) [6] - Student Rights and Responsibilities: Student Complaints
CBC Policy FFDA(Local) [7] – Freedom from Discrimination, Harassment, and Retaliation: Sex
and Sexual Violence
170 Form edited December 2022
CBC Policy FFDB(Local) [8] - Freedom from Discrimination, Harassment, and Retaliation: Other
Protected Characteristics
CBC Policy FMA(Local) [9] – Discipline and Penalties: Discipline Procedures
CBC Policy CHA(Local) [10] – Site Management: Security
CBC Policy GDA(Local) [11] – Community Expression and Use of College Facilities: Conduct
on College District Premises
CBC Policy FLDB(Local) [12] – Student Complaints: Course Grade Complaints
As described in these policies, any student who can demonstrate that he or she has been
subjected to unfair treatment due to a lack of conformity to college policy or procedure, may
voice concern and seek and propose a resolution to consider. For most complaints, students
should first attempt to discuss the situation informally with the offending college faculty or staff
member. If a suitable resolution cannot be found between the student and the college faculty
or staff member or if extenuating circumstances prevent direct communication between the
student and the college representative, the student can escalate the matter up the chain of
command.
In academic matters, it is typical to follow the instructor, coordinator/director, and academic
dean through the chain of command. A formal complaint may be filed if a reasonable resolution
cannot be obtained following diligent dialogue through the chain of command. The Dean of
Student Services and Accessibility is charged with facilitating the formal written complaint
processes and maintaining records [13]. Informal complaints are handled in the academic
divisions or other organizations within the college.
Students placed on financial aid warning may appeal this decision to the student affairs financial
aid committee [14]. These appeals are handled and centralized by the Director of Financial Aid.
The financial aid appeals process is published in the CBC Course Catalog and Student
Handbook [15] and on the CBC Financial Aid Webpage [16].
Students placed on scholastic suspension may appeal the suspension before the student affairs
admission appeals committee [17]. These appeals are handled and centralized by the Director
of Admissions/Registrar. The scholastic suspension process is published in the CBC Course
Catalog and Student Handbook [18].
Title IX complaints and procedures are managed by the Title IX Coordinator [19] and these
policies and procedures are also published in the CBC Board of Trustees Policy Manual [20],
the CBC Course Catalog and Student Handbook [21] on the CBC website [22].
(b) demonstrates that it follows the procedures when resolving them
CBC is dedicated to establishing an educational atmosphere that fosters the highest degree of
student learning and personal growth. To support this commitment, CBC aims to treat all
students fairly and in compliance with college policies and procedures. When a student
believes they have been treated unfairly, they can file a written student complaint with the Dean
of Student Service and Accessibilities Office. All students, regardless of modality or location,
can file written student complaints through the online form found on the CBC Student Services
Website page [23] or they may come into the student services office and be assisted in the
student service student success center.
171 Form edited December 2022
Formal student complaints must be filed within the timelines described in the CBC Policies and
associated procedures. Regarding academic disputes and/or complaints, students are
encouraged to follow the chain of command: class instructor, coordinator/director, academic
dean, and Chief Academic Officer (CAO).
Student complaints typically fall into five categories. These include appeals (grade appeals,
academic and financial aid suspension, and conduct appeals); academic complaints; non-
academic complaints; civil rights, gender discrimination and harassment complaints; and other.
Procedures for handling these student complaints are described below.
Appeals
Grade Appeals
The grade appeal procedure addresses formal grade complaints in which the final course grade
is contested and/or the student believes that the final grade does not accurately reflect his/her
academic performance. Students have a right to be free from capricious grading and to be
treated fairly in grading and classroom practices. In most circumstances, students should seek
to settle any dissatisfaction concerning grades directly with the faculty member involved. If a
final course grade dispute cannot be settled in this way, the student may file a Course Grade
Appeal on a form provided by the college district.
This Course Grade Appeal Process only applies to final course grades. A student’s final course
grade can be changed only at the discretion of the instructor or resulting from the Course Grade
Appeal Process. A student may appeal a final course grade if he or she is able to demonstrate
that an inappropriate grade was assigned as stated in CBC Policy FLBD (Local) [24]. If a
student appeals the grade appeal decision at the lower level, the Student Affairs Committee
[25] convenes and conducts a hearing to evaluate the appeal. The committee then makes a
recommendation to the CAO, who makes the final decision based on the evidence provided.
This recent grade appeal [26] demonstrates the full implementation of this policy.
Financial Aid Appeals
A student who does not meet the satisfactory academic progress requirements after one
semester will be placed on financial aid warning. The student may receive financial aid for one
semester after they are placed on warning. Students on financial aid warning and who improve
their academic performance as defined by the qualitative standards will be placed back in good
standing and may be eligible to continue receiving financial aid for the following semesters. If
the student does not meet the satisfactory academic progress requirements after one semester,
the student’s financial aid will be suspended. Students whose aid is suspended are not eligible
for any type of financial aid/student loans until they have met the satisfactory progress
requirements. Students may appeal this suspension [27] to the financial aid committee if there
are extenuating circumstances contributing to the lack of academic progress.
The financial aid department oversees all financial aid appeals. When an appeal is received,
the Financial Aid Director serves as the chair and convenes the Student Affairs Committee [28]
to review all financial aid appeals. There are three different forms of financial aid appeals [29],
including appeals based on satisfactory academic progress appeals (SAP), special
circumstances, and dependency appeals. All appeal documentation must be sent no later than
fourteen days before the last day of classes for the semester for which the student wants to
appeal. Information regarding financial aid appeals is located on the CBC Financial Aid
webpage [30].
172 Form edited December 2022
A student on scholastic suspension is ineligible to enroll in the program from which suspended
for one regular semester. A student on suspension for the first time may appeal the suspension
before the admission committee [31]. A student on scholastic suspension from a program for
the second time is not automatically eligible for readmission to the same program of study.
Select admissions programs publish readmission criteria and procedures to appeal in the
program handbooks [32].
Student Conduct Decision Appeals
Per the CBC Course Catalog and Student Handbook [33], “Coastal Bend College maintains a
positive and pro-social learning environment. Students who cause disorder and disrupt the
positive learning environment are subject to disciplinary action. Breaches of the code of conduct
and the College District’s policies and procedures, including the rules outlining expectations for
student conduct [see FLB] [34], shall be reported in writing to the Dean of Student Services &
Accessibility or designee. The Dean of Student Services & Accessibility or designee will
investigate allegations, hold a conference (if applicable), and provide a written notice of the
penalty and the student’s right to appeal to the disciplinary appeals committee. A student may
appeal the penalty by contacting the office of the Dean of Student Services & Accessibility.”
Academic and Non-Academic Complaints
CBC emphasizes the fair resolution of formal student complaints. All students have the right to
use the formal complaint procedure, which should be utilized whenever informal resolution is
insufficient to resolve the issue(s). All formal complaints (academic and non-academic) are
treated with confidentiality and only shared with those who need to know. The Dean of Student
Services and Accessibility is responsible for managing these complaint procedures and
centralizing the documentation [35].
A formal complaint is a request to resolve a problem, conflict, or concern that adversely affects
a student. The CBC Formal Student Complaint Form [36] must be used to file a formal
complaint. The procedure for filing a complaint has four levels according to CBC Policy FLD
(Local) [37]. All students can appeal a Level One, Two, or Three within ten days of the response
date or if no response was received. To file an appeal, students must submit the Student
Complaint Appeal Form [38] online. These complaint procedures are published on the CBC
student services webpage [39]. Examples of academic [40] and non-academic [41] complaints
illustrate procedures utilized in solving these types of student complaints.
Civil rights, gender discrimination and harassment complaints
CBC strives to maintain a healthy and safe environment where all members of the community,
students, faculty, and staff feel welcome on college locations and classrooms. Students, faculty,
and staff are thus prohibited from conducting themselves in a way that results in any form of
sexual harassment, sex-based harassment and/or sexual violence. The Director of Human
Resources serves as the Title IX Coordinator and facilitates all Title IX complaint
procedures. Students may report discrimination or harassment complaints by following the Title
IX complaint procedures and using the Title IX online reporting form [42] available on the CBC
Title IX website [43].
The Title IX Office investigates [44] complaints of discrimination filed based on race, color,
national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age,
physical or mental disability, or covered veteran status. The institution has no pending
investigations by the US Department of Educations’ Office of Civil Rights for possible violations
173 Form edited December 2022
alleging sexual violence nor closed investigations that were active at the time of the last
SACSCOC comprehensive review or occurred since the last SACSCOC comprehensive
review.
maintains a record of student complaints that can be accessed upon request by
SACSCOC
At CBC, formal student complaints are thoroughly documented. The Dean of Student Services
and Accessibility maintains complaint records in a centralized system through a protected
Microsoft Office TEAMS site [45] with limited access and protected channels. These records
[46] can be accessed upon request by SACSCOC.
Evidence
[1] Texas Education Code Title 3 Subtitle G Chapter 130 A
[2] CBC Board of Trustees Policy Manual
[3] CBC Course Catalog and Student Handbook
[4] Student Services webpage
[5] Program Handbooks
[6] CBC Policy FLD(Local)
[7] CBC Policy FFDA(Local)
[8] CBC Policy FFDB(Local)
[9] CBC Policy FMA(Local)
[10] CBC Policy CHA(Local)
[11] CBC Policy GDA(Local)
[12] CBC Policy FLDB(Local)
[13] TEAMS Complaint Site
[14] CBC Committee Handbook-Student Affairs Financial Aid Appeal Committee
[15] CBC Course Catalog and Student Handbook-page
[16] CBC Financial Aid Webpage
[17] CBC Committee Handbook-Student Affairs Admissions Appeal Committee
[18] CBC Course Catalog and Student Handbook-page
[19] Title IX Coordinator Job Description
[20] CBC Board of Trustees Policy Manual
[21] CBC Course Catalog and Student Handbook
[22] CBC Title IX Website
[23] CBC Student Services Website page
[24] CBC Policy FLBD (Local)
[25] CBC Committee Handbook-Student Affairs Committee
[26] Grade Appeal
[27] CBC Course Catalog and Student Handbook-page
[28] CBC Committee Handbook-Student Affairs Committee
[29] CBC Course Catalog and Student Handbook-page
[30] CBC Financial Aid webpage
174 Form edited December 2022
[31] CBC Committee Handbook-Student Affairs Admissions Appeal Committee
[32] Program Handbooks
[33] CBC Course Catalog and Student Handbook-page
[34] CBC Policy FLB(Local)
[35] TEAMS Complaint Site
[36] CBC Formal Student Complaint Form
[37] CBC Policy FLD (Local)
[38] Student Complaint Appeal Form
[39] CBC student services webpage
[40] Student Academic Complaint Example
[41] Student Non-Academic Complaint Example
[42] Title IX online reporting form
[43] CBC Title IX website
[44] Title IX Flowchart
[45] TEAMS Complaint Site
[46] Complaint Records Inventory
12.5 The institution protects the security, confidentiality, and integrity of its student
records and maintains security measures to protect and back up data.
(Student records)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) protects the security, confidentiality, and integrity of its
students records for all students in all programs at all locations and in all modes of instruction.
Security measures are in place and maintained to protect and back up data. CBC operates per
federal and state laws and CBC policies relating to handling of and access to records. Policies
and procedures are designed to secure and protect the confidentiality and integrity of all
students. Some departments maintain separate protocols and documents which must adhere
to the same security measures and standards established by college policies.
Maintenance and Security of Student Records
The Director of Admissions and Registrar [1] is the custodian of all currently enrolled students
and official academic records. The college president or designee is the custodian of academic
status records and all other records per CBC Policy FJ(Local) [2] and CBC Policy FJ(Legal) [3].
The following are identified as records custodians of student records per various CBC policies
as the designee of the President: Registrar, Dean of Student Services, Provost/Chief Academic
Officer (CAO) and Human Resources Director.
Per CBC Policy CS(Local) [4], the Director of Information Technology [5] is designated by the
President as the information security officer (ISO) and authorized to administer information
security requirements under law. Procedures addressing the privacy and security of the college
district’s website and mobile applications have been adopted and submitted to the Department
of Information Resources (DIR). An Information Security Program [6] and Information Security
Plan [7] is in place to ensure information security for CBC. Reports to DIR are submitted
biennially in accordance with the law.
175 Form edited December 2022
The Admissions and Registrar’s office staff collect and maintain scanned and electronic records
of admissions, enrollment, grades, transcripts, and international student records. Paper records
are scanned into a document imaging system upon receipt. These records are stored within
the Colleague system (CBCs student information system), where only authorized individuals
[8] are permitted access through a secured username and password-protected web access.
The document imaging system allows immediate access to student records for authorized
personnel. Colleague access forms [9] are used to request approval and the President is the
final approval for access.
The college network is protected by an industry-standard Palo Alto Firewall [10] securing
access to the student’s unique login credentials to the Cougar Den portal, which gives access
to the Colleague student information system (SIS). In addition, the protected credentials give
students access to the Blackboard Learning Management System (LMS) and Office 365
application. Credentials are created when the student is accepted to CBC. The Colleague SIS
generates a login and password. Access to each system is restricted by user ID and password.
To ensure quality control, adequate separation of duties is maintained across departments and
according to the functions of the various offices [11].
The offices of Admissions and Registrar, Financial Aid, Business, Human Resources, Student
Services, deans, president, and other offices and departments that obtain and process paper
documents, ensure the security and privacy of student records by housing them in secure
environments that include either locked doors or locked file cabinets. All student records are
sent to the Beeville site. The protection and destruction of paper student records on all
campuses are sustained by following the Texas State Library and Archives Commission Local
Schedule JC [12] as legislated by TAC §7.125(a)(7) [13].
Enterprise Systems containing Student Records
CBC maintains student records and delivers record services through multiple enterprise
systems, including the following:
• Ellucian, Colleague Student Information System. Internet Native Colleague is the
student information system at Coastal Bend College. It is primarily used by core
administrative offices, including the office of admissions, financial aid, and business office,
to view and maintain data and process transactions.
• Blackboard. Blackboard is a web-based server software that features course
management, customizable open architecture, and scalable design that allows integration
with SIS and authentication protocols.
• Web Extender. Repository student records such as transcripts and bacterial meningitis
records.
Local Student Records -Security and Integrity
CBC offices that handle electronic and hard-copy student records follow procedures
[14] designed to ensure the documentation’s security, confidentiality, and integrity. CBC’s
Information Technology Services Department provides scheduled backups of locally
maintained public and secured servers. The frequency of backups is determined by the
frequency of use and the sensitivity of the data on the server. Many heavily used servers, such
as those dedicated to email, scanned documents, website, SQL server, data warehouse, and
shared drives, have daily backups scheduled. The student information system is cloud-based
176 Form edited December 2022
and backed up by a third party. The learning management system is a software product backed
up by a third party, as well.
Departments that deal with student records keep local data, and the security protocols used
include the following:
• Accessibility Services. Student records in the Office of Accessibility Services are
maintained electronically on a secure server and channel managed by Microsoft Teams.
These records are only accessible to authorized personnel. The confidentiality
requirements of their profession bind professional staff members. As department
employees, all staff members must sign a confidentiality agreement [15]. Any request for
copies of student records must be accompanied by a written authorization to release them.
When a person walks in to request a copy of their records, they must show photo
identification. When information is released, a record of what records were released, to
whom they were released, and on what date they were released.
• International Student Records. Paper copies of international student files are kept in
a locked file cabinet. Electronic student records are password-protected and kept on a
password-protected server and in the Federal Immigration Database (SEVIS) [16]. Only
authorized users, such as the Director of Admissions, have access to and can change
student records in the database. All authorized users of SEVIS have their access times and
dates recorded in the database. A copy of international student files must be kept for one
year after students graduate or leave the college, according to immigration regulations.
Paper copies of the files are shredded after that time. SEVIS electronic records are still
accessible/viewable in the SEVIS database.
• Student Life Records. Student activity and organization membership records are kept
electronically on a secure server and channel managed by Microsoft Teams [17]. Only
authorized personnel, such as the Dean of Student Services and Accessibility and the
Office of Student Life staff have access to these records. Some organizations, such as Phi
Theta Kappa National Honor Society (PTK), require institutions to submit student members’
academic records to national offices. Before submitting such information, student members
must sign an authorization [18] to release the records. Social security numbers and other
personally identifiable information are never released through the Office of Student Life.
• National Junior College Athletic Association (NJCAA) Compliance and Athletic
Records. Hard copies are kept in locked file cabinets to ensure the security of athletes’
records. Electronic copies of student information are maintained in a scholarship database
and a prospect database on a secured server; on the NJCAA Compliance Assistant [19], a
secure Internet-based NJCAA database; and within other NJCAA or regional conference
reports completed on secure sites. Access to these databases and sites is controlled. To
ensure the integrity of student records is maintained, coaches have “read-only” access to
any areas other than the recruiting section of the NJCAA Compliance Assistant. The
scholarship database is limited to athletic administrators and select administrators in the
Financial Aid and Admissions offices.
• Residence Life Records. Microsoft Teams [20] manages student resident records that
are kept electronically on a secure server. These records are only accessible to authorized
personnel, such as the Dean of Student Services and Accessibility and Residence Life staff.
Student housing records are kept in a locked file room in a locked office. The locked file
room is only accessible to a few members of the Housing Department. The Microsoft Teams
site for Residence Life, which houses most of the electronic records, is only accessible via
a secure single sign-on (SSO), and department members have varying levels of access to
the folders on the drive, depending on their positions. Housing addresses confidentiality on
several levels, including record security, limited access to records, and confidentiality
agreements [21] in all hiring paperwork and during staff training sessions. The Office of
177 Form edited December 2022
Residence Life has procedures to reduce errors and prevent unauthorized access to or
changes to records. All transactions, including the user’s identity and action, are recorded
in a secure database. Most transactions, such as payments, room changes, and
damages/fees, are recorded in more than one location. Payments are recorded on the Daily
Transaction Log and keyed to the student’s record after being rung up on the cash register
and credit card machine. Room changes and damage/fee assessments are documented
on multi-part forms, distributed to the student and various offices, and kept in the student’s
file. Administrative records are kept in the office for one fiscal year before being moved to
secure storage for five years before being shredded. Student housing records are kept in
active files for the duration of the student’s stay and then for five years after the contract
expires.
• Student Conduct Records. Microsoft Teams [22] maintains student conduct records
electronically on a secure server. Only authorized personnel, such as the Dean of Student
Services and Accessibility and the conduct hearing officer, have access to these records.
Without a legitimate educational need to know or the authorization of the charged party,
persons who are not directly involved with a discipline case, an appellate review of a
decision, or the enforcement of a sanction do not have access to the record or results of a
hearing or sanctioning meeting. Major violation cases resolved with a sanction other than
suspension are kept on file for seven years from the date of the last offense. Students who
graduate before that date may submit a written petition requesting that their records be
destroyed upon graduation. The college may retain records beyond the standard seven-
year period in special circumstances, such as when any party involved files legal action.
When a date for purging records is reached, all record formats are destroyed. Records
pertaining to disciplinary sanctions that have been suspended are kept for at least ten (10)
years from the date of the last incident. Minor violation notices are retained for seven years
from the date of the previous offense; however, they are not classified as official college
disciplinary records or made available for authorized investigation (i.e., background checks
for employment, military service).
• CBC Police Records. Personal information is redacted from CBC Police records when
a case concerns a victim of sexual assault and/or a juvenile. Throughout the year, records
are preserved in the Incident Report Logbook, and at the end of the year, they are
transferred to a locked cabinet. All workers hired by the CBC Police Department sign
Confidentiality Agreements. A supervisor reads and signs each report to verify that the
integrity of student records is preserved. Except in cases when a Texas misdemeanor is
eligible for expunction, no formal record is ever removed.
• Student Grades. Faculty are the only individuals authorized to submit grades. Grades
are submitted through the Blackboard LMS into Colleague SIS through an integration
upload. If an error is made in grading by the faculty or a grade change is needed to move
an Incomplete to a grade, then the faculty must submit a grade change form [23] to their
immediate supervisor, who then submits it up to the Provost/Chief Academic Officer (CAO)
for approval. Once the Provost/CAO approves, the form is submitted to the Director of
Admissions and Registrar to make the change in the Colleague SIS.
Security of Student Records – Electronic
CBC utilizes an electronic student records system (MOVEit Portal) [24] provided by the State
of Texas, when transferring student data required in state reporting that ensures security of
student records. The electronic student records system permits an authorized state or CBC
official or an authorized representative of an institution of higher education to electronically
transfer to and from an educational institution in which the student is enrolled and retrieve
student transcripts, including the following information:
178 Form edited December 2022
• Course or grade completion
• Instructors of record
• Assessment instrument results
• Receipt of medical documentation for accessibility services, including an
individualized education plan (IEP)
• Personal graduation plan as described by Education Code 28.0212.
The college’s Colleague and Blackboard systems are hosted by their respective companies in
a way that provides seamless access to personnel and to students at the college. These
companies are contracted to provide services that include embedded security protocols [25].
The college network is protected by an industry-standard firewall [26], securing access to the
student’s records server. Student records are stored in the Colleague system. All electronic
student data access occurs through user credentials and a username and password to further
protect data, as described above. Access to systems is restricted by user ID and password. To
ensure quality control, adequate separation of duties is maintained across departments and
according to the functions of the various offices.
Privacy of Student Records
The confidentiality of student educational records is governed by the Family Educational Rights
and Privacy Act (FERPA) of 1974 and complies with Section 438 of the General Education
Provisions Act (Title IV of Public Law 90-247, as amended). Students are informed of the
information via the CBC Course Catalog [27].
Students have the right to consent to the disclosure [28] of their educational records except to
the extent governed by FERPA. One exception is the disclosure of information among college
officials with legitimate educational interests. College officials are personnel employed by the
institution as administrative, supervisory, academic, and support staff. These college officials
are afforded access to student records in attendance; the access is based on the need to review
educational records to fulfill academic and professional responsibility, as described above.
The college may also release directory information [29] per CBC Policy FJ(Local) [30].
Students are notified of this what directory information may be released in the CBC Course
Catalog and Student Handbook [31].
Evidence
[1] Director of Admissions and Registrar Job Description and Resume
[2] CBC Policy FJ(Local)
[3] CBC Policy FJ(Legal)
[4] CBC Policy CS(Local)
[5] Director of Information Technology Job Description and Resume
[6] Information Security Program
[7] Information Security Plan
[8] Colleague list of Authorized Users
[9] Colleague access forms
[10] Palo Alto Firewall
[11] Colleague list of Authorized Users
[12] Texas State Library and Archives Commission Local Schedule JC
179 Form edited December 2022
[13] TAC §7.125(a)(7)
[14] Procedures for processing student records
[15] Accessibility Services- confidentiality agreement example
[16] Federal Immigration Database (SEVIS)
[17] Microsoft Office Teams-Student Life Records Channel
[18] Student Life Records- Authorization example
[19] NJCAA Compliance Assistant
[20] Microsoft Office Teams-Residence Life Channel
[21] Residence Life- confidentiality agreement example
[22] Microsoft Office Teams-Student Conduct Channel
[23] CBC Grade Change Form-Example
[24] Texas Higher Education Coordinating Board MOVEit Portal
[25] Colleague and Blackboard Embedded Security Protocols-Contracts
[26] Industry-standard firewall
[27] CBC Course Catalog and Student Handbook-page3
[28] FERPA Consent to Disclosure Forms
[29] CBC Course Catalog and Student Handbook-page3
[30] CBC Policy FJ(Local)
[31] CBC Course Catalog and Student Handbook-page3
12.6 The institution provides information and guidance to help student borrowers
understand how to manage their debt and repay their loans.
(Student debt)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) provides information and guidance to help student
borrowers understand how to manage their debt and repay their loans. This is provided to all
students in all locations and in all modes of instruction.
A comprehensive system is in place to support students in their financial management of debt
that they may incur. This includes financial counseling prior to matriculation, entrance
counseling, ongoing counseling as they progress on their pathway, and exit counseling as they
leave the college.
Pre-Matriculation Counseling
Financial Aid staff assist area high school counselors with FAFSA days/nights [1] at their
request prior to students even entering Coastal Bend College. Financial Aid staff are available
to assist students/parents with FAFSA assistance or answer any questions about financial aid,
including student loans and debt. Coastal Bend College financial aid staff also assist any
potential students who may need financial assistance whether they walk into a CBC site, call
online, or email [2].
Students entering CBC are required to complete a New Student Orientation. This online
orientation also includes a Financial Aid component [3] providing guidance regarding the types
of aid available to students, including Federal Direct Loans. Representatives are available at
face-to-face orientations [4] to provide this guidance in person.
180 Form edited December 2022
Entrance Counseling
Coastal Bend College does not package Direct loans as part of their Title IV aid. Before the
pandemic, the institution required students interested in borrowing Direct Loans to attend face-
to-face entrance counseling. As of March 2020, Direct Loan entrance counseling is being
conducted via email. Directions on how to apply for Direct Loans are on the CBC financial aid
website [5]. Students who are interested in borrowing Direct Loans receive an email with direct
entrance counseling power point presentation [6], loan application [7], and loan quiz [8].
Students can also come to campus and request a loan as well. The Direct Loan entrance
counseling informs students of their rights and responsibilities as a student borrower, awarding
processes, disbursement processes, repayment options, and default consequences.
Coastal Bend College follows US Department of Education federal regulation 34 CFR 685.304
[9] for Direct loan entrance counseling. Coastal Bend College ensures students borrowing
Direct Subsidized Loans or Direct Unsubsidized Loans, complete entrance counseling prior to
making first disbursement, unless the student has received a previous Direct Subsidized loan
or Direct Unsubsidized loan. Students are also required to have a valid Master Promissory Note
(MPN) [10] on file prior to first disbursement. Entrance counseling and MPN can both be
completed at studentaid.gov. Once a student completes their entrance counseling and MPN,
they are imported into the Coastal Bend College student information system.
Ongoing Counseling
The Coastal Bend College Director of Financial Aid processes student Direct loans once the
Direct Loan application and quiz have been received from students. Loan requests are
evaluated prior to awarding. Students must submit a loan application twice a year, once in the
fall or spring semester and again in the summer semester. The Director of Financial Aid verifies
all verification processes have been completed prior to awarding Direct Subsidized or Direct
Unsubsidized Loans. Student loan borrowers are mailed an award letter to the address on file
with the institution. A student can also view their award via Cougar Den (student portal) [11].
Coastal Bend College has a Loan Change Request Form [12] for students who need to
increase, decrease, or cancel some or all their Subsidized loan or Direct Unsubsidized loan.
Students who submit Loan Change Request Forms are processed by the Director of Financial
Aid and then mailed an updated award letter with any changes to student loan. The Loan
Change Request Form is available on the website, via email, or in person. The college website
[13] also contains information about student loans which include Direct Loan entrance and
Direct Loan exit counseling.
All students completing an Associate of Arts (A.A.) and an Associate of Science (A.S.) and
most other Associate of Applied Science (A.A.S.) degree and certificate programs are required
to take EDUC 1300 Learning Frameworks [14] as either a general education core or institutional
requirement. A financial literacy component is included in this course providing additional
guidance to help student borrowers understand how to manage their debt and repay their loans.
Exit Counseling
Coastal Bend College follows US Department of Education federal regulation 34 CFR 682.604
[15] for Direct Loan exit counseling. Coastal Bend College requires a student who is enrolled
in less than half time, who withdraws, or who graduates to complete an exit counseling via
studentaid.gov. CBC Direct Loan exit counseling informs students of borrower loan information,
181 Form edited December 2022
repayment options, deferment, forbearance, loan forgiveness, and how to manage their loan
student debt. Coastal Bend College notifies students of Direct Loan exit counseling
requirements via mail [16]. A hold is placed on student registration as well as on the release of
official transcripts until exit counseling is completed. The Coastal Bend College financial aid
website has access to the Direct Loan Exit Counseling Guide [17].
Third Party Contract
Coastal Bend College also has a contract with a third-party servicer (Loan Science) [18] that
assists students with student loan debt and default information. Loan Science has developed
and markets a student loan debt disclosure service for the aggregation, calculation,
presentation, and delivery of student loan borrowing data and estimated repayment data for
students attending Coastal Bend College in accordance with relevant state and/or federal
requirements.
Loan Science develops and distributes, on behalf of Coastal Bend College, student loan debt
disclosure emails to enrolled students as identified by the college. The loan debt letters [19]
include student loan data and calculations estimating monthly payments based on students
outstanding federal student loan debt. Letters are mailed through U.S. Mail Service to students
if no email address is available.
Loan science developed a comprehensive loan performance management program for
educational institutions seeking to proactively manage their compliance with the US
Department of Education Cohort Default Rate. Loan Science reaches out to former students
with outstanding loans from Coastal Bend College to inform students of services available to
assist with loan default prevention. Some of the services available are payment, repayment,
deferment options, or strategies to prevent a student from defaulting.
Coastal Bend College most recent 2019 3-year official Federal Cohort Default Rate was 5.4.
Coastal Bend College's default rate is in alignment with the federal cohort rate.
Evidence
[1] FAFSA days/nights
[2] CBC Financial Aid Website
[3] CBC Online Orientation-Financial Aid Component
[4] Face-to-Face Orientation Agendas
[5] CBC Financial Aid Website-Direct Loans
[6] CBC Direct Entrance Counseling Power Point Presentation
[7] CBC Direct Loan Application
[8] CBC Direct Loan Quiz
[9] US Department of Education federal regulation 34 CFR 685.304
[10] Master Promissory Note (MPN)
[11] Cougar Den (student portal)-Financial Aid
[12] Loan Change Request Form
[13] CBC Financial Aid Website
[14] EDUC 1300 Administrative Master Syllabus-Topical Outline
[15] US Department of Education federal regulation 34 CFR 682.604
[16] Notification Letter to Student Regarding Direct Loan Exit Counseling Requirements
182 Form edited December 2022
[17] Direct Loan Exit Counseling Guide
[18] Loan Science Contract
[19] Loan Science Loan Debt Letter
Section 13: Financial and Physical Resources
13.1 The institution has sound financial resources and a demonstrated, stable
financial base to support the mission of the institution and the scope of its
programs and services.
(Financial resources) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College’s (CBC) audited financial statements for FY 2020, FY 2021,
and FY 2022 demonstrate a stable financial base and sound financial resources adequate to
support its mission, programs and services. As reflected in the Statements of Net Position, the
college’s unrestricted cash balances are adequate to support operations in an uninterrupted
manner and unrestricted net assets have been consistently maintained over multiple years,
with positive trend lines for both measures. A positive bottom line was achieved each year on
the statements of revenues, expenses, and changes in net position as the college has
successfully diversified its revenue sources and controlled expenses in a difficult economic
environment while focusing on strategic priorities that support its instructional mission.
Audits
CBC’s financial statements are audited annually by an independent CPA firm. Audits for FY
2020 [1], FY 2021 [2], and FY 2022 [3] included unmodified opinions each year. The college’s
fiscal year runs from September 1 through August 31. Summaries of audited financial
statements for all three years are presented:
• FY 2020 – FY 2022 Statements of Net Position [4]
• FY 2020 – FY 2022 Statements of Revenues, Expenses, and Changes in Net Position
[5]
• Condensed Statements of Cash Flows [6]
As described more fully in the notes to the financial statements, (FY 2022 Audited Financial
Statements and Single Audits, open to p. 49) [7] and in accordance with Government
Accounting Standards Board (GASB) requirements, the State of Texas allocates a portion of
its unfunded defined benefit pension and Other Post Employment Benefits (OPEB) plans to
the college based on payroll and actuarial assumptions. The financial impact of the
accounting entries for these nonoperational activities results in a reduction of unrestricted
fund balances due to the liabilities and other associated accounts recorded on the statements
of net position. The impact on the statements of net position and the statements of revenues,
expenses, and changes in net position is explained more fully in applicable sections of the
financial analysis presented below:
183 Form edited December 2022
Statements of Net Position
ASSETS
Total assets grew from $32.8 million in FY 2020 to $37.9 million in FY 2022, an increase of $5.1
million, or 15.6%.
Cash and cash equivalents had the highest rate of growth, increasing from $3.3 million to $12.2
million. The college’s increasing cash balance resulted primarily from CARES funding for the
recovery of lost revenues coupled with operating budgets that ensured positive financial results.
Operations continued uninterruptedly during this period, as adequate liquidity was maintained
to fund operating expenses as needed.
The college is authorized to invest in obligations and instruments as defined in the Public Funds
Investment Act (Sec. 2256.001 Texas Government Code) [8], consisting of obligations of or
guaranteed by governmental entities, fully guaranteed or FDIC insured certificates of deposits,
bonds in a high rating category, and certain other investment options (FY 2022 Audited
Financial Statements and Single Audits, open to p. 37) [9]. Most cash and equivalents are
maintained in demand deposit accounts. Total cash and investments grew from $10.5 million
in FY 2020 to $17.1 million in FY 2022, increasing by 62% due primarily to revenue
diversification to ensure adequate financial resources and strict budgetary controls.
Accounts receivable, capital assets and other asset classifications were relatively stable from
FY 2020 through FY 2022.
Liabilities
184 Form edited December 2022
Total liabilities decreased from $34.6 million in FY 2020 to $32.7 million in FY 2022, a reduction
of 5.6%. Current liabilities increased by 26.3%.
The increase in current liabilities is due primarily to an increase in accounts payable and
unearned (deferred) revenues. Accounts payable increased due primarily to significant
expenses associated with CARES Act funding awarded for recovery efforts associated with the
coronavirus pandemic. Unearned revenues increased primarily due to an increase in
enrollment for Fall 2022 after coronavirus pandemic restrictions were eased and the deferral of
associated revenues to be recognized in FY 2023. The higher current liabilities balance can
be correlated to the increase in cash and other current assets. The current ratio, adjusted to
exclude nonoperational liabilities for pensions, OPEB, and compensated absences, rose each
year and stood at 1.83 as of August 31, 2022.
Total non-current liabilities decreased by $4.3 million, or 17%. The college paid off the
remaining long-term balance of its bonds payable in FY 2022 and notes payable was also
reduced from $1.9 million to $812,000 from FY 2020 to FY 2022. CBC’s conservative approach
to debt management contributes to its stable financial position while providing adequate funding
to ensure that capital assets are maintained in satisfactory condition with adequate space to
meet the college’s mission. Nonoperational liabilities for pensions also decreased significantly.
Net Position
185 Form edited December 2022
Total net position grew from ($7.1 million) in FY 2020 to ($0.3 million) in FY 2022. Unrestricted
fund balances grew each year and were ($14.7 million) for FY 2022. The negative balance in
unrestricted funds is caused by the allocation of nonoperational transactions for pension,
OPEB, and compensated absences liabilities and associated accounting entries in accordance
with GASB requirements. A truer picture of unrestricted fund balances and available resources
may be obtained by eliminating the impact of these nonoperational transactions. The college’s
Unrestricted Net Assets, Exclusive of Plant Assets and Plant-Related Debt (UNAEP),
calculated in accordance with Southern Association of Colleges and Schools Commission on
Colleges (SACSCOC) methodology as further described in 13.2, is as follows:
UNAEP increased from $9.1 million in FY 2020 to $12.1 million in FY 2022. The college has
consistently maintained adequate unrestricted net assets to achieve its mission and to provide
flexibility to manage adverse or unanticipated economic circumstances such as the negative
impact of the coronavirus pandemic and the resulting decrease in student enrollment.
Statements of Revenues, Expenses, and Changes in Net Position (SRECNP)
CBC has consistently increased its net position each year from FY 2020 – FY 2022. The
following condensed SRECNP is extracted from the audited financial statements:
186 Form edited December 2022
CBC increased its net position each year from FY 2020 – FY 2022, with a total increase in net
position of $8.6 million. These positive financial results were achieved through diversification
and enhancement of revenue sources to maintain stability coupled with budgetary discipline.
The operating loss was reduced each year, as operating revenues from tuition and fees,
federal and state grants and contracts, and general revenues increased significantly. Non-
operating revenues from state allocations and Title IV decreased during this period, partially
offset by increases in ad valorem taxes for maintenance and operations.
While operating revenues and non-operating revenues increased by a combined $8.2 million
in total from FY 2020 through FY 2022, operating expenses increased by only $3.3 million,
providing a baseline budget that helps to assure positive financial results each year.
Operating Revenues
Operating revenues increased by $11.3 million, or 253.3%, from FY 2020 to FY 2022. Primary
operating revenue sources are tuition and fees, grants and contracts, and general operating
revenues.
187 Form edited December 2022
Tuition and Fees
CBC has navigated a difficult enrollment environment over the past few years and has
increased net tuition and fees from FY 2020 to FY 2022 by $1.2 million, or 185.9%, during this
period. The Texas Higher Education Coordinating Board (THECB) publishes an annual
enrollment summary based on headcount for the state public and community two-year colleges
in Texas. As published in the most recent THECB report [10], enrollment declined by 11.57%
on average for these colleges from fall 2019 through fall 2022, and CBC enrollment declined
by 17.83% during this same period. However, CBC enrollment stabilized in fall 2022, with an
increase of thirty-two credit students, or 0.81%, above the average increase of 0.22% for the
group. FTE has decreased over the years and is currently 1224 students.
The state of Texas has promoted and supported short-term awards and industry certifications
to upskill and reskill Texans. As a result, CBC enrollment trends are reflecting many students
choosing to enroll in non-credit short-term courses rather than credit. CBC reportable state
funded contact hours [11] for non-credit increased by 782% annually from 2019 to 2021
demonstrating a significant shift in enrollment trends with many potential credit students shifting
to non-credit. This trend is continuing.
Coastal Bend College’s FTE in the last 3 years has shifted from annual credit FTE high in FY
2020 of 2,747 to 2,378 in FY 2021. Key variables impacting this shift include changes in key
leadership, increasing dual credit high school enrollment where students take a reduced credit
load from a typical 12–15-hour load to a 3–6-hour load per semester, reduced enrollments in
FY 2021 due to the coronavirus pandemic, and shifts in the types of coursework from credit to
non-credit.
Year
Annual FTE
2019
2,569
2020
2,747
2021
2,378
A detailed analysis of the components of tuition and fees is included in annual financial reports.
As per the FY 2022 audit [12] gross tuition and fees decreased from $9.4 million in FY 2021 to
$9.0 million in FY 2022. CBC diversified its revenues by increasing non-credit continuing
education courses to compensate for a decline of 4,105 students in Fall 2021 to 3,927 students
in Fall 2022, mitigating the financial impact of the drop in enrollment. Net tuition and fees
increased by $1.1 million in FY 2022. A number of old accounts receivable were written off in
FY 2020 and FY 2021, resulting in a decrease in net tuition for those years of $1.4 million and
$1.1 million, respectively. The FY 2022 accounts receivable is current, and a more typical write-
off of $182,000 was recorded.
188 Form edited December 2022
CBC successfully converted much of its curriculum to a virtual format because of restrictions
due to the coronavirus pandemic. CBC had already been approved through a substantive
change to provide 100% of a degree online prior to the pandemic. Additionally, CBC has
secured a Department of Education Title III Grant [13] implemented in FY2023 with a primary
activity focused on providing ongoing and focused professional development for faculty to
ensure that students enrolled in online courses are receiving quality instruction and experiences
and academic supports for students no matter the location or mode of instruction.
Grants and Contracts
CBC was successful in obtaining incremental funding from contracts and grants to mitigate the
impact of coronavirus and enrollment declines. This significant increase in external funding was
a crucial element of maintaining financial stability and a positive bottom line on the SRECNP
each year. With the rebound in enrollment for fall 2022 and adherence to a strict budget
discipline, CBC ‘s financial resources will remain stable in future years.
Operating revenues from federal grants and contracts increased from $2.3 million in FY 2020
to $8.4 million in FY 2022, largely as a result of CARES Act funding. As detailed in the
Schedules of Financial Awards included in annual audits [14], CBC received Cares
Act/Education Stabilization funds of $809,731 in FY 2020, $1,858,944 in FY 2021, and
$7,714.163 in FY 2022 to replace lost revenues, provide additional student financial assistance
and grants, and mitigate the negative impact of the pandemic on operational results.
Operating revenues from state grants and contracts also increased from $392,959 in FY 2020
to $1,596,666 in FY 2022, further diversifying operating revenue sources.
General Operating Revenues
General operating revenues increased from $110,752 in FY 2020 to $2.9 million in FY 2022.
Non-Operating Revenues
Non-operating revenues decreased by 15.4% from $20.2 million to $17.1 million from FY 2020
to FY 2022, offset by the increase in operating revenues.
189 Form edited December 2022
Texas historically provides a high level of support for public higher education institutions
including CBC. State appropriations, the largest non-operating revenue source, are allocated
in three primary categories: educational and general support, state group insurance, and state
retirement matching. Educational and general support was stable from FY 2020 to FY 2022,
with $7.2 million provided for FY 2020, $7.8 million in FY 2021, and $7.6 million in FY 2022
recorded as unrestricted educational and general support revenues. Restricted state
contributions for state group insurance and state retirement matching constitute the remaining
portion of annual state allocations. These contributions along with other accounting data are
adjusted annually by the state based on unfunded liabilities and associated calculations for
pensions and OPEB, including any changes in assumptions used to calculate net liabilities and
deferred inflows/outflows. CBC and other entities must use schedules provided by Teacher’s
Retirement System (TRS) and Employees Retirement System (ERS) to make entries related
to the ultimate amount recorded as contributions from the state (state grant revenue). The
decrease reflected above for state allocations is related to decreases in these calculations and
associated funding provided by the state [15].
Ad valorem taxes for maintenance and operations increased by $1.2 million from FY 2020 to
FY 2022, with a decrease of $482,000 for debt service that is correlated to the reduction in the
College’s required annual debt service payments. As explained further in the notes to the
financial statements for FY 2022 audit [16] the Bee County Tax Assessor remits tax collections
to CBC annually based on the assessed value of all real, business/land and personal property
located in the college’s tax area. The assessment value of these properties increased by 27%
for FY 2022, and taxes remitted to CBC increased accordingly.
Gifts also increased significantly, providing additional revenues for key college initiatives. The
decrease in Title IV revenues is correlated directly to enrollment patterns.
Operating Expenses
Operating expenses increased by $3.3 million, or 14.6%, from FY 2020 through FY 2022. The
college’s stringent budget management and zero-based budget process kept operating
expenses at a manageable level to ensure positive financial results each year while allocating
adequate funds to support its mission, programs, and services.
In accordance with the Strategic Plan 2020 – 2025 [17], student services were enhanced
significantly during this period, with an increase of $4.8 million that included increased financial
190 Form edited December 2022
aid for students from the coronavirus pandemic funding. Additional student services staff were
added including a Director of Residential Housing and a Director Accessibility to support CBCs
goal 3 to “effectively and efficiently use resources to maximize student, community, employee
and fiscal efficacy.” Specifically, these staff were hired in response to Goal 3 objectives [18]
that include 3.6-Identify areas of need and associated plans of action to improve the quality of
CBC service and objective 3.8 to ensure a healthy and safe campus. Academic support
services such as online tutoring services also increased.
Instruction decreased in total by $2.1 million from FY 2020 through FY 2022 due primarily to
the allocation of restricted external funds to instruction. As detailed further in the FY 2022 audit
[19] and the FY 2021 audit [20] (unrestricted expenses for instruction were relatively stable,
with $6.7 million in FY 2020, $5.8 million in FY 2021, and $5.8 million in FY 2022. The decrease
in unrestricted instruction expenses for FY 2021 correlates to the enrollment decline
experienced during this period primarily due to the coronavirus pandemic. Funding was
maintained at an adequate level to preserve quality instruction in accordance with the college’s
mission. Restricted expenses related to instruction for state-funded benefits declined during
this period by $1.3 million as state allocations for employee benefits were recalculated by the
state annually based on unfunded pension and OPEB liabilities and related deferred
inflows/outflows. The TRS of Texas and the ERS provide schedules to CBC and other entities
of the accounting entries to be recorded.
Change in Net Position
As detailed above, the college has managed its finances to achieve an increase in net
position each year from FY 2020 – FY 2022, with a cumulative increase of $8.6 million during
that period. The college’s allocated share of the unfunded pension and OPEB liabilities
decreased from FY 2020 – FY 2022, contributing to the overall increase in net position. If the
increase in net position is calculated excluding these nonoperational activities for pension,
OPEB, and compensated absences, the cumulative increase for FY 2020 – FY 2022 is $5.7
million.
191 Form edited December 2022
These positive results over multiple years demonstrate that the college has consistently
maintained a stable resource base while allocating adequate funding to achieve its mission of
superb educational and life enriching opportunities to its students and the communities it
serves.
Evidence
[1] CBC Annual Financial Report FY 2020
[2] CBC Annual Financial Report FY 2021
[3] CBC Annual Financial Report FY 2022
[4] FY 2020 – FY 2022 Statements of Net Position
[5] FY 2020 – FY 2022 Statements of Revenues, Expenses, and Changes in Net Position
[6] Condensed Statements of Cash Flows [
[7] FY 2022 Audited Financial Statements and Single Audits-Page 49
[8] Sec. 2256.001 Texas Government Code
[9] FY 2022 Audited Financial Statements and Single Audits-Page 37
[10] Texas Higher Education Coordinating Report
[11] CBC State Funded Contact Hours
[12] CBC Annual Financial Report FY 2022-Page 75
[13] Department of Education Title III Grant Abstract
[14] Schedules of Financial Awards
[15] CBC Financial Modeling Example
[16] CBC Annual Financial Report FY 2022-Page 63
[17] CBC Strategic Plan 2020-2025
[18] CBC Strategic Plan 2020-2025 Goal 3 Objectives
[19] CBC Annual Financial Report FY 2022-Page 76
[20] CBC Annual Financial Report FY 2021-Page 72
13.2 The member institution provides the following financial statements:
(a) an institutional audit (or Standard Review Report issued in accordance
with Statements on Standards for Accounting and Review Services
issued by the AICPA for those institutions audited as part of a system-
wide or statewide audit) for the most recent fiscal year prepared by an
independent certified public accountant and/or an appropriate
governmental auditing agency employing the appropriate audit (or
Standard Review Report) guide.
(b) a statement of financial position of unrestricted net assets, exclusive of
plant assets and plant-related debt, which represents the change in
unrestricted net assets attributable to operations for the most recent year.
(c) an annual budget that is preceded by sound planning, is subject to sound
fiscal procedures, and is approved by the governing board.
(Financial documents) [CR]
X Compliance ___ Non-Compliance ___ Partial Compliance
192 Form edited December 2022
Narrative: Coastal Bend College (CBC) is in compliance with all requirements of Standard 13.2.
The college’s financial statements are audited annually by an independent CPA. The
statements of financial position of unrestricted net assets, exclusive of plant and plant-related
debt, reflect adequate and growing unrestricted financial resources over multiple years. Annual
budgets are prepared based on its strategic plan with sound planning and fiscal procedures.
CBC’s Board of Trustees (BOT) reviews, approves, and monitors the college’s budget.
(a) Financial Statements and Audits
Annual Financial Reports are prepared in conformity with Government Accounting Standards
Board (GASB) requirements and generally accepted accounting principles. An independent
external audit of the financial statements is conducted annually in accordance with government
auditing standards.
Annual audits have been completed for FY 2020 [1], FY 2021 [2], and FY 2022 [3]. Each audit
includes an unmodified opinion.
(b) Statements of Financial Position of Unrestricted Net Assets, Exclusive of
Plant Assets and Plant-Related Debt (UNAEP)
CBC participates in the Teacher’s Retirement System of Texas (TRS) pension plan, a multiple
employer cost sharing defined benefit pension plan. The college also participates in the
Employee’s Retirement System (ERS) State Retiree Health Plan which provides health, dental,
and life insurance benefits (classified as Other Post Employment Benefits/OPEB) to eligible
retirees. The TRS and ERS Boards of Trustees provide annual calculations to CBC based on
actuarial and other assumptions for its allocated portion of unfunded liabilities, deferred inflows,
deferred outflows, and other related accounting entries in accordance with GASB requirements.
Further information may be found in Notes 13 and 15 [4] to the financial statements. CBC also
records an annual liability for compensable absences for eligible employees as further detailed
in Note 8 to the FY 2022 financial statements.
CBC has prepared Statements of UNAEP for FY 2000 – FY 2022 [5] based on Southern
Association of Colleges and Schools Commission on Colleges (SACSCOC) methodology and
audited financial statements. UNAEP increased each year, growing by $3.1 million, or 34.2%,
from FY 2020 to FY 2022. Adequate unrestricted net assets were maintained at all times.
193 Form edited December 2022
(c) Annual Budgets
Overview
CBC’s annual budgets are formulated in accordance with its instructional mission and the
priorities delineated in its Strategic Plan 2020 – 2025 [6]. A balanced budget is prepared based
on sound planning and fiscal procedures, providing a blueprint for financial stability, as
evidenced by a positive bottom line on the statement of revenues, expenses, and changes in
net position each year from FY 2020 – FY 2022. The CBC Board of Trustees reviews and
approves the college’s operating budgets and the budget to actual financial results throughout
the fiscal year.
Board of Trustees
194 Form edited December 2022
The Board of Regents provides oversight over the budget process and is responsible for
reviewing, approving, and monitoring operating budgets. The CBC Board Policy Manual [7]
defines the legal status, powers, duties, and responsibilities of the board, including
establishment of tuition and fees and approval of an annual budget by September 1 each year.
Primary actions of the CBC Board of Trustees related to the FY 2023 Operating Budget are:
Review of preliminary budgets and related assumptions at a special meeting on July 26, 2022
[8]. The review includes a recap of projected revenues and a discussion of proposed personnel
and operating expense allocations.
Additional review at a special meeting on August 9, 2023 [9], including current budget status,
assumptions, and options.
Approval of final budget at a regular meeting on August 23, 2022 [10]:
• Review Bee County Appraisal District Certification of Values for 2022. The Certification
of Values is the basis for assessment of property taxes that flow to the college.
Documents from August 23, 2022 meeting – Agenda Item 5D:
Minute Order for Certification of Values [11]
Certification of Values [12]
• Establish tax rates based on the Bee County Appraisal District Certification of Values
for tax revenues supporting CBC. There was no change in rate for FY 2023.
Documents from August 23, 2022 meeting – Agenda Item 6A:
Minute Order for Tax Rate Adoption [13]
Tax Rate Calculations 2022 (FY 2023) [14]
CBC 22 Tax Resolution [15]
2023 Budget Hearing Notice [16]
• Consideration and approval of the proposed FY 2023 Operating Budget. Materials
presented to and approved by the Board were:
Minute Order: Consideration and Possible Action to Approve Proposed Annual
Operating Budget for Fiscal Year 2023 [17]
Cover Sheet Board Book Budget FY23 [18]
FY 2023 Projected Maintenance & Operating Revenues [19]
FY 2023 Projected Operating Expenses (Excluding salaries) [20]
FY23 Budget Options [21]
• Official minutes of the August 23, 2022 Board meeting [22], certified by the chair and
the Secretary of the Board, documents approval by the Board of Trustees for the FY
2023 operating budget. The Board authorized a minor increase to the proposed salary
budgets presented at the meeting based on options presented by the administration.
The same process was followed for board approval of the FY 2021 budget. The proposed
budget [23] presented to and approved by the board include a revenue summary and expense
summary [24]. Official minutes of the August 24, 2021 Board meeting [25], certified by the chair
and the secretary of the Board, documents approval by the Board of Trustees for the FY 2022
195 Form edited December 2022
operating budget. The Board authorized a minor increase to the proposed salary budgets
presented at the meeting based on options presented by the administration.
The Board of Trustees reviews and approves monthly year to date financial results compared
to the approved budget throughout the fiscal year. Unaudited statements of net position,
statements of revenues, expenses, and changes in net position, and additional financial
information comparing budget to actual are presented to and approved by the Board regularly.
The following Board documents are provided to demonstrate approval of the June 30, 2022
financials:
• The Agenda for the August 23, 2022 Board meeting [26]
• The Agenda Minute Order [27] related to the financial statements review
• The financial reports package [28] presented to and approved by the board
• Board of Trustees minutes for the August 23, 2022 meeting [29], certified by the Chair
and the Secretary of the Board, documenting approval of the financial reports
Board oversight of financial results provides another layer of internal control and enforces
responsible management of financial resources.
Campus Budget Process
Summaries of the approved budgets for FY 2022 and FY 2023 [30] demonstrate financial
responsibility, with a balanced budget each year. Budgeted revenues and expenses of
$21,594,366 were approved for FY 2022, with budgeted revenues and expenses of
$23,929,121 approved for FY 2023. Processes for projecting revenues and allocating funding
for expenses are detailed below.
Balanced Budgets
Balanced operating budgets are based on the priorities outlined in the CBC Strategic Plan
2020-2025 [31], and sound planning and fiscal procedures are employed throughout the
process. A small pool of centralized funding for unanticipated or additional expenses needed
throughout the year is maintained under the control of the president, providing some level of
protection from economic fluctuations.
Revenue Projections
Revenue estimates are formulated for key sources such as enrollments, state appropriations,
property tax assessments, and other sources in accordance with sound planning and fiscal
procedures.
Enrollments are projected based on prior year enrollment, projected retention rates,
demographics for the college’s service region, admissions data and other factors. The FY 2022
operating budget is based on a flat annual enrollment of 5,536 students and the FY 2023
operating budget is based on a flat annual enrollment of 5,280 students.
The Texas legislature approves state appropriations biennially in odd-numbered years.
Appropriations are projected early in the process and are known prior to the presentation of the
budget to the board for approval. The FY 2023 enacted state appropriations are known over a
year in advance, providing stability in the budget planning process.
Property tax assessments also provide stable and reliable funding for college operations. The
board role and process for projecting and approving tax revenues flowing to CBC is outlined in
the Board of Trustees section of this narrative.
196 Form edited December 2022
CARES institutional funds are budgeted based on amounts approved by the federal
government.
Other revenue sources are projected by the Chief Financial Officer (CFO) and administration,
or by budget unit heads if revenues are generated by their departments and are reviewed and
updated carefully during the process as more financial data is made available.
Expenses
The mission, vision, and core values included in the Strategic Plan 2020-2025 [32] drive the
budget process. Some key funding allocations in the FY 2022 and FY 2023 budgets based on
initiatives delineated in the strategic plan include:
• Updated Faculty and Staff Salary Scales
• Key faculty and staff positions
• Operating expenses to achieve strategic objectives
Additional key funding allocations include a director of residential housing and funding for
improvements in residential housing in support of CBC Goal #3 and Objective 3.2 [33], and the
addition of a Director of Nursing programs and a nursing retention specialist to support CBC
Goal #1 and Objective 1.2 [34].
Campus Activities
A budget presentation is shared with key campus administrators annually by the president,
provost, and CFO. The FY 2023 budget presentation [35] reviewed by campus leadership as
the budget process is initiated
Key aspects of these materials shared with campus management are:
• A review of goals for the previous year and specific actions taken to achieve them.
• Proposed goals for the new budget formulated in accordance with the strategic plan.
• Assessment tools.
• Multi-year historical data for enrollment including campus success in achieving key
metrics
• Historical data for revenues and expenses.
A planning and budget retreat [36] is conducted for key administrators by the president, provost,
and CFO. Key aspects of planning, institutional goals, and major steps in the budget process
culminating with Board approval are reviewed in depth as included in the planning retreat
presentation. Some of the major steps in the campus process are:
• A zero-based budget process is employed. This process prevents unnecessary
spending and prevents significant misallocation of resources. Each budget unit head is
required to justify his/her funding request with appropriate data and analysis.
• Each department/budget unit is required to submit a unit plan and department budget.
Instructions [37] for these plans are distributed to campus administrators responsible
for budgets. Unit goals and objectives must be presented and linked directly to the
strategic plan’s priorities, goals, and objectives. Examples of unit plans and budget
requests are presented for the Radiology Department [38] and the Dean of Student
Services and Accessibility [39].
197 Form edited December 2022
• The President and cabinet review the annual program reviews including budget
requests and make final decisions on funding allocations.
• After reviewing all budget requests, annual budget meetings are conducted on campus
to review the final budget recommendations to be presented to the Board for approval.
• As discussed earlier in this narrative, the budget is reviewed and approved by the Board
of Trustees before the new fiscal year begins on September 1.
Actual Audited Results in Line with Budget Projections
Audited financial results for FY 2020, FY 2021, and FY 2022 provide further evidence that the
budget is balanced and structurally sound. Per the audited financial statements, CBC achieved
a positive return on net position each of these years, with an increase in net position per the
audited Statements of Revenues, Expenses, and Changes in Net Position (SRECNP) of
$1,831,102 for FY 2020, $50,983 for FY 2021, and $6,679,405 for FY 2022. These positive
financial results demonstrate that operating budgets were formed conservatively and provided
the proper framework to ensure growth in net position and fiscal stability over multiple years.
Evidence
[1] CBC Annual Financial Report FY 2020
[2] CBC Annual Financial Report FY 2021
[3] CBC Annual Financial Report FY 2022
[4] CBC Annual Financial Report FY 2022 pages 51-58
[5] CBC Statements of UNAEP for FY 2020-FY2022
[6] CBC Strategic Plan
[7] CBC Policy BAA (Legal)
[8] CBC Board of Trustee Special Meeting-July 26, 2022
[9] CBC Board of Trustee Special Meeting-August 9, 2022
[10] CBC Board of Trustee Board Meeting-August 23, 2022
[11] CBC BOT Minute Order for Certification of Values
[12] CBC BOT Certification of Values
[13] CBC BOT Minute Order for Tax Rate Adoption
[14] Tax Rate Calculations 2022 (FY 2023)
[15] CBC 22 Tax Resolution
[16] 2023 Budget Hearing Notice
[17] Minute Order: Consideration and Possible Action to Approve Proposed Annual
Operating Budget for Fiscal Year 2023
[18] Cover Sheet Board Book Budget FY23
[19] FY 2023 Projected Maintenance & Operating Revenues
[20] FY 2023 Projected Operating Expenses (Excluding salaries)
[21] FY23 Budget Options
[22] CBC Board of Trustee Board Meeting Minutes-August 23, 2022
[23] FY 2021 Proposed Budget
[24] revenue summary and expense summary
[25] CBC Board of Trustee Board Meeting-August 24, 2021
198 Form edited December 2022
[26] Agenda for the August 23, 2022 Board meeting
[27] Agenda Minute Order
[28] financial reports package
[29] Board of Trustees minutes for the August 23, 2022 meeting
[30] Summaries of the approved budgets for FY 2022 and FY 2023
[31] CBC Strategic Plan
[32] Strategic Plan 2020-2025
[33] CBC Goal #3 and Objective 3.2
[34] CBC Goal #1 and Objective 1.2
[35] FY 2023 budget presentation
[36] planning and budget retreat
[37] Unit Plan Instructions
[38] Radiology Department Budget
[39] Dean of Student Services Unit Plan
13.3 The institution manages its financial resources in a responsible manner.
(Financial responsibility)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) has consistently managed its financial resources
responsibly over multiple years. Net position increased each year from FY 2020 – FY
2022. The college has maintained adequate liquidity and unrestricted cash balances during
this period, with positive trend lines due to stringent budget and financial management.
Audits
CBC’s financial statements are audited annually by an independent CPA firm. Audits for FY
2020 [1], FY 2021 [2], and FY 2022 [3] included unmodified opinions each year. The college’s
fiscal year runs from September 1 to August 31.
Texas Higher Education Coordinating Board Oversight
The Texas Higher Education Coordinating Board (THECB) provides leadership and
coordination for Texas higher education and promotes access, affordability, quality, success,
and cost efficiency. THECB establishes parameters, metrics, and goals for responsible
financial management of Texas public community college districts and publishes an annual
statewide report reflecting how successful each college was in meeting established goals.
The most recent THECB report [4] was published in April 2022, reflecting financial data and
common metrics for FY 2021 for the fifty Texas community college districts including Coastal
Bend College. The purpose of establishing and reporting on financial metric goals established
by THECB are indicated in this report:
“The overall financial health of an institution can be assessed using two dimensions of
inquiry. First, is the institution financially capable of successfully carrying out its current
programs? Second, is the institution able to carry out its intended programs well into the
future?
199 Form edited December 2022
Along with these two dimensions, four key financial questions need to be asked:
• Are resources sufficient and flexible enough to support the mission?
• Are resources, including debt, managed strategically to advance the mission?
• Does asset performance and management support strategic direction?
• Do operating results indicate the institution is living within available resources?”
As included in the THECB report, CBC successfully met all financial metric goals established
and reported by THECB for FY 2021 as follows:
By meeting all the goals established by THECB, CBC demonstrated that there are “no
indications of financial stress”. These results demonstrate that the college managed its
financial resources responsibly in an unfavorable economic and challenging enrollment
environment. Specifically, in response to the four overarching questions addressed by THECB,
CBC demonstrated that it maintained sufficient and flexible resources to support its mission,
managed resources strategically to support its mission, achieved asset performance and
management to support its strategic direction, and lived within its available resources.
Board of Trustees Oversight
The Board Policy Manual [5] provides a comprehensive internal control system to safeguard
the college’s assets and ensure compliance with all applicable federal, Texas, and local laws
and regulations. The primary sections of the manual as a guide to sound business practices
and control of financial resources are:
• Business and Support Services [6]
• Personnel [7]
• Instruction [8]
• Students [9]
The Board Policy Manual is promulgated by the Texas Association of School Boards (TASB)
to provide standardized and compliant internal control systems based on Texas, federal, and
local requirements. The manual also includes policies and procedures specific to CBC and
adopted by its Board of Trustees.
The Board of Trustees regularly reviews and approves periodic financial results compared to
the approved budget. As an example, the following financial information was presented to and
approved by the Board of Trustees at its regular meeting on August 23, 2022:
200 Form edited December 2022
• Unaudited Statements of Net Position as of June 30, 2022
• Unaudited Statements of Revenues, Expenses, and Changes in Net Position as of June
30, 2022
• Additional graphics and schedules providing a comparison of budget to actual as of
June 30, 2022
The following Board documents are provided to demonstrate approval of the June 30, 2022
financials:
• The Agenda [10] for the August 23, 2022 board meeting
• The Agenda Minute Order [11] related to the financial statements review
• The financial reports package [12] presented to and approved by the board
• Board of Trustees minutes [13] for the August 23, 2022 meeting documenting approval
of the financial reports
Board oversight of financial results provides another layer of internal control and enforces
responsible management of financial resources.
Cash Management
The college has increased its balance of unrestricted cash and short-term investments from
$3.3 million in FY 2020 to $13.6 million in FY 2022. Annual days cash on hand increased from
55.81 days in FY 2020 to 164.52 days, or roughly 5.5 months of operating expenses. Adequate
resources were maintained to allow the college to operate uninterruptedly and manage any
unanticipated negative economic circumstances or events. The following chart summarizes
annual days cash on hand based on Moody’s methodology:
Investment Management
Texas legislation (Sec. 2256.001 Texas Government Code) [14] limits investment options for
its colleges to obligations of or guaranteed by governmental entities, fully guaranteed or FDIC
201 Form edited December 2022
insured certificates of deposits, bonds in a high rating category, and certain other investment
options (FY 2022 Audited Financial Statements and Single Audits [15]). These investment
options encourage responsible management, provide a level of protection for investment
principal, and limit the college’s exposure to declines caused by market fluctuations. CBC is in
compliance with this legislation. Investment income net of investment expenses per the audited
SRECNP was positive for all three years, at $265,851 in FY 2020, $173,125 in FY 2021, and
$110,011 in FY 2022. No unrealized gains or losses were recorded, demonstrating that
investment policies were successful in protecting the principal of invested college funds.
Current Ratio
The college’s stringent financial management resulted in an improvement in the current ratio
over the past three years. The current ratio for FY 2022, adjusted to exclude nonoperational
liabilities for unfunded pensions and OPEB, is 1.83 for FY 2022 as reflected in the chart
below. These results demonstrate that the administration’s financial policies, procedures, and
processes have been successful in growing assets available for daily operations.
Debt Management
CBC’s long-term debt is $867,304 as of August 31, 2022, declining each year from FY 2020 to
FY 2022 as existing bond issues have been paid down with no additional debt assumed during
that period. The college paid off the remaining long-term balance of its bonds payable in FY
2022 and notes payable was also reduced from $1,925,000 in FY 2020 to $812,000 in FY
2022. CBC’s conservative approach to debt management contributes to its stable financial
position while providing adequate funding to ensure that capital assets are maintained in
satisfactory condition and quantity to meet the college’s mission.
The college’s long-term debt as a percentage of capital assets has declined each year:
202 Form edited December 2022
Interest expenses as a percentage of total operating and non-operating revenues has
consistently been below 1.0%, declining each year.
These metrics for debt management based on the audited financial statements demonstrate
conservative and responsible management of debt.
Unrestricted Net Assets
The College’s unrestricted net assets [16] have increased each year from FY 2020 – FY 2022,
with a UNAEP balance calculated in accordance with Southern Association of Colleges and
Schools Commission on Colleges (SACSCOC) methodology of $9.0 million in FY 2020, $9.1
million in FY 2021, and $12.1 million in FY 2022 UNAEP increased by $3.1 million, or 34.2%,
during this period, enhancing a stable base of financial resources that may be deployed for
operations as needed.
Net Position
CBC has increased its total net position each year, with an increase of $1,831,102 in FY 2020,
$50,983 in FY 2021, and $6,679,405 for FY 2022. Unrestricted fund balances increased by
$5,467,508 during this period.
These positive financial results were achieved within the framework of a balanced operating
budget based on the Strategic Plan 2020-2025 [17]. As discussed further in 13.2, budgets are
structured and monitored so the college can respond to changes in enrollment, economic
fluctuations, or unanticipated circumstances. Internal controls built into the Colleague ERP
enforce financial discipline and the maintenance of balanced budgets throughout the year,
helping to assure positive financial results each year.
The college successfully diversified its revenue sources during a period of declining enrollment
which stabilized with a modest increase in fall 2022. Additional funding from federal and state
sources, along with an expansion of non-credit instruction, replaced and supplemented lost
203 Form edited December 2022
revenues due to the coronavirus pandemic and related restrictions along with a decrease in
enrollment. The college is well positioned to maintain increases in net position as enrollment
and resulting tuition and fee revenues have recovered with a modest increase as of fall 2022.
Risk Management
Risk management is defined through the Board Policy Manual [18], which defines governing
Board responsibility for liability insurance [19], tort claims, defense counsel, and law
enforcement motor vehicles.
These insurance coverages are maintained through the Texas Association of School Boards
Risk Management Fund and have proven successful in protecting CBC from business
risks. Policy summaries are presented as evidence of adequate coverage for FY 2022 [20] and
FY 2023 [21].
Property insurance coverage [22] is maintained for all facilities and contents. The policy is
approved by the Board of Trustees and includes approved levels of deductibles that can be
sustained through the college’s contingency and reserve funds.
Insurance coverage has proven successful in protecting the institution’s financial and physical
resources.
Evidence
[1] CBC Annual Financial Report FY 2020
[2] CBC Annual Financial Report FY 2022
[3] CBC Annual Financial Report FY 2022
[4] THECB report “Financial Condition Analysis of Texas Public Community College
Districts”
[5] CBC Board Policy Manual
[6] CBC Board Policy Manual- Business and Support Services
[7] CBC Board Policy Manual- Personnel
[8] CBC Board Policy Manual- Instruction
[9] CBC Board Policy Manual- Students
[10] CBC Board of Trustees Meeting Agenda-August 23, 2022
[11] CBC Board of Trustees August 23, 2022 Meeting Minute Order-Financial Statements
[12] CBC Board of Trustees August 23, 2022 Meeting Financial Reports Package
[13] CBC Board of Trustees Meeting Minutes-August 23, 2022
[14] Sec. 2256.001 Texas Government Code
[15] FY 2022 Audited Financial Statements and Single Audits-Page 37
[16] CBC UNAEP - FY 2020
[17] CBC Strategic Plan 2020-2025
[18] CBC Policy CKB (Legal)
[19] CBC Liability Insurance
[20] FY 2022 Policy Summaries
[21] FY 2023 Policy Summaries
[22] CBC Property Insurance Coverage
204 Form edited December 2022
13.4 The institution exercises appropriate control over all its financial resources.
(Control of finances)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) ensures proper management of financial resources
through its internal control system. Independent audits of the financial statements for FY
2020 [1], FY 2021 [2], and FY 2022 [3] have consistently reported unmodified opinions.
Organizational Structure
The college’s organizational chart [4] illustrates a proper segregation of duties for key
administrative positions responsible for financial management.
Management Functions, Qualifications, and Experience
The current vice president of finance and business operations [5] reports to the president and
has primary responsibility for oversight of financial resources. The vice president is responsible
for maintaining a framework of internal control to administer, monitor and provide accurate
reporting for all financial resources, while ensuring compliance with applicable, state, federal,
Board, and institutional regulations. The current vice president has a Master of Science in
Economics and a Master of Business Administration (MBA) in Accounting and Economics with
extensive experience as a vice president of finance and treasurer, and as a chief financial
officer.
The director of human resources/Title IX Coordinator [6] also reports to the president and has
primary responsibility for all aspects of human resources (HR) including payroll, hiring of
personnel, compensation and employee benefits, employment practices, and related functions.
The current director has over thirty years of experience as a HR professional and has earned
the designation of Senior Certified Professional by the Society for Human Resource
Management (SHRM), a certification that demonstrates proficiency in human resources
competencies and knowledge necessary to be an effective and strategic HR professional.
The director of information technology (I.T.) [7], reporting to the vice president of finance and
business operations, is responsible for network and personal computer (PC) services including
enterprise resource planning (ERP) systems, I.T. operations, technology support services, and
data security. The current director has been in the position since 2014 and has over thirty years
of experience in I.T. administration and instruction.
Financial Policies and Procedures
The Board Policy Manual [8] provides a comprehensive internal control system to safeguard
the college’s assets and ensure compliance with all applicable federal, state, and local laws
and regulations. The primary sections of the manual as a guide to sound business practices
and control of financial resources are:
• Business and Support Services [9]
• Personnel [10]
• Instruction [11]
• Students [12]
The Board Policy Manual is promulgated by the Texas Association of School Boards (TASB)
to provide standardized and compliant internal control systems based on Texas, federal, and
205 Form edited December 2022
local requirements. The manual also includes policies and procedures specific to CBC and is
adopted by its Board of Trustees.
The CBC Procurement Manual [13] provides business office policies and procedures for college
acquisitions and expenses including procurement, purchase requisitions, cooperative
purchasing, construction services, contracts, vendor requirement, vendor relations, disposal of
property, federally funded purchases, and procurement cards.
Appendix III of the Procurement Manual [14] provides additional guidelines and procedures for
the use of procurement cards. Several forms used for the Procurement card process are
presented.
Travel guidelines [15] to ensure compliance with all applicable regulations are published for all
official college travel. The travel application form [16] ensures that approvals are obtained for
all proposed travel to ensure compliance. A standardized travel expense report [17] is required
for reimbursement of all official travel.
The Business Office Training PowerPoint [18] is available to all campus staff involved in
business transactions and provides a comprehensive set of guidelines for daily processing of
transactions by business office and campus staff, including enterprise resource planning
system (ERP). This document includes regulations and institutional guidelines for procurement,
accounts payable, required approvals, budget management and monitoring, petty cash, fleet,
and fixed assets.
The CBC Human Resources provides examples of completed and approved business
transactions include the following:
• Bank reconciliation for 8/31/2022 [19], approved by the director of finance and business
operations
• A completed and approved FY 2022 requisition [20]
• A completed and approved FY 2022 purchase order [21]
• Approved hiring documents for a faculty position and a staff position [22]
• Budget statement available at any time through the ERP for monitoring and
management of budget to actual departmental expenses. An example report for FY
2022 [23] is presented, and there are many other types of reports available through the
ERP.
Enterprise Resource System (ERP)
All expenditures are processed through Colleague Finance, the college’s ERP. Within the
Colleague system, the college has established an approval stream for all transactions including
finance, purchasing, personnel, and payroll. This system provides segregation of duties while
ensuring that all actions are approved at the appropriate level and reviewed by qualified
personnel in finance. The approval structure built into the ERP provides a sound internal control
system.
Information Technology
The Board Policy Manual addresses key aspects of information technology related to internal
control and data security that are followed by CBC within the context of Texas, federal, and
local requirements:
• Information Security: CBC Policy CS(Legal) [24] and CBC Policy CS(Local) [25]
includes policies related to oversight of information security, duties of the designated
206 Form edited December 2022
information security officer, the appropriate structure of an information security program,
training, and reporting requirements.
• Technology Resources: CBC Policy CR(Legal) [26] and CBC Policy CR(Local) [27]
includes policies related to electronic transactions and communications, access, and
acceptable use of technology resources.
Coastal Bend College Technology Infrastructure
The Office of Information Technology Services (I.T.S.) manages the administrative and
academic information technology resources for the college. The office establishes the
necessary computer network infrastructure, hardware, and software to ensure stable and
reliable operation of all information systems and services. I.T.S provides access to technology
over a wired and wireless network, utilizing a fiber optic backbone for voice, video, data, and
security.
CBC currently has a firewall in place to protect from the outside environment (viruses), malware,
and anything that comes in from the outside. Firewalls provide rules that allow for traffic to come
in and out of the network.
Currently, Active Directory (AD) is used for user authentication to most applications, which
includes access to Colleague, Cougar Den, Blackboard, the campus intranet, Wi-Fi network,
and email system. AD is also used for PC logins in labs and offices. This system allows for the
use of a single user identification and password to access all the college’s resources.
Risk Management
Risk management is defined through the Board Policy Manual [28], which defines governing
for liability insurance, tort claims, defense counsel, and law enforcement motor vehicles.
These insurance coverages are maintained through the Texas Association of School Boards
Risk Management Fund and have proven successful in protecting CBC in a comprehensive
manner from business risks. Policy summaries [29] are presented as evidence.
Externally Funded Programs and Student Financial Assistance
Detail of effective control of transactions for externally funded programs and student financial
assistance is provided in 13.5 and 13.6. There were no material weaknesses, significant
deficiencies, or other findings related to federal awards required to be reported under Uniform
Guidance in the FY 2020, FY 2021, or FY 2022 Single Audits, demonstrating that internal
controls for federal awards are in place and functioning as intended.
Audits
Independent audits of the financial statements for FY 2020 [30], FY 2021 [31], and FY 2022
[32] have consistently reported unmodified opinions. The FY 2020 audit included one finding
related to the financial audit, while the FY 2021 included eight financial audit findings and the
FY 2022 audit included four financial audit findings.
Corrective action plans for findings are noted in the audits. As reflected in the corrective action
plans, the college has experienced significant and prolonged professional accounting staff and
management vacancies in the past few years. An interim CFO was in place from September
2022 through February 2023, and a new Vice President of Finance and Business Operations
began on Feb. 6, 2023. The interim will remain in place for the month of February to support
the onboarding of the new VP. The new VP has been charged with correcting all findings by
the end of FY 2023. Other corrective actions are currently underway, including hiring an
207 Form edited December 2022
external accounting firm to assist in filling staff vacancies, processing FY 2023 transactions,
analysis, developing new procedures, training, and documentation.
Evidence
[1] FY 2020 Audited Financial Report
[2] FY 2021 Audited Financial Report
[3] FY 2022 Audited Financial Report
[4] CBC Administrative Organizational Chart
[5] CBC Vice President of Finance and Business Operations Job Description and Resume
[6] CBC Director of Human Resources/Title IX Coordinator Job Description and Resume
[7] CBC Director of I.T. Services Job Description and Resume
[8] CBC Board Policy Manual-Introduction
[9] CBC Board Policy Manual- Business and Support Services
[10] CBC Board Policy Manual- Personnel
[11] CBC Board Policy Manual- Instruction
[12] CBC Board Policy Manual- Students
[13] CBC Procurement Manual
[14] Appendix III of the Procurement Manual
[15] CBC Travel Guidelines
[16] CBC Travel Application Form
[17] CBC Standardized Travel Expense Report
[18] Business Office Training PowerPoint
[19] Bank reconciliation for 8/31/2022
[20] Completed and Approved FY 2022 Requisition
[21] Completed and Approved FY 2022 Purchase Order
[22] Approved hiring documents for a faculty position and a staff position
[23] Example Budget Statement Report for FY 2022
[24] CBC Policy CS(Legal)
[25] CBC Policy CS(Local)
[26] CBC Policy CR(Legal)
[27] CBC Policy CR(Local)
[28] CBC Policy CKB(LEGAL)-LJC
[29] FY 2022 and FY 2023 Risk Policy-TASB Risk Fund Insurance
[30] FY 2020 Audited Financial Report
[31] FY 2021 Audited Financial Report
[32] FY 2022 Audited Financial Report
13.5 The institution maintains financial control over externally funded or sponsored
research and programs.
(Control of sponsored research/external funds)
X Compliance ___ Non-Compliance ___ Partial Compliance
208 Form edited December 2022
Narrative : Coastal Bend College (CBC) is in compliance with comprehensive standard 13.5.
The college maintains a sound internal control system for all external funds. Annual Single
Audits conducted by an external CPA firm, as required by federal Uniform Guidance,
consistently reported for FY 2020, FY 2022, and FY 2022 that the college complies with all
applicable federal, state, and institutional regulations.
Overview and Financial Summary
CBC receives external funding other than Title IV from the Federal TRIO program, the CARES
Act, and Perkins Title 1 Grants. No sponsored research is conducted at the college. A summary
of external funding extracted from the College’s audited Schedule of Expenditures of Federal
Awards (SEFA) for FY 2020 (FY 2020 Audited Financial Statements and Single Audit [1] , FY
2021 (FY 2021 Audited Financial Statements and Single Audit [2], and FY 2022 (FY 2022
Audited Financial Statements and Single Audit [3], is as follows:
Board Policy Manual
The Board Policy Manual [4] provides guidelines based on sound business practices for CBC
to follow in all transactions including externally funded grants. CBC has successfully followed
these guidelines, in particular the Business and Support Services [5] and the Personnel [6]
sections and is in good standing with the state and United States Department of Education
(USDOE) for all programs.
The college has not been required to get letters of credit for federal regulatory agencies. There
are no liabilities owed to external funding sources.
Colleague Finance ERP
All expenditures for grants and contracts are processed through Colleague Finance, the
college’s ERP. Within the Colleague system, the college has established an approval stream
for all transactions including finance, purchasing, personnel, and payroll in Banner. Grant and
contract revenue and expense transactions are subject to the same approvals and controls as
those established for other college units. This system provides segregation of duties while
ensuring that all actions are approved at the appropriate level and reviewed by qualified
personnel in finance. These approvals and additional review and approval by a designated
accountant reporting to the Chief Financial Officer (CFO) provide a sound internal control
209 Form edited December 2022
system and facilitate compliance with federal, state, Board of Trustees, and institutional rules.
Further detail is presented in Comprehensive Standard 13.4.
Procurement Manual
Processes and procedures outlined in the CBC Procurement Manual [7] are followed in the
administration of all externally funded expenditures. The Procurement Manual provides
guidelines, processes, and procedures that form a framework of internal control for all college
expenditures.
Pre-Award Policies and Procedures
The Purchasing Manual Appendix IV [8] provides guidance for applying for external funding to
ensure that all applicable federal, state, and institutional guidelines are followed in the process.
All proposal requests, proposals, budgets, and related documents are subject to a stringent
review by a supervisor, the business office, and executive leadership. A final approval [9] by
the CFO and president is required before proposals are submitted to granting agencies.
The following documents are presented to further demonstrate compliant pre-award policies
and procedures:
USDOE Approval of the FY 2022 Upward Bound program grant application [10]
USDOE Grant Award Notification for the FY 2022 Talent Search program [11]
USDOE Approval of the FY 2022 Talent Search program budget [12]
Post-Award Policies and Procedures
Specific guidelines for federal programs are included in the Purchasing Manual Appendix II –
Procedures for Federally-Funded Purchases [13]. Federal funds are subject to compliance with
the Uniform Guidance, 2 CFR Part 200, and regulations imposed by the awarding agency.
The CFO assigns a cost center and imports the formally approved budget to Colleague (CBC’s
current ERP system) only once the formal Notice of Grant Award (NOGA) and approved budget
have been received. All budget revisions or transfers, along with routine financial reports
required by the granting agency, must be approved by the CFO.
The grant manager/project director is responsible for reviewing all expenditures for compliance,
and the business office also reviews expenditures for compliance with applicable federal, state,
and institutional requirements. Expenditure approvals [14] are required at various levels
depending primarily on the dollar amount of the transaction, with the president’s approval
required on all purchases exceeding $10,000 [15].
Budgets and year-to-date activity are monitored routinely through Colleague by the grant
manager/project director and the Business Office.
An indirect cost (facilities and administration) rate is applied where applicable based on the
Department of Health and Human Services’ approved rate structure [16]. The current rate is
.08%.
All personnel funded from external sources are required to submit a time and effort
reporting form [17]. These forms are maintained by the grant manager/project director,
reviewed and approved by the 1st level supervisor, and then forwarded to the Grants
Compliance & Reporting Manager on a quarterly basis for document tracking and reconciliation
with Payroll.
210 Form edited December 2022
Award Sources and Purpose
Trio Programs
CBC expended $1.3 million of federal funding for the TRIO Programs in FY 2021 and $1.4
million in FY 2022. The federal TRIO Programs (TRIO) are outreach and student services
programs designed to identify and provide services for individuals from disadvantaged
backgrounds. TRIO includes programs targeted to serve and assist low-income individuals,
first-generation college students, and individuals with disabilities to progress through the
academic pipeline from middle school to postbaccalaureate programs. CBC hosts the following
TRIO programs: Talent Search-Alice, Talent Search-Beeville, Upward Bound, and Upward
Bound-Rural.
As reflected in the college’s organization chart [18], administration of TRIO programs reports to
the Dean of Student Services and Accessibility. The incumbent dean [19] is a capable and
experienced administrator with over sixteen years of progressively responsible experience in
several administrative roles in higher education including CBC.
An approval stream is established within the Colleague ERP to ensure that all TRIO expenditure
authorizations are reviewed and approved by appropriate levels of management.
TRIO expenditures are reported routinely to USDOE [20].
CARES Act/Education Stabilization Fund
CBC expended $1.9 million of federal funding from the CARES Act/Education Stabilization
Fund in FY 2021 and $7.7 million in FY 2022. As reflected in the SEFA for FY 2021 (FY 2021
Audited Financial Statements and Single Audit [21] and FY 2022 (FY 2022 Audited Financial
Statements and Single Audit [22], most of the funding was for federal aid grants to students
and additional financial aid funding for the college. Audit results, as detailed below, indicate
CBC complies with all federal regulations for CARES Act funding.
Perkins Title I Grants
Federal Carl Perkins Career and Technical Education Grants for Career and Technical
Education – Basic Grants are passed through to CBC from the Texas Higher Education
Coordinating Board (THECB). Perkins Title I grants are allotted to states through a formula
based on the states’ populations in certain age groups and per capita income.
A total of $327,005 from Perkins Title 1 grants was expended by CBC in FY 2021 and $446,033
in FY 2022. The college complied with all federal guidelines and with state guidelines
promulgated by THECB for this program. The THECB Request for Applications [23] contains
detailed guidance that CBC and other institutions follow in requesting and administering the
Perkins Basic Grant Program.
THECB published A Compliance Monitoring Review of the Carl D. Perkins Grant-Related
Inventory Policies and Procedures at Coastal Bend College, Report No. THECB-CM-22-031
[24]. The report included the following language: “We found that Coastal Bend College (CBC)
substantially complied with relevant Carl D. Perkins (Perkins) grant rules and regulations
regarding capital asset and equipment transactions according to the Uniform Grant Guidance
found in Title 2, Subtitle A, Chapter II, Part 200, Subpart E” [25].
Schedule of Expenditures of State Awards
As reflected in the single audits, the college expended an additional $522,073 of funds
classified as state awards and administered through the Texas Higher Education Coordinating
211 Form edited December 2022
Board in FY 2021 [26]. These funds were primarily for the Texas Higher Education Opportunity
Grant Program and the Nursing Shortage Reduction Program. The college is in compliance
with all regulations for these programs.
Independent Reviews Demonstrating Compliance
Several recent independent reviews by State agencies validate compliance with externally
funded programs. The Texas Higher Education Coordinating Board (THECB) conducted
desk reviews [27] of two separate Institutional Capacity GEER grants passed through to CBC
in FY 2021 to assess whether CBC as a subrecipient met the requirements of the Governor's
Emergency Education Relief (GEER) Fund.
Both reports reflected positively on CBC, with no noncompliance issues noted. The Texas
Workforce Commission also conducted a desk review [28] of compliance with regulatory and
contractual requirements having a direct impact on the Skills Development Funds (SDF)
programs that administered by CBC for the Texas Workforce Commission (TWC). No issues
of noncompliance were noted.
Single Audit Results
CBC is audited annually and an Independent Report on Compliance for each major program
and on Internal Control Over Compliance Required by the Uniform Guidance is issued by the
auditor. The TRIO, CARES Act, and Perkins Title I grants received and expended by CBC are
audited annually for compliance.
The external audits (Single Audits) are conducted in accordance with auditing standards
generally accepted in the United States of America, the standards applicable to financial audits
contained in Government Auditing Standards issued by the Comptroller General of the United
States, and the audit requirements of Title 2 U.S. Code of Federal Regulations Part 200,
Uniform Administrative Requirement, Cost Principles, and Audit Requirements for Federal
Awards (Uniform Guidance).
The following chart recaps Single Audit results reported in Section 1: Summary of Auditors
Results for FY 2020 [29], (FY 2020 Audited Financial Statements and Single Audit, FY 2021
[30], (FY 2021 Audited Financial Statements and Single Au dit, and FY 2022 [31] (FY 2022
Audited Financial Statements and Single Audit:
As shown, no findings were reported for externally funded programs, and the single audits
consistently demonstrate compliance with federal, state, and institutional regulations.
Evidence
212 Form edited December 2022
[1] FY 2020 Audited Financial Statements and Single Audit
[2] FY 2021 Audited Financial Statements and Single Audit
[3] FY 2023 Audited Financial Statements and Single Audit
[4] CBC Board Policy Manual
[5] CBC Board Policy Manual-Section C-Business and Support Services
[6] CBC Board Policy Manual-Section D-Personnel
[7] CBC Procurement Manual
[8] Purchasing Manual Appendix IV
[9] Final Approval Executed by CFO and President example
[10] USDOE Approval of the FY 2022 Upward Bound program grant application
[11] USDOE Grant Award Notification for the FY 2022 Talent Search program
[12] USDOE Approval of the FY 2022 Talent Search program budget
[13] Purchasing Manual Appendix II-Procedures for Federally-Funded Purchases
[14] Expenditure Approval Example
[15] Purchasing Manual page 13
[16] Department of Health and Human Services Approved Rate Structure
[17] Time & Effort Reporting Form Fully Executed
[18] Trio Program Organization Chart
[19] Dean of Student Services and Accessibility Job Description and Resume
[20] TRIO Final FY 2022 Financial Report and Quarterly financial report for a 2021 quarter
[21] FY 2021 Audited Financial Statements and Single Audit pg. 80
[22] FY 2022 Audited Financial Statements and Single Audit pg. 85
[23] RFA for Perkins Basic Grant for 2022-2023
[24] A Compliance Monitoring Review of the Carl D. Perkins Grant-Related Inventory
Policies and Procedures at Coastal Bend College, Report No. THECB-CM-22-031
[25] Uniform Grant Guidance found in Title 2, Subtitle A, Chapter II, Part 200, Subpart E
[26] FY 2021 Audited Financial Statements and Single Audit pg. 84
[27] Texas Higher Education Coordinating Board Desk Review
[28] Texas Workforce Commission Desk Review
[29] FY 2020 Audited Financial Statements and Single Audit pg. 67
[30] FY 2021 Audited Financial Statements and Single Audit pg. 84
[31] FY 2022 Audited Financial Statements and Single Audit pg. 88
13.6 The institution (a) is in compliance with its program responsibilities under Title
IV of the most recent Higher Education Act as amended and (b) audits financial
aid programs as required by federal and state regulations. In reviewing the
institution’s compliance with these program responsibilities under Title IV,
SACSCOC relies on documentation forwarded to it by the U. S. Department of
Education.
(Federal and state responsibilities) [Off-Site/On-Site Review]
213 Form edited December 2022
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) is in compliance with all Title IV, Texas, and
institutional guidelines related to Title IV financial aid. State and institutional student financial
assistance is also available for deserving students, and CBC complies with all applicable
regulations for these programs. Results of single audits have consistently demonstrated
compliance with guidelines related to Title IV financial aid, with no findings reported in FY 2020,
FY 2021, or FY 2022.
Overview and Financial Summary – Federal Student Financial Assistance
A Schedule of Expenditures of Federal Awards (SEFA) is prepared annually by CBC and
included within the scope of annual audits for FY 2020 [1], FY 2021 [2], and FY 2022 [3]. As
reflected in the audited SEFA, CBC provided $7.6 million of Title IV federal financial aid
classified in the Student Financial Assistance Cluster in FY 2022. Additional student financial
aid grants were also made available through the CARES Act/Educational Stabilization
Fund. The college participates in Supplemental Education Opportunity Grants, Work-Study,
Pell Grants, and Direct Student Loans, all of which are programs that help keep tuition
affordable for its students.
Overview and Financial Summary – State and Institutional Student Financial Assistance
The state of Texas also provides direct funding to CBC for state student financial assistance
programs. $454,592 was spent for these programs in FY 2022, $522,073 in FY 2020, and
$403,068 in FY 2020. The largest state student financial aid programs are the Texas
Educational Opportunity Grant Program and the Nursing Shortage Reduction Program.
A Schedule of Expenditures of State Awards is prepared annually by CBC and included within
the scope of annual audits for FY 2020 [4] and FY 2021 [5]. No findings were reported for
state and institutional student financial assistance.
Many campus-based financial aid programs such as the Academic Scholarship, CBC
Scholarship, Outreach Scholarship, and Rotary Scholarship are also available to
students. These programs are administered by CBC subject to internally established criteria
and are also included within the scope of annual financial audits, with no findings noted for FY
2020, FY 2021, or FY 2022.
U. S. Department of Education (USDOE) Status
CBC received notification that its Program Participation Agreement (PPA) had been recertified
by the USDOE Regional Office in January 2019. The Dallas School Participating Team
informed the college on January 11, 2019 of the Secretary of Education’s determination that
CBC satisfied the definition of an eligible institution under the Higher Education Act of 1965.
The Eligibility and Certification Approval Report (ECAR) [6] and Program Participation
Agreement (PPA) [7] are provided as evidence. CBC’s current PPA is effective through
September 30, 2024. CBC has demonstrated compliance by adhering to USDOE guidelines
included in the PPA.
Fiscal Operations Report
214 Form edited December 2022
The USDOE requires all higher education institutions eligible to receive Title IV funding to
submit a Fiscal Operations Report and Application to Participate (FISAP) on an Annual Basis,
usually due October 1 of each year. This report serves as a financial reporting tool for Title IV
expenditures and includes institutional requests for future funding. CBC submitted its FY 2021
FISAP [8] for the Federal Perkins Loan, Federal Supplemental Opportunity Grant (FSEOG) and
Federal Work Study (FWS) Program on September 24, 2021, with no corrections required by
USDOE. The FISAP for FY 2022 [9] was also accepted by USDOE as submitted. CBC does
not participate in Federal Perkins Loans and therefore does not report or request such funds.
Additional Evidence of Compliance
CBC currently is in good standing with USDOE and has no identified issues of non-compliance.
The College has not been placed on the reimbursement method, has not been required to
obtain a letter of credit, has no significant pending litigation issues with respect to financial aid,
has no significant unpaid dollar amounts due to USDOE, and has received no adverse
communications from USDOE.
Financial Aid Office
The Financial Aid Office assists students in applying for federal Pell grants, federal student
loans, campus-based aid, college work study, and scholarships. The Director of Financial Aid
[10] has been in the position for ten years, with additional years of service in financial aid at
CBC, and has successfully ensured that the office operates in accordance with federal, state,
and institutional guidelines.
CBC publicizes standards for satisfactory academic progress and application guidelines for
federal student aid on the Office of Financial Aid website [11]. Applying for Financial Aid [12]
outlines the items students will need to apply for financial aid and includes the contact
information where students can call for assistance. Financial Aid disbursement information is
also outlined in the Financial Aid Office website [13].
All financial aid awards posted under Student Self-Service within Cougar Den are estimated
awards. Most federal and state financial aid payments made to students are based upon
cumulative satisfactory academic progress and enrollment status. Students who are on
suspension due to not meeting Satisfactory Academic Progress (SAP) do not receive a
disbursement unless they have an approved appeal. All disbursement dates are estimated;
the Business Office cannot guarantee the date a student will receive the funds. The college
recommends that students have an alternate plan in case of delays in funding. Students
typically receive financial aid refunds approximately a week after their financial aid award has
been disbursed.
Cohort Default Rate
CBC’s 2018 three-year official Federal Cohort Default Rate [14] is 10.1%, comparing favorably
to the 2018 default rate published by USDOE of 11.5% [15] for public 2–3-year schools. The
college’s default rate improved from the 14.7% rate reported for FY 2017. CBC contracts with
a third-party servicer (Loan Science) to assist with default prevention. Loan Science
corresponds with former students who have outstanding loans from the college to inform them
of services available to assist with default prevention. Some of the services available are
payment, repayment, deferment options, or strategies to prevent a student from defaulting.
215 Form edited December 2022
Single Audit Results
CBC is audited annually and an Independent Report on Compliance for each Major Program
and on Internal Control Over Compliance Required by the Uniform Guidance is issued by the
auditor. The Student Financial Assistance Cluster of Title IV programs including supplemental
educational opportunity grants, work study program, Pell grants, and Direct student loans are
audited annually for compliance as a major program. CARES Act funding for financial aid and
other programs administered through the Education Stabilization Fund are also classified as a
major program and included within the scope of the annual federal compliance audit.
The following chart recaps Single Audit results reported in Section 1: Summary of Auditors
Results for FY 2020 [16], FY 2021 [17], and FY 2022 [18]:
NOTE: Above chart copied in photograph mode from 13.5 CBC Single Audits Results
Summary.xlsx (sharepoint.com)
As shown, no findings were reported for federal or state student financial assistance programs.
CBC’s audit results for major programs including student financial assistance have consistently
demonstrated compliance with federal, state, and institutional regulations.
Evidence
[1] CBC 2020 Annual Financial Audit-page 59
[2] CBC 2021 Annual Financial Audit-page 80
[3] CBC 2022 Annual Financial Audit-page 85
[4] CBC 2020 Annual Financial Audit-page 61
[5] CBC 2021 Annual Financial Audit-page 82
[6] Eligibility and Certification Approval Report (ECAR)
[7] Program Participation Agreement (PPA)
[8] FY 2021 FISAP
[9] FISAP for FY 2022
[10] Director of Financial Aid Job Description and Resume
[11] Office of Financial Aid Website-Satisfactory Progress Policy
[12] Applying for Financial Aid Website-Financial Aid Steps to Apply
[13] Financial Aid Office Website-Refund Information
[14] 2018 three-year official Federal Cohort Default Rate
216 Form edited December 2022
[15] USDOE FY 2018 Official National Cohort Default Rates.
[16] CBC 2020 Annual Financial Audit-page 67
[17] CBC 2021 Annual Financial Audit-page 84
[18] CBC 2022 Annual Financial Audit-page 88
13.7 The institution ensures adequate physical facilities and resources, both on and
off campus, that appropriately serve the needs of the institution’s educational
programs, support services, and other mission-related activities.
(Physical resources) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative:
Narrative: Coastal Bend College (CBC) ensures adequate physical facilities and resources,
both on and off campus, that appropriately serve the needs of the institution’s educational
programs, support services, and other mission-related activities no matter the location or mode
of instruction. CBC's administrative campus is in Beeville, Texas. The college’s external sites
are in Alice, Kingsville and Pleasanton.
Coastal Bend College (CBC) is a comprehensive public community college with an expansive
service area [1] that encompasses 9,000 square miles in the diverse South Texas counties of
Bee, Karnes, McMullen, Live Oak, Duval, Jim Wells, Brooks, and parts of Atascosa and Kleberg
counties. CBC has an annual enrollment of over 4,500 students, 74% of whom are minority,
across its four locations in the cities of Alice, Beeville, Kingsville, and Pleasanton, Texas, and
many high school locations.
Per the Texas Education Code Title 3 Subtitle G Chapter 130 A [2], community colleges have
been legislated to “serve as a comprehensive college offering vocational, technical, and
academic courses for certification or associate degrees. Continuing education, remedial, and
compensatory education is to be provided consistent with open-admission policies, along with
programs of counseling and guidance.” Coastal Bend College’s physical and technical
infrastructure meets the needs of its educational programs, support services, and mission.
College Facilities
Administrative Campus in Beeville [3]
The administrative campus in Beeville consists of 33 buildings located on approximately 99.4
acres of land, totaling 514,865 gross square feet of educational and general, academic and
student support, administrative support, and auxiliary spaces. The buildings include classroom,
laboratory, and research spaces; auditorium, performance spaces, and gallery; the library;
faculty and administrative offices and meeting spaces; informal learning and student gathering
spaces; recreational and intercollegiate athletic facilities; and residence and dining halls.
Administrative Campus Facilities:
Robert J. Beasley Jr. Administration Building: opened in 1967, approximately 7,796 sq. ft.,
includes the Office of the President, Human Resources, Office of the Chief of Police, and Board
of Trustees meeting room.
217 Form edited December 2022
Louise Welder Hall Business Center Building: opened in 1967, approximately 7,796 sq. ft.,
includes Informational Technology Services (I.T.S.), Business Office Services, and Institutional
Effectiveness.
Gertrude R. Jones Auditorium: opened in 1967, approximately 15.370 sq. ft., includes a leased
space for The Purple Door, serves as a fine arts and community events venue, and hosts
college functions.
Fred C. Latcham Academic Building: opened in 1967, approximately 13,200 sq. ft., includes
faculty/staff offices, classrooms, and labs for subjects such as mathematics, English, and
government.
Paul & Sarah Jaure Science Building: opened in 1967, approximately 13,200 sq. ft., includes
faculty/staff offices, classrooms, and labs for subjects - Sciences.
Peter S. Maracek Gymnasium: opened in 1967, approximately 21,364 sq. ft., houses National
Junior College Athletic Association (NJCAA) sports events for basketball, volleyball, training
room(s), kinesiology classes, other college events such as recruiting events, job fairs, nurse
pinning ceremonies, and graduation commencement ceremonies etc.
George F. Elam: opened in 1967, approximately 24,380 sq. ft., includes faculty/staff offices,
cosmetology program, dental hygiene classes, computer labs (2), distance learning
classrooms.
Luis P. & Joe Henry Alaniz Automotive Technology Multipurpose Building: opened in 1967,
approximately 9,898 sq. ft., houses the automotive technology program classroom, storage,
and lab. The welding program classroom is also housed in this building.
Central Utility, Physical Plant: opened in 1967, approximately 3,156 sq. ft., houses the chill/hot
water loop system that services the college campus.
James R. Dougherty Student Center (SUB): opened in 1969, approximately 13,920 sq. ft.,
houses the cafeteria staff which is leased space to Great Western Dining; the college
bookstore, which is leased space to Texas Book Company; the college TRIO program and
Upward Bound program staff; and the recreational area for students, which is equipped with a
pool table, ping pong table, and seating.
Grounds/Carpentry Warehouse: opened in 1972, approximately 9,852 sq. ft., houses the
grounds and carpentry unit staff, equipment, supplies, and materials.
Joe Hunter Field, Baseball Stadium: opened in 1972, approximately 8,506 sq. ft., houses the
college NJCAA baseball team and is used for various activities and events. The original facility
was demolished in 2014 and a new stadium was built in the same location where it was
completed June 2015, covering an area of 10,774 sq. ft.
Soccer Field: opened in 2010, approximately 75,600 sq. ft., this field is used by the college
NJCAA soccer team throughout the year for the fall and spring semester schedules.
Benton Hall Dormitory: opened in 1972, approximately 38,708 sq. ft., The residential facilities
include traditional dormitories as well as apartments for families. Residence hall has 35 suites
available, each of which includes two dorm rooms and a shared restroom per suite. There is a
218 Form edited December 2022
total of 70 dorm rooms and 35 restrooms. Two students are assigned per dorm room, four
students per suite, and a total of 140 beds are provided.
James R. Dougherty, Dental Hygiene & PPF Office: opened in 1973, approximately 11,077 sq.
ft., houses the dental hygiene program classes and lab on the second floor. The first floor
houses the Physical Plant and Facilities (PPF) office.
Industrial Trades, Law Enforcement & Welding Programs: opened in 1978, approximately
10,000 sq. ft., houses the law enforcement program classrooms and lab on the second floor.
The welding program lab and equipment are located on the first floor.
Multi-Purpose Building A, Oil & Gas Technology: opened in 1967, approximately 5,250 sq. ft.,
houses the oil and gas technology program classrooms and lab. This building also contains the
designated records retention storage area and serves as the receiving warehouse for deliveries
to the college via postal services.
Grady C. Hogue Learning Resource Center: opened in 1978, approximately 24,000 sq. ft.,
houses the Marketing Department, Library and Learning Resources Department, and campus
mail services. This building also houses a leased space for Texas Workforce Solutions (T.W.S.)
of the Coastal Bend which provides job finding services for the area and the college community.
College Apartments: opened in 1978, approximately 10,240 sq. ft., these residential facilities
include traditional dormitories as well as apartments for families. The apartments have five
buildings with 20 units available. Each apartment has 1 bedroom, two beds, 1 bath, kitchen,
and dining room.
Multi-purpose Building. B, Warehouse: opened in 1980, approximately 7,200 sq. ft., this area
consists of three warehouses all adjoined and serves as a storage facility for custodial &
maintenance supplies, materials, and equipment. Another section serves as a storage for
college surplus items and the college parade float is housed in one section.
Child Development Center: opened in 1980, approximately 4,000 sq. ft., serves as the early
childhood development center and has playground areas on the backside of the building.
Frank Jostes, Visual Arts & Drafting Building: opened in 1982, approximately 16,310 sq. ft.,
houses the visual arts program classrooms and labs. This building also houses the Drafting
and AutoCAD program and the nursing program classrooms.
Dan Hughes Building: opened in 1983, approximately 8,262 sq. ft., houses the nursing and
radiology programs. This includes classrooms and labs (x-ray room and nursing).
R.W. Dirks Building, Student Services: opened in 1990, approximately 19,000 sq. ft., houses
student services and enrollment management in a “one stop shop” called the Cougar Center.
This area has offices for admissions, registrar, financial aid, veteran services, advising center,
testing center, dual credit. This building also has student spaces where students have access
to study rooms, computers, tutoring, and other services.
Glass Blowing Studio: opened in 1999, approximately 2,000 sq. ft., houses the glass blowing
continuing education classroom/lab, supplies, and equipment.
College Sites [4]
219 Form edited December 2022
Coastal Bend College also has three longstanding sites located in Alice, Kingsville, and
Pleasanton, Texas.
The Physical Plant & Facilities (PP&F) Department staff provides support for the site
communities in various aspects of daily operations. Transfer & General Education (TGE),
Nursing & Allied Health (NAH), Career & Technical Education (CTE) programs are provided an
assortment of support services that include, but are not limited to, items such as installation of
new equipment, upgrading facility capacities through renovations, construction, classroom
requirements, furniture, material and supplies, electronics, and technology, etc.
In addition, the site facility staff is responsible for maintenance and preservation of the facility,
grounds, custodial services, overall environment, and various other support services to fulfill
college site necessities.
Alice Site
The Alice Site opened for CBC in 1989. This site location is comprised of one building at
approximately 60,000 sq. ft., and is in Alice, Texas, which is approximately 60 miles south of
the main campus. This site houses a variety of faculty, staff, and student spaces.
Programs offered at the Alice site include welding, nursing, law enforcement, dual credit, and
a variety of general academic courses. This facility also houses a welding lab, science labs,
student spaces where students have access to labs, computers, tutoring, and other services.
In addition, Texas Workforce Solutions (T.W.S.) of the Coastal Bend leases space at the site
that provides job search services for the college community and local citizens of the area.
Kingsville Site
The Kingsville Site opened for CBC in 1990. This site location is comprised of one building at
approximately 35,800 sq. ft., and is in Kingsville, Texas, which is approximately 77 miles south
of the main campus. This site houses a variety of faculty, staff, and student spaces.
Programs at the Kingsville site include cosmetology, nursing, dual credit, and a variety of
general academic courses.
This facility also houses a science lab, cosmetology lab, student spaces where students have
access to study rooms, computers, tutoring, and other services. In addition, Texas Workforce
Solutions (T.W.S.) of the Coastal Bend leases space at the site and provides job search
services for the college community and local citizens of the area.
Pleasanton Site
The Pleasanton Site opened for CBC in 2002. This site is comprised of one building of
approximately 38,900 sq. ft., and is in Pleasanton, Texas, approximately 71 miles northwest of
the main campus. This site houses a variety of faculty and staff. Programs at the site include
welding, nursing, cosmetology, dual credit, and a variety of general academic courses.
This facility also houses a welding lab, cosmetology lab, science labs, student spaces where
students have access to study rooms, computers, tutoring, etc. In addition, Alamo Workforce
Solutions (A.W.S.) leases space at the site to provide job search services for the college
community and local citizens of the area.
High School Sites
220 Form edited December 2022
CBC has numerous off-campus sites at regional high schools. MOUs [5] are in place with each
of the school district detailing expectations, including those for the teaching environment and
facilities. The college hires academically qualified high school teachers to teach courses offered
at these locations and requires a comparable learning environment to those offered at the CBC
primary locations.
Common programs offered are the Associate of Arts (A.A.)/Associate of Science (A.S.) transfer
degrees, Associate of Applied Science (A.A.S.) and/or Certificate Welding, and A.A.S. and/or
Certificate Automotive Technology. The physical locations are maintained and supplied by the
respective school districts. Classrooms are provided to support the programmatic offerings for
general education courses and specialized facilities for welding and automotive repair. The
facilities are reviewed periodically by full-time CBC faculty and administrators.
Students taking courses either virtually or at high school locations have access to academic
and student support services. They may either come into the CBC administrative campus, CBC
Alice, CBC Kingsville, or CBC Pleasanton; or they may access these services, such as
advising, library and tutoring virtually as described in CBC Compliance Standards 11.1 [6] and
12.1 [7]. Staff from the office of Dual Credit routinely visit the high schools and hold information
sessions [8] both virtually and in person to ensure that high school students have the access
they need to all college services.
Administrative, Faculty and Staff Spaces
The college has numerous classrooms, offices, and meeting spaces throughout all its facilities
at all locations. These spaces support academic programs and provide adequate space for
college personnel, including faculty, staff, academic and student support service areas to
conduct daily operations pertaining to their job duties for the college community.
In addition to the academic spaces which support academic program offerings, academic and
student services spaces provide a range of services from admissions, registration, financial aid,
advising, committees, interviews, community engagement and outreach, athletic events, Board
of Trustee meetings, and various other events held within college facilities.
Library
All users have access to physical library resources and services during all open hours of the
Grady C. Hogue Learning Resource Center/Library and CBC Center Libraries (CBC Alice,
Kingsville, and Pleasanton) all academic year (Fall, Spring, Summer). At the circulation desk,
professional library employees are accessible and available during hours of operation. The
CBC (Beeville) is open Monday – Friday from 8am – 5pm. CBC Alice, Kingsville and Pleasanton
hours of operation that may change slightly semester to semester but are open fifteen to twenty
hours a week.
The library retains 29,800 physical resources, including books, print journals, and media items,
despite ongoing efforts to acquire additional electronic resources to better support the
expanding number of online courses and students. For in-building usage, all CBC libraries
include computer facilities with printers, scanners, and laptops. There are also various
individual and group study carrels with charging stations and collaborative tables.
Through its Distance Learning Services, the library provides access to print books, journal
articles, and other print resources to students enrolled in online courses and/or reside outside
221 Form edited December 2022
the college district. Through the Interlibrary Loan system, scanned versions of print articles are
provided electronically to distance learning students.
Most library resources are accessible online, allowing all institution students, faculty, and staff
to access them at any time, regardless of their physical location. In addition, the library offers
virtual chat [16] and phone services throughout operating hours. Interlibrary Loan allows all
CBC students, faculty, and staff to request books, articles, and other library materials not
available at the library. More about the Library can be in CBC Compliance Standard 11.1 [9].
Space Utilization, Needs Assessment and Renovation Projects
Department Program Reviews & Unit Plans
CBC has made significant improvements to the spaces and infrastructure throughout the
physical plant within the last five years. While the Facilities Master Plan (FMP) [10] provides
the overarching framework, additional data sources are also analyzed such as a maintenance
rotation list (deferred list), academic program reviews, safety requirements, and survey
feedback. Each departmental unit is responsible for reviewing program and facility needs and
verifying requirements in their specific areas. These may be reporting in annual planning [11]
or in the three-year Instructional Program Review Plans [12].
A component of the review processes includes the evaluation of equipment and facilities. This
section requires all program managers to assess the adequacy of the facilities and equipment
to ensure existing space and structures are modernized and conducive to learning. These
cyclical reviews indicate requirements that may include classroom capacities, potential growth
of program, manner of engagement desired for classroom instruction, equipment, materials,
and supplies required for industry standards, and a variety of other items that may be essential
for each department/program. As needed improvements are identified in this process, they are
added to the program’s continuous improvement planning which is aligned to CBC’s zero-
based budgeting process (see sample program reviews below):
Math and Science Program Review-pages 26-29 [13]
Admission/Registrar Program Review/Unit Plan [14]
CTE/Allied Health FY2022 Program Reviews Equipment Requests [15]
All other departments and programs follow the same process to provide detailed feedback
regarding their department overview as described in CBC Compliance Narratives 7.3 [16], 8.2a
[17], 8.2c [18].
Once these program reviews are submitted to the appropriate administrator(s), they are then
processed, reviewed, requirements are identified, prioritized, and used for budget requests.
They are then presented to the college President, Chief Financial Officer (CFO), and all
appropriate administrators and CBC Board of Trustees, for funding approvals. An example of
a request submitted in the Dormitory FY 2022 budget [19] to purchase new minor equipment
(furniture). The Residential Director FY2022 Annual Report [20] reflects the purchase of new
furniture in the FY 2022 year indicating that needs identified through planning and budgeting
are supported.
Additional information informing the facilities plan(s) include survey feedback [21]. During the
Spring 2022 semester, a survey was given to the graduates in which 98% of student
222 Form edited December 2022
participants indicated college facilities are clean and well maintained. 96% of those students
indicated there were no safety concerns while attending CBC. Students are also survey every
other year using the Community College Survey of Student Engagement (CCSSE). In the last
administration (Spring 2021) students were asked how satisfied they were with library
resources and services and 92% indicated that they were either somewhat or very satisfied.
Project Planning
The project planning process at the college is based on multiple factors, such as the needs,
goals, and financial constraints of each department. To ensure that proposed projects align
with the institution's strategic plan, regular reviews of resources occur in institutional unit
planning and annual reporting, to assess the specific requirements of each department. This
essential step enables the college to prioritize its spending and allocate its resources effectively,
ensuring that the proposed projects can be implemented in a financially sustainable manner as
outlined in their Departmental Unit Plans.
Once a project is authorized to proceed, individual college departments submit budget requests
to secure funding for proposed projects outlined in their annual unit plans and budget requests.
These requests are made internally through the college's annual operational budget sessions
and are based on the projected costs outlined in their Unit Plans. Commonly, this process is
part of an individual department's self-assessment, where their requirements are identified, cost
estimates are created, and subsequently approved by department supervisors and/or
administration. The college will allocate funds from available sources for their implementation
in the upcoming fiscal year, and the approved project will be scheduled for implementation.
Once a project is finished, it is added to the college's list of Completed Projects [22] and is
documented as part of the college’s historical records.
The college completed $1.5 million of projects in FY 2022 for building envelope, exterior, and
HVAC-mechanical in FY 2022, and has completed in total $3.4 million of these projects from
FY 2016 to FY 2023.
In FY 2020, because of the impact of COVID, the Governor issued a regulation [23] that
required a halt for most capital projects. Funding levels dedicated by the college returned to
normal in FY 2022 with the expiration of the Governor’s order.
During the pandemic, CBC however, received funding through the CARES Act and was able
to support some key information technology infrastructure projects occurring because of the
increased need to deliver courses online. These projects included the purchasing of the
following IT Hardware / Software
• Webcams
• Switches
• Servers
• Remote Software (Beyond Trust)
• Lifesize Video Conferencing renewal
• Polycom Video Conferencing renewal
• Web Site CMS
223 Form edited December 2022
CBC’s capital projects have been completed within a very conservative debt philosophy. The
college has reduced its total long-term debt from $2.8 million in FY 2020 to $867,000 in FY
2022, a reduction of 69%. All existing debt is scheduled to be fully paid by 2026.
Preventative Maintenance
CBC’s Facilities and Physical Plant maintains and funds a proactive campus-wide preventative
maintenance program [24]. Breakdowns or functional disruptions to imperative equipment and
systems can be very costly to repair and generate undesired disruption in the work and
educational environments of the college community. Preventative maintenance maximizes
equipment and system efficiency, reduces energy consumption, expands life span, and
reduces equipment repair/replacement costs.
Preventative maintenance [25] is an essential part of the daily operational services carried out
by CBC's physical plant department. The department offers custodial, grounds, and facility
maintenance services [26], which includes daily preventative maintenance. This can include
HVAC filter replacements that are scheduled or requested [27], daily and seasonal cleaning
services for dorms, and ground weed treatment and fertilizing.
Inspection processes are carried out by physical plant and facilities staff and contractors as
needed. Additional items may be added to the preventative maintenance list and scheduled for
service as necessary. Scheduled preventative maintenance and routine upkeep [28] of building
infrastructure, grounds, and major equipment are put in place to ensure reliable and efficient
operations.
To ensure that preventative maintenance is adequately funded, CBC includes preventative
maintenance funds in the annual operational budget for Building Maintenance - Renovations
($8K), Repair & Maintenance ($60K), and Supplies ($50K). This ensures that the physical plant
department [29] has the necessary funds to carry out preventative maintenance activities
regularly, thereby reducing the risk of equipment and system failures and minimizing
disruptions to the college community.
Capital Project List Plan
224 Form edited December 2022
The current FY 2022-2023 Capital Project Plan [30] identifies $6.9 million in high priority
projects which is in alignment with the Facilities Master Plan [31] s for an eight-year period,
through 2030, correlating with strategic planning cycles. The plan includes a comprehensive
summary of capital outlay planned needed for campus facilities and grounds improvements,
furniture and equipment, information technology, infrastructure, and maintenance. The capital
projects list is updated regularly based on new requests, funding availability, and once projects
are completed.
Coastal Bend College has many improvements in process, and additional projects are in the
planning stage to make them a reality. Floor plans from previous renovation projects, such as
the Beeville dining center renovation [32], and the Cougar Centers [32] in Alice, Beeville,
Kingsville, and Pleasanton, serve as examples of the planning and implementation process.
Master Planning Process
Coastal Bend College has a new Facilities Master Plan (FMP) [33] and planning process that
serves as the guiding document for all current and future developments. This planning process
aligns with the 2020-2025 strategic plan and will be the basis for all future master planning
decisions. The old master plan, which covered a twenty-year period from 2003 to 2023, has
expired and is no longer in use. However, it serves as a historical reference for past
developments. The current F.M.P. is intended to be dynamic, adaptable, and updated as
needed to ensure it remains relevant and in line with all future college strategic planning
initiatives.
Since 2014, the college has undergone renovations and repairs, with prior administration
focusing on HVAC equipment, electrical systems, building envelope, and student spaces. The
Current Facilities Master Plan is a comprehensive and detailed document that guides the
physical development of the college. It outlines the long-term vision and strategy for the
institution's growth and expansion. This includes plans for new programs, new spaces,
renovations, infrastructure repairs or upgrades, and space usage. The F.M.P. is a strategic tool
that considers the college's objectives, goals, and mission, as well as enrollment projections
for both present and future. By creating a roadmap that establishes a clear and consistent
direction for the college's physical growth and development, the F.M.P. helps ensure that the
college's expansion is well-planned and organized.
The college's Capital Outlay Plan [34] outlines the financial processes that project the cost of
projects are included in the college's Facilities Master Plan (F.M.P.). The process of creating
this plan is driven by the colleges departments and involves forecasting the financial needs,
identifying the sources of funding, estimating the costs of the projects, and developing a plan
to acquire the necessary funds. This includes, for example, issuing capital projects tax notes,
obtaining available grants, and submitting budget requests using the college’s annual
operational budget and processes.
Additionally, the prioritization of projects is determined by the college's needs, goals, and
budget constraints. It is periodically reviewed and updated by the college administration to
ensure that it stays aligned with the institution's strategic plan and financial limitations, and that
the projects included in the plan are still relevant and necessary. This is a crucial component in
the college's budgeting process and it enables the institution to effectively prioritize spending
and allocate resources to ensure that the projects outlined in the F.M.P. can be implemented
in a financially sustainable manner.
225 Form edited December 2022
Requests made by college departments to secure funding for proposed projects outlined in the
F.M.P. are made internally through the college's annual operational budget hearings and are
based on the projected costs outlined in the Capital Outlay Plan. Typically, this process is part
of an individual department or program’s self-evaluation where needs are determined,
identified, cost estimates are created, and approved by the department supervisors and or
administration.
The college allocates funds for approved projects from various available sources to implement
them. Capital Budget Requests are submitted annually and departments must show the need
and benefits of the projects for the college and community. This is done internally to ensure
financial sustainability and alignment with the college's strategic plans and financial limits.
Approval Process for Capital Projects
The president and president’s cabinet considers and grants approval for all projects. For capital
projects, the college Board of Trustees grants final approval.
Deferred Maintenance
CBC, as do most other Texas community colleges has deferred maintenance projects. The
primary deferred maintenance needs are electrical upgrades, roofing, parking, and HVAC
systems. A large portion of the college buildings have withstood the natural elements that the
Coastal Bend environment of South Texas experiences. The college faces comparable
deferred maintenance needs and building upkeep requirements as many other similar aged
facilities over South Texas do. These identified maintenance needs are not currently impacting
instruction or the business and operations of the college.
Facility Operations Management
The Physical Plant and Facilities Department consists of custodial, grounds, maintenance,
events, and general support services, which support the core educational mission [35] of the
college. Support services are completed in all efforts in maintaining a safe, secure and
functional campus environment. All efforts are to provide exceptional services, learning spaces
for campus life, and activity outside the classroom setting. The college Physical Plant and
Facility operations is responsible for the safety, preservation, maintenance and improvement
of CBC facilities at all locations.
As examples, the Physical Plant & Facilities department (PP&F) supports Transfer & General
Education, Nursing & Allied Health, and Career & Technical Education programs. Services
include, but are not limited to, items such as installation of new equipment, upgrading facility
capacities through renovations, construction, classroom requirements, furniture, material and
supplies, electronics and technology. In addition, the PP&F department provides uniform
services for all campus/site requirements. The department is responsible for the overall
maintenance and preservation of the facilities, grounds, and aids with various equipment
requirements to fulfill all college necessities.
The department is led and directed by a capable and experienced director of physical plant [36]
with over eight years of experience at CBC. He reports to the Vice President of Finance and
Business Operations. The director of physical plant’s team includes
226 Form edited December 2022
• Custodial Services: responsible for enhancing and maintaining all academic,
administrative, and other buildings assigned to provide clean, safe, and sanitary
conditions.
• Grounds Services: Responsible for maintaining grounds and landscaping operations to
consistently provide safe, clean, sustainable and an attractive landscaped environment
for the college community.
• Maintenance Services: Responsible for providing skillful facility HVAC, plumbing,
electrical, carpentry, maintenance, repairs, renovations, and construction services to
provide the best possible environment in support of the college learning community.
The college has implemented a web-based facility PP&F and information technology (I.T.S.)
work request system to provide management control of facility services from the time it is
reported to completion.
Maintenance and Work Requests
The PP&F, I.T., Marketing / Public Relations, and Institutional Effectiveness departments utilize
KACE Systems Management Appliance (KACE) [37] facility management software for all event
setups, special functions, custodial, maintenance, grounds, work requests, preventative
maintenance, and I.T. services. This work request software system, also serves as a record
keeping system for college operations procedures. This system can also serve as a repository
for previous requests and documentation. As the request software system became better
utilized across the institution, other departments were included such as the marketing and
business services office to expand services and streamline efficiencies across the institution.
The Work Order Process [38] provides management control of facility services. Examples from
IT [39], General Maintenance [40], Classroom Setup [41], plus a summary log [42] of requests
are provided. Occasionally, some work requests are received by email [43].
The KACE system is utilized by all employees.
The KACE software records and provides
information related to all service requests such
as repairing HVAC units, classroom cleanup,
disinfecting and sanitizing spaces,
groundskeeping, I.T.S. services, vehicle
reservations and usage, technician/employee
assigned, and can create a report for work
requests when needed. The departments are
able to review the need for continued service
or replacement of reported items/parts.
In addition, as a result of the Covid-19 pandemic, the work request procedure has also served
as an effective instrument to efficiently respond to potentially exposed spaces throughout the
college facilities.
Facility Emergency Response
The response items below are determined to be emergencies from the time they are reported.
At that time PP&F staff will always respond as soon as possible to these emergency calls
requiring services from facility personnel. Contact information is located on the department
webpage [44].
227 Form edited December 2022
Emergency [Immediate Response Required] – life threatening situations, safety, legal
compliance, and facility infrastructure failure (plumbing, electrical, etc.). Work must start
immediately to prevent injury to personnel or damage to facilities, grounds or equipment. Also
included are breakdowns or outages that shut down all or a significant portion of the campus.
High [Response is Critical] – Facility or equipment is not operational. The entire or major portion
of a campus or building is down. Daily college operations are affected. Work order is reported
and issued, but detailed planning and scheduling is bypassed to get the work started as soon
as practical.
Safety [Response is Critical] – Any reported issues that arise within the campus or facilities of
the college that pose immediate safety concerns for students, staff and visitors (e.g. structural
building problems, potentially unsafe equipment, tripping/fall hazards, unsafe working
conditions, or other unsafe conditions impacting the campus community.
Beeville - 24 Hour Emergency Maintenance Line: 361-362-7419
Alice - 24 Hour Emergency Maintenance Line: 361-318- 3884
Kingsville - 24 Hour Emergency Maintenance Line: 361-319-4185
Pleasanton - 24 Hour Emergency Maintenance Line: 361-362-5183
Emergency requests require submittal of a work request through KACE software program
(kace.coastalbend.edu) after emergency services have been provided to provide
documentation of the emergency and actions taken.
Physical Inventory
The college maintains a physical inventory to ensure accurate and complete accounting for a
wide range of college properties. When new property has been received, the purchaser
(department) notifies the Grants Compliance & Property Manager who then appropriately tags
the property with an asset number that is assigned and linked to the description, make, model,
serial number, and location of said property. The tagged property is then scanned and uploaded
to the college database (RCI). The Grants Compliance & Property Manager is responsible for
tracking and ensuring that all Physical inventory remains compliant with the college’s physical
inventory guidelines.
Physical Inventory Transfer
All departments are required to complete a Property Transfer Form [45] if the property needs
to be moved, transferred, e-waste, surplus, or discarded. The transfer form is signed by the
responsible departments involved along with the required signature of the college president
and CFO.
Physical Inventory Disposal
Disposal of physical inventory is initiated through the individual department, the college work
request software (KACE) is used to have designated college staff to remove items and place
them in the e-waste or disposal. Computer hard drives and e-waste are serviced by a recycling
company. Upon recycling and destruction of electronics, hard drives, etc., the recycling
company provides the college with a certificate of destruction that is sent to both the PP&F and
IT departments for record keeping. The change in status is recorded in physical inventory
system. All assets are appropriately tagged with bar codes and can be located as required for
annual inventory. Periodic inventory checks are performed by the Grants Compliance &
228 Form edited December 2022
Property Manager to ensure physical inventory complies. This process allows the college to
manage the inventory with a review of internal controls.
Coastal Bend College Technology Infrastructure
The director of information technology services (I.T.S.) [46] manages the administrative and
academic information technology resources for the college and serves as the chief information
officer. The director reports directly to the Vice President of Finance and Business Operations.
The department of I.T.S. establishes the necessary computer network infrastructure, hardware,
and software to ensure stable and reliable operation of all information systems and services.
I.T.S. provides access to technology over a wired and wireless network, utilizing a fiber optic
backbone for voice, video, data, and security.
Security and Access PALO ALTO Firewall
CBC currently has a firewall in place to protect from the outside environment (viruses), malware,
and anything that comes in from the outside. Firewalls provide rules that allow for traffic to come
in and out of the network. CBC underwent a security and risk management assessment and an
internal and external pen test. Currently, I.T.S. is working on improving an “above average for
community colleges” score.
• [Coastal Bend QA FY21 CSTLBDCLG_TCF Assessment Report FINAL] [47]
• [FY22 CSTLBDCLG External Network Penetration Test Report] [48]
• [FY21 CSTLBDCLG Internal Network Penetration Test Report] [49]
Active Directory
Currently Active Directory (AD) is used for user authentication to most applications, which
includes access to Colleague, COUGAR DEN, Blackboard, the campus intranet, Wi-Fi network,
and email system. AD is also used for PC logins in labs and offices. This system allows for the
use of a single User ID and password to access all of the college’s resources.
Active Directory Credentialing Hierarchy
229 Form edited December 2022
Technology Infrastructure
CBC maintains a significant technological infrastructure to support the needs of students,
faculty, and staff at its four physical locations (one main campus and three remote campuses)
as well as online education, including dual credit. I.T.S. employs a 10-person staff responsible
for maintaining much of this infrastructure. ITS works closely with embedded technical staff in
other divisions who support select components of the technology infrastructure. One of these
departments is Distance Learning - ITS has assumed that role in the absence of a Distance
Learning Director, including management of the Blackboard Learning Management System
(LMS) and providing instructional design support for distance and online courses.
Network
CBC has a robust network designed to support the current and predicted future needs of the
college. A rotation plan is continually completed to make sure that hardware / software needs
are met.
The current architecture has point-to-point connections from each location to Beeville, with one
internet connection. These connections regularly support distance learning as well as
administrative video conferencing.
Connection speeds are as follows:
Beeville (administrative campus) – 100 m.p.s. with 1 gigabyte pipe to the internet.
Alice, Kingsville, Pleasanton – 100 m.p.s.
Joe Hunter Field Baseball Stadium – 50 m.p.s.
The data center, which houses the main router, is located on the Beeville campus. Also, in the
data center, there are a variety of network switches, servers, and appliances. Each site has its
own mini data center that houses servers and switches. Each building located on the Beeville
230 Form edited December 2022
campus has its own switch room. Wireless is available to students, employees, and guests at
all locations. Wireless is provided at high school locations by the high schools.
CBC is currently using the GRANDSTREAM phone system with ProtelPBx as the backbone.
At each site, servers, switches, routers, internet connections, and drops coming from each
office / classroom undergo ongoing evaluation.
Our servers at the main campus are backed up locally at the main campus. The local backups
are being replicated to the off-site backup storage and is housed at our Pleasanton location in
the event we lose data or experience a natural disaster in Beeville.
Virtual Teaching & Learning Infrastructure
CBC maintains a learning management system (LMS) and broad portfolio of software to support
on-campus and online teaching and learning. Selection of software takes into consideration the
range of academic programs the college offers. CBC transitioned from a hosted Blackboard
Learn environment to a SaaS environment in Fall 2018. Blackboard provides faculty and
students with a reliable, modern, engaging, and easy-to-use system that is also mobile-friendly.
A course shell is automatically created for each course section, and students are automatically
populated for each CBC course section each semester via a feed from CBC’s student
information system, Colleague.
Respondus LockDown Browser and Respondus Monitor, which was piloted by our nursing
programs, enables online test proctoring. Educational publisher resources include digital works,
library markets, training programs, and textbooks.
CBC’s video conferencing classroom locations are technology-enabled with dual 70” monitors
in each of the 16 classrooms (4 at each site). Each room has cameras in the back and front of
the rooms. Eight of the video conferencing rooms are equipped with Polycom equipment while
14 rooms are equipped with Lifesize equipment (4 – Beeville, 4 – Alice, 3 – Kingsville, 3 –
Pleasanton). There are also 6 conference room locations (Board Room, President’s
Conference Room, Dirks 119, 1 in Alice, 1 in Kingsville, 1 in Pleasanton). In addition, Lifesize
is used through the use of an app for any additional virtual classrooms and meeting rooms.
CBC’s video conferencing capabilities were enhanced due to increased demand in the COVID
environment and have proven successful in meeting the campus demand for this service.
Risk Management
CBC manages risk appropriately for its physical resources, maintaining positive relationships
with all appropriate authorities, consultants, insurers and contractors that assist in management
of physical resources, facilities, and identified risk(s).
CBC maintains property insurance coverage [50] adequate for all facilities and contents. The
policy is approved by the Board of Trustees and includes approved levels of deductibles that
can be sustained through the college’s contingency and reserve funds.
The safety and well-being of CBC’s community is important. To this end, a joint Property
Grounds Hazardous Assessment was conducted with the Texas Association of School Boards
and college staff. The resulting report is utilized as a guide for conducting annual risk
assessments. These assessments are carried out by CBC's facility and public safety
department staff, who work tirelessly to minimize risk and enhance safety on campus. These
231 Form edited December 2022
risk assessments are conducted annually in December, and the previous two years' inspection
reports [51] are available for review. CBC strives to maintain a safe and secure campus
environment for everyone.
Evidence
[1] CBC Service Area Map
[2] Texas Education Code Title 3 Subtitle G Chapter 130
[3] Beeville Administrative Campus Maps
[4] College Sites Maps (Alice, Kingsville, Pleasanton)
[5] Dual Credit High School MOU-Example
[6] CBC Compliance Standards 11.1
[7] CBC Compliance Standards 12.1
[8] Dual Credit Parent/Counselor/Student Information Session Agendas
[9] CBC Compliance Standard 11.1
[10] Facilities Master Plan (FMP)
[11] CBC Annual Unit Plan Example-Program and Facility Needs
[12] Instructional Program Review Resource Needs
[13] Math and Science Program Review-pages 26-29
[14] Admission/Registrar Program Review/Unit Plan
[15] CTE/Allied Health FY2022 Program Reviews Equipment Requests
[16] CBC Compliance Narratives 7.3
[17] CBC Compliance Narratives 8.2a
[18] CBC Compliance Narratives 8.2c
[19] Dormitory FY 2022 budget
[20] Residential Director FY2022 Annual Report
[21] Spring 2022 Graduation Survey Results
[22] Completed Projects List
[23] Governor Abbott COVID Regulation
[24] Preventative Maintenance Program
[25] Preventative Maintenance Schedules
[26] Physical Plant Department Services
[27] Work order example
[28] Routine Maintenance
[29] Physical Plant Department Webpage
[30] Capital Project Plan
[31] Facilities Master Plan
[32] Beeville dining center renovation example
[33] Facilities Master Plan
[34] Capital Outlay Plan
[35] CBC Mission Statement
[36] Director of Physical Plant Job Description and Resume
[37] KACE Systems Management Appliance (KACE)
232 Form edited December 2022
[38] Work Order Process
[39] I.T. KACE Work Order
[40] General Maintenance KACE Work Order
[41] Classroom Setup KACE Work Order
[42] KACE Summary Log
[43] Email Example
[44] Physical Plant Department Webpage
[45] Property Transfer Form
[46] Director of Information Technology Services Job Description and Resume
[47] Coastal Bend QA FY21 CSTLBDCLG_TCF Assessment Report FINAL
[48] FY22 CSTLBDCLG External Network Penetration Test Report
[49] FY21 CSTLBDCLG Internal Network Penetration Test Report
[50] CBC Property Insurance Coverage
[51] FY22 and FY21 Inspection Reports
13.8 The institution takes reasonable steps to provide a healthy, safe, and secure
environment for all members of the campus community.
(Institutional environment)
[Note: An institution should also include information about the status of any open or
closed investigations by the U.S. Department of Education’s Office of Civil Rights
related to sexual violence that were active at the time of, or have occurred since, the
institution’s last comprehensive review. If there have been no such investigations, the
institution should indicate as much.]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative Coastal Bend College (CBC) takes reasonable steps to provide a healthy, safe, and
secure environment for all members of the campus community. CBC ensures that each of its
instructional sites remain safe havens for its students, faculty, and staff. While it is difficult to
predict exactly when and where an incident may occur that may impact the safety of our college
community or the normal operations of the college, substantial effort is made to provide an
appropriate response to maintain a safe environment.
Every CBC site, department, and individual no matter the location or mode of instruction, must
be prepared to ensure efficient and effective management of any incident. Through its
emergency management function, the college helps to ensure that it continues to provide a
safe, orderly learning environment. The college emergency management process [1] embraces
state and federal standards and proven practices.
Very low crime rates [2] as reported in Annual Fire and Safety Reports validate the
effectiveness of the College’s programs to provide a safe and secure environment for students,
faculty, and staff.
The Coastal Bend College District
CBC is a state supported two-year public community college. The college district [3] is in the
southeastern part of Texas and is approximately 9,600 square miles. The service area for the
college is defined by the Texas Legislature and includes all or parts of nine southeast Texas
counties: Bee, Live Oak, Atascosa, Karnes, Duval, Kleberg, Jim Wells, Brooks, and McMullen.
233 Form edited December 2022
CBC has its administrative campus in Beeville and three other instructional sites located in the
cities of Alice, Kingsville, and Pleasanton. The fall credit enrollment inclusive of all sites is
around 4,100, including dual credit high school students. The administrative campus in Beeville
is the only residential campus within the district, with a co-ed dormitory (Benton Hall) and
student apartments. All CBC policies and procedures apply to all students no matter the mode
of instruction or location. Memorandums of Understanding (MOUs) [4] with high school districts
are in place with high school districts to ensure that the high schools take reasonable steps to
provide a healthy, safe, and secure environment. These MOUs additionally require that dual
credit courses taught by dual credit faculty at the high school are conducted through face-to-
face instruction, except when a State of Emergency is activated and it is deemed necessary for
the ISD dual credit faculty to conduct online instruction to adhere to the College’s Instructional
Contingency Plan, using the College’s Learning Management System.
At its core, the college is committed to protecting all members of the college community. Two
departments take the lead on different aspects of this district-wide responsibility:
1. The College Police Department is responsible for law enforcement, campus security,
public safety, and coordination of emergency response strategies.
2. The Department of Facilities Management oversees key requests and card access and
is responsible for assuring occupational, environmental protection, and insurance-
related incidents.
District Multi-Hazard Emergency Operations and Disaster Mitigation Plan
The CBC Safety Committee [5] by the Chief of Police/Director of Public Safety, is responsible
for the promulgation of emergency procedures, which supersedes and rescinds all previous
versions of the emergency or other safety plan or plans promulgated by the college. The District
Multi-Hazard Emergency Operations and Disaster Mitigation Plan [6] is designed for use
alongside local, regional, state, and federal emergency management plans.
The plan and related appendices, including individual department and site emergency plans,
are reviewed annually in September of each year and updated at least every three years on a
schedule consistent with that for the Junior College Audit Review as set forth in Chapter 37.108
of the Texas Education Code (TEC) [7] or as policy changes dictate.
The TEC requires junior college districts to complete safety and security audits [8] of their
facilities once every three years. CBC last completed this audit in 2021. Audits are conducted
with the aim of identifying hazards, threats, and vulnerabilities that might pose a danger to life
or property and/or may interfere with a safe, secure, and healthy environment that is conducive
to higher education, followed by a corrective action plan. CBC cooperates in this requirement
and every three (3) years tenders a report. This report is documented through Texas School
Safety Center, the submission receiving agency for the State of Texas.
In addition, per TEC §37.108 (a), The Texas Education Code [9] requires “that each public
institution shall adopt and implement a multi-hazard emergency operations plan (EOP) for use
in the district’s facilities.” In 2017, the CBC Safety Committee reviewed the then existing plan.
As a result of this review, the committee recommended to the CBC administration that the plan
be substantially updated to conform to existing protocols, best practices and procedures. The
committee then produced the multi-hazard emergency operations plan (EOP) referred to as the
CBC Safety Plan. The original plan has gone through several updates including the most recent
in 2021-2022 [10].
234 Form edited December 2022
This new safety plan [11] is a multi-hazard and mitigation plan and addresses the prevention,
preparedness, response, and recovery phases of emergency management. The plan provides
organizational strategies that, when appropriate, follow National Incident Management System
(NIMS) and the Incident Command System (ICS) structures and response strategies. The plan
specifies the authorities, functions, and responsibilities that pertain to establishing a
coordinated, cooperative response by CBC and local, state and federal emergency services.
By coordinating phases of emergency management, the plan helps save lives, protect property,
sustain the college, and preserve the environment in and around the college.
The CBC safety plan is reviewed annually in November by the Chief of Police and Emergency
Management with a report to the college President. Master copies of the document are stored
in the CBC Police Department Headquarters located in the Robert Beasley Administration
Building on the main campus in Beeville.
As part of its emergency management strategy, the CBC safety plan and support documents,
are designed to provide students, faculty, and staff a safe environment in which to live, learn,
and work. An example of proactive procedures employed by CBCPD in the protection of life
and property is that Coastal Bend College Police Department (CBCPD) creates an Emergency
Action Plan [12] for large events. The plan provides actions to be taken during various scenarios
or occurrences, identifies key players, provides contact information, and follows Incident
Command System (ICS) format.
This plan embraces a strong preparedness strategy that focuses on preventing and preparing
for emergencies of all kinds that could affect the CBC name. It is designed to ensure an effective
and efficient response and recovery.
Because no two CBC sites or facilities are the same, there is no generic plan or manual that
will provide all the necessary information to mitigate the effects of every situation. As such, at
all times, safety accountability remains the foremost concern for the college and its
stakeholders. This plan identifies relationships, responsibilities, and general protocol so that
departments and CBC sites can implement unique school-centered emergency management
strategies. The CBC Emergency Response Plans [13] are site specific\and address specific
and/or unique safety issues affecting that instructional site.
Fortunately, CBC has not had many emergencies requiring emergency response plans. The
most notable use of the safety plan to date was during Hurricane Harvey in August of 2017. An
After-Action Report [14] detailing CBCs emergency response.
Campus Security
In July of 2017, the Department of Public Safety was created by the 2017 college President.
Prior to this date, the CBC district did not have a consolidated and dedicated Public Safety
Department. One of the duties of the Department of Public Safety was to ensure that the CBC
district was compliant with US Department of Education (USDOE) standards concerning the
safety of both students and employees.
Coastal Bend College District Police Department (CBCPD)
The Coastal Bend College District Police Department (CBCPD) was created and licensed by
the state of Texas on November 21, 2018 in accordance to a directive issued by the CBC Board
of Trustees. The Department is headed by a Chief of Police and Emergency Management [15].
235 Form edited December 2022
The first CBC Chief of Police was sworn in on November 26, 2018. Currently, the department
has only one officer. The key motivation to the creation of the police department was the CBC
Board of Trustees concern of the growing need to have a department level organization
dedicated to determining and providing the law enforcement, security, and emergency
management needs of the college district. The CBCPD is committed to maintaining a healthy,
safe and secure atmosphere for students, employees, and visitors.
The department is responsible for enforcement, security, safety education, fire drills, and
emergency response [16] on CBC premises, sites, buildings, and property and to render
assistance to other law enforcement agencies as requested. The safety and security of the
district is the responsibility of the Chief of Police and Emergency Management. The Chief
reports to the college President (Organizational Chart) [17].
The department is also responsible for publishing the Annual Safety and Fire Report (ASR)
[18], and the accurate and timely collection and submission of campus crime statistics to the
USDOE in accordance to the Clery Act. Fire Drills and other safety related drills and trainings
[19] fall under the responsibility of the CBCPD.
The 2022 Annual Security and Fire Report [20] submitted to USDOE reflects a very low crime
rate for Coastal Bend College for 2019, 2020, and 2021. No violent crimes, sex offenses, or
arson was reported for any of the campus locations including student housing for 2019, 2020,
or 2021. The very low crime statistics as reported demonstrate that the college provides a safe
and secure environment for its students, faculty, and staff.
The law enforcement jurisdiction for CBCPD is state-wide by statute. The primary jurisdiction
of peace officers commissioned by Coastal Bend College Junior College District includes all
counties and cities in which property is owned, leased, rented, or otherwise under the control
of the Coastal Bend College District. CBCPD police officers have the same arrest authority as
State Peace Officers and may enforce criminal as well as traffic offenses in all counties and
cities of jurisdiction.
Currently, CBC augments its security needs at off campus sites (Alice, Kingsville, and
Pleasanton) on an as needed basis by employing local municipal and county law enforcement
officers after hours. The CBCPD maintains good relationships with local law enforcement and
other governmental entities. MOUs [21] are in place to further define CBC’s relationships with
local law enforcement. Criminal acts and calls for service are investigated by the municipal
police for each city. Although CBCPD will respond to major incidents, local law enforcement
agencies are typically the first responding police agency to emergencies on CBC instructional
sites.
Additionally, MOUs [22] with local high schools for dual credit instruction provides that “if the
college is using space on an ISD campus or facility in manner that gives the College control
over the space, including the assignment of an employee of the College as an administrator,
ISD’s law enforcement agency will respond in a timely manner to any requests made by the
College for statistical information of crimes that have been reports at that location so that the
College may fulfill its obligations under the Clery Act (20 U.S.C. 1092 (f) and it’s regulations.”
To augment college security needs, the CBC main campus and instructional sites are part of
an integrated camera system manufactured by a company named Avigilon. This surveillance
system records 24/7 and serves to enhance our safety and security function. Security cameras
are located throughout each instructional site and at the Benton dormitories, both inside and
outside common areas.
236 Form edited December 2022
The main campus in Beeville is a residential campus with multiple buildings, a baseball stadium,
soccer field and a 1.5 mile running track on its campus spread over approximately 100 acres
of property. As a residential campus, the Beeville campus employs contract off-duty police
officers to provide security from 10 pm to 2 am to protect both the dormitory and college
property. After 2 am, the main campus in Beeville relies on on-duty response by local law
enforcement.
To provide information and direction in public safety issues and concerns, a CBCPD website
[23] is maintained and is accessible and provides information concerning assorted safety issues
and topics.
CBCPD Administrative Structure Flow Chart
The administrative structure of the Coastal Bend College Police Department:
District-Wide Crisis and Emergency Notification System
The CBC system has in place an emergency notification system through RAVE, a proprietary
emergency system, and it is named COUGAR ALERT. This alert system is designed to provide
redundant message delivery through phone, email, text, computer, and social media. Students
who register for classes are automatically enrolled in COUGAR ALERT [24]. Employees are
automatically enrolled using the Colleague database. Records are imported into the RAVE
system. Employees can self-enroll at getrave.com [25] and are provided with directions on how
to do so. A sample of CBC emergency messaging can be found at RAVE [26].
Daily Crime and Fire Log
CBCPD maintains a Daily Crime and Fire Log [27] that is accessible from the Department
website [28] to the public 24 hours per day. Basic information concerning crime and fires that
occur on any of CBC’s four locations in Beeville, Alice, Kingsville, and Pleasanton are
documented in this log. The log documents all crimes that are reported to have occurred on
CBC property.
Timely Warnings
Timely warnings are triggered when the institution determines that a crime or other event that
Non-sworn Personnel
Police Officers
Chief of Police and Emergency Management
President of Coastal Bend College
Coastal Bend College Board of Trustees
237 Form edited December 2022
presents a clear and present danger to students and employees. This is determined by the
CBCPD Chief of Police or designee. The amount and type of information presented in the
warning will vary depending on the circumstances of the crime. If there is certain information
that could compromise law enforcement efforts, it may be withheld from the timely warning
notice. An effort will always be made to distribute a warning as soon as pertinent information is
available so that the warning is a preventive tool, not solely a description of the incident.
Timely Warning Notices are typically issued for the following Uniformed Crime Reporting
Program (UCR)/National Incident Based Reporting System (NIBRS) crime classifications:
major incidents of arson, aggravated assault, and murder/non-negligent manslaughter,
robbery, and sex offenses.
Cases of aggravated assault and sex offenses would be considered on a case-by-case basis,
depending on the facts of the case and the information known by the CBCPD. The decision to
issue a Timely Warning Notice based on a reported sex offense will be determined on a case-
by-case basis depending on when and where the incident occurred, when it was reported, and
the amount of information known by CBCPD.
Similarly, CBCPD will assess reports of property crimes and will distribute a Timely Warning
Notice in the event of a pattern of crime that poses a serious or continuing threat to the
community. The Chief of Police or designee reviews all reports to determine if there is an on-
going threat to the community and if the distribution of a Timely Warning Notice is warranted.
Timely Warnings also may be posted for other crime classifications and locations, as deemed
necessary. Timely Warning Notices will be issued to students and employees in a manner that
is timely, that withholds the names of the victims as confidential, and in a manner that aids in
the prevention of future similar crimes. Timely Warning Notices are distributed to the CBC
community via Cougar Alert [29] and at times by written flyer.
Violence Assessment and Threat Assessment
The college utilizes a Behavioral Intervention Team [30] approach in dealing with mental health
issues or violent or potentially violent students or employees. This team approach is managed
by the Dean of Student Services. A link to reporting student misconduct [31] is found on the
CBC Public Safety Website [32].
Notification of Registered Sex Offenders
CBC provides the Texas Department of Public Safety Registered Sex Offenders Database link
[33] for the use by its college community. This link is found on the CBC Public Safety Website
[34].
General Access to Buildings
General access to buildings is controlled by the Physical Plant and Facilities Department
(PP&F), who manage key issuance and the daily locking and unlocking of entry and exit doors.
This function is supervised by the Director of Physical Plant and Facilities. Key requests are
made by an employee who completes a Key Request Form [35]. The request is reviewed and
approved by the employee’s supervisor and the Director of Physical Plant and Facilities. If
approved, the request is then sent to the Administrative Assistant for the Director of Facilities
and the key is issued to the employee. If the key is a master, then the President of the college
has final approval and must also review and approve.
238 Form edited December 2022
Sanitation Services
Facilities are cleaned daily on a regular schedule by the custodial staff to provide a sanitary
environment. Each facility is cleaned according to the specific needs of that department. This
ensures that CBC maintains a healthy environment for employees, students, and visitors. Refer
to 13.7 [36] for additional information on preventative maintenance services and schedules.
Workplace and Student Lab Safety
CBC provides video and online safety training, and it is available for all employees with specific
job responsibilities which may require the handling of hazardous materials or job specific
training. An orientation is required for all new hires and is conducted through our Human
Resources Department. This training incorporates PowerPoint presentations, videos, and
quizzes through Safe Colleges Training [37].
Students at all locations and in all modes of instruction are provided with health and safety
information during orientation [38], classroom lab safety orientations [39], in the CBC College
Catalog and Student Handbook [40], and on the CBC website [41].
Hazardous Materials
CBC provides video and online training, and it is available for all employees with specific job
responsibilities which may require the handling of hazardous materials. All hazardous material
is removed from campus by Clean Harbors [42] of Corpus Christi, Texas.
Fire Protection
Fire prevention is a significant concern due to the threat to human life and the potential for
significant property damage. Most CBC buildings are equipped with fire alarms that alert
occupants and directly notify the fire alarm monitoring company who in turn alert local fire
departments. Alice, Kingsville. and Pleasanton sites are equipped with sprinkler systems. All
buildings are equipped with fire suppression devices, such as fire extinguishers. Procedures
for reporting fire emergencies and for evacuation of all buildings are compliant with local, state,
and federal regulations.
Maps have been placed in conspicuous public areas in every CBC building to facilitate
evacuations and to identify the locations of fire alarm pull downs and fire extinguishers. Smoke
detectors have been installed in every dormitory room and each dormitory room has a fire
extinguisher. The sprinkler systems are monitored by Koetter Fire Protection [43] of Corpus
Christi, Texas and are certified [44] every 3 months in conjunction with the local Fire Marshal
or Fire Chief of the specific community.
Emergency Evacuation
Each campus receives emergency evacuation drills each year. This includes the Beeville,
Kingsville, Alice, and Pleasanton instructional sites as well as the Benton dormitory and the
CBC apartments. Fire drills are documented by a Fire Drill Assessment and Critique Form [45].
Emergency Evacuation Maps [46] are conspicuously posted in CBC buildings near fire alarm
pull downs or fire extinguishers as a guide for students, staff, and visitors. Also posted behind
exit and entry doors are Standard Response Protocols [47] which provide response options in
the event of an emergency.
239 Form edited December 2022
CBC also has created a Specific Event Emergency Procedures Manual (SEEP) [48]. The SEEP
manual is a risk management tool created to provide a written plan of detailed procedures,
protocols, and responses containing accepted best practices and options to be followed and
implemented in a specific emergency or critical operation.
Potentially catastrophic events that may affect the college include flooding, hurricanes, and
tornados. Hurricane potential in Kingsville and Alice is elevated due to the proximity to the Gulf
coast. The Beeville Campus is only 60 miles inland from the Gulf. Also, hurricanes and tornados
create an increased probability of high winds, heavy rain, and rising water.
Investigations
Accidents involving injury are reported to the CBC Police Department through a reporting
process [49] found on the Public Safety website [50]. If an injury has occurred involving a CBC
employee, then CBC Human Resources investigates the incident. The circumstances of the
accident that caused the injury are reviewed and when possible, and a curative response is
recommended by the Department when appropriate. The link to the CBC Incident/Safety/Injury
Report [51] is found on the Public Safety Website [52].
The grounds at all sites are well manicured and free of hazards. The buildings are inspected
and maintained for safety and security. All buildings are properly ventilated, have adequate
lighting, an adequate supply of drinking water, restroom and hand-washing facilities, and
heating and cooling systems. All employees are responsible for safety within individual work
areas.
Facility maintenance personnel arrive prior to normal operational hours to ensure overall
campus safety which includes the following: buildings are open and free of accident hazards,
all walkways are clear, any existing barricades (when circumstances warrant) are still in place,
and precautionary measures for weather conditions are performed as required. Refer to 13.7
[53] for additional information on preventative maintenance services and schedules.
Title IX
The Title IX coordinator and staff [54] administer the college’s Title IX Mission Statement “The
Title IX team is committed to maintaining an environment that respects the dignity and worth of every
member of its community by ensuring that every student, staff, faculty, visitors, and vendors can work
and learn in a safe and nurturing environment. Members of the campus community are entitled to an
educational, learning, and working environment free of harassment, discrimination, sexual misconduct,
and retaliation.” The Title IX office applies to and protects students, staff, faculty, visitors, and vendors
at the Coastal Bend College campus as well as other sites, centers, and programs affiliated with the
College.
Title IX policies and procedures [55] are published on the office’s website, including a flowchart [56] of
established procedures for complaints. The Title IX Office or college legal team routinely conduct
training [57] on campus. In keeping with current laws and CBC policy Title IX complaints [58] are
forwarded to the Title IX Coordinator for CBC. The CBCPD will investigate criminal conduct as
required by state law when a prosecutable offense is discovered, and the cooperation of the
victim is obtained, or a criminal offense(s) related to Sexual Assault, Sexual Harassment or
Stalking is reported by credible sources. In situations where the alleged conduct does not rise
to the level of a prosecutable criminal offense or the victim desires to not report the conduct to
the CBCPD but to the Title IX Coordinator for CBC and the complaint falls under the auspices
240 Form edited December 2022
of a Title IX violation; it will be investigated only by the Title IX Coordinator for CBC [59]. The
Title IX Coordinator prepares quarterly reports [60] regarding the status of Title IX complaints
and presents these to the president of the college.
USDOE Office of Civil Rights
There have been no investigations by the USDOE Office of Civil Rights for possible violations
alleging sexual violence during the reaffirmation period, further validating the College’s
effectiveness in establishing and maintaining a healthy, safe, and secure campus environment.
Specific Topic Training
As documented earlier in this report, in the previous year prior to Covid-19 (2018 & 2019)
mandatory employee safety training has occurred on each of our campuses in 6-hour training
sessions. Safety trainings are now regularly provided during convocation weeks [61] (the week
prior to the start of the fall and spring semesters) and throughout the semester in smaller
settings. Trainings incorporate the Citizen Response to Active Shooter Events (CRASE).
The course, designed and built on the Avoid, Deny, Defend (ADD) strategy, provides strategies,
guidance, and a proven plan for surviving an active shooter event. Topics include the history
and prevalence of active shooter events, civilian response options, medical issues, and
considerations for conducting drills.
Other instruction for employees is provided by CBC Human Resources in an online
presentation through SAFE COLLEGES Training [62]:
• Sexual Harassment: Staff to Staff
• Sexual Harassment: Policy and Prevention
• Title IX and Sexual Misconduct
• Workplace Bullying: Awareness and Prevention
Other job specific safety training occurs throughout the district as needed.
Crime Statistics
To comply with the Jeanne Clery Act, 34 C.F.R. 668.46 [63], Institutional Security Policies and
Crime Statistics, CBC links to the U.S Department of Education (USDOE) website entitled
Campus Safety and Security [64]. This tool allows consumers the ability to view CBC crime
statistics for the last three calendar years for all four CBC locations. Crime statistics can also
be found in the ASR [65] published each year in October and is accessible on the Public Safety
Webpage.
Public Safety Department Annual Review
An internally driven Program Review [66] is conducted each year for the CBCPD. The process
includes a self-assessment, external and internal review, and an implementation plan
that outlines actions to be taken following the review. This tool allows the department to
provide information on successes, future direction, and identify areas in need of improvement.
This document is also used to support budget development. The benefits of Program Review
include the following:
• providing programs with opportunities for self-study, strategic planning, and change
241 Form edited December 2022
ensures that each unit systematically takes time to step back from everyday challenges
to evaluate its strengths, weaknesses, and progress in order to create a strong
foundation for the development of future strategic plans and priorities.
• facilitating continuous improvement and helps units benchmark progress in critical
areas.
• providing information utilized in area-wide and College -wide strategic planning and
decision-making. Program Review creates a base of knowledge and shared
understanding that provides a critical backdrop to college decision-making processes,
including the setting of priorities, hiring plans, budget setting, space allocations, and
determination of program sizing.
Evidence
[1] CBC Emergency Management Process
[2] CBC Crime Rates
[3] CBC Service Area
[4] CBC Dual Credit MOU example
[5] CBC Committee Handbook-Safety Committee
[6] District Multi-Hazard Emergency Operations and Disaster Mitigation Plan
[7] Chapter 37.108 of the Texas Education Code (TEC)
[8] CBC Safety and Security Audit Examples
[9] TEC §37.108 (a), The Texas Education Code
[10] CBC Safety Plan
[11] CBC Safety Plan
[12] CBC Emergency Action Plan Example
[13] CBC Emergency Response Plans Example
[14] CBC After-Action Report
[15] Chief of Police and Emergency Management Job Description and Resume
[16] Examples of Safety Education
[17] CBC Administrative Organizational Chart-President
[18] Annual Safety and Fire Report (ASR)
[19] Safety Training Examples
[20] 2022 Annual Security and Fire Report
[21] MOUs with area Law Enforcement
[22] CBC Dual Credit MOU example
[23] CBC Police Department Website
[24] Cougar Alert
[25] GETRAVE
[26] RAVE
[27] Daily Crime and Fire Log
[28] CBC Police Department Website
[29] Cougar Alert Example
[30] Behavioral Intervention Team
[31] Form for Reporting Student Misconduct
[32] CBC Police Department Website
242 Form edited December 2022
[33] Registered Sex Offenders Database link
[34] CBC Police Department Website
[35] Key Request Form
[36] CBC Compliance Narrative 13.7 Link
[37] Safe Colleges Training
[38] Orientation Example
[39] Classroom Lab Safety Orientations
[40] CBC College Course Catalog and Student Handbook
[41] CBC Website Example
[42] Clean Harbors Contract
[43] Koetter Fire Protection
[44] Sprinkler System Certification example
[45] Fire Drill Assessment and Critique Form
[46] Emergency Evacuation Maps
[47] Standard Response Protocols
[48] Specific Event Emergency Procedures Manual (SEEP)
[49] Incident Report Process
[50] CBC Police Department Website
[51] CBC Incident/Safety/Injury Report
[52] CBC Police Department Website
[53] CBC Compliance Narrative 13.7 Link
[54] Title IX coordinator and staff
[55] Title IX policies and procedures
[56] Title IX Flowchart
[57] Title IX Training Sign In Sheets
[58] Title IX Complaint Example Redacted
[59] Title IX Coordinator Job Description and Resume
[60] Title IX Report to President Example
[61] Convocation Week Schedules-Safety Training
[62] SAFE Colleges Training
[63] Jeanne Clery Act, 34 C.F.R. 668.46
[64] Campus Safety and Security
[65] Annual Safety and Fire Report (ASR)
[66] Safety and Security Annual Report Example
Section 14: Transparency and Institutional Representation
243 Form edited December 2022
14.1 The institution (a) accurately represents its accreditation status and publishes
the name, address, and telephone number of SACSCOC in accordance with
SACSCOC’s requirements and federal policy; and (b) ensures all its branch
campuses include the name of that institution and make it clear that their
accreditation depends on the continued accreditation of the parent campus.
(Publication of accreditation status) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) accurately represents its accreditation status and
publishes the name and telephone number of the Southern Association of Colleges and
Schools (SACSCOC) in accordance with SACSCOC’s requirements and federal policy. CBC
does not have branch campuses.
a. Accurately represents accreditation status and publishes
In accordance with the SACSCOC Institutional Obligations Public Disclosure Policy [1], CBC
accurately represents its accreditation status and publishes the name, address, and
telephone number of SACSCOC. This information is displayed on the college accreditation
website page [2]. This statement reads “Coastal Bend College is accredited by the Southern
Association of Colleges and Schools Commission on Colleges (SACSCOC) to award
associate degrees. Degree-granting institutions also may offer credentials such as certificates
and diplomas at approved degree levels. Questions about the accreditation of Coastal Bend
College may be directed in writing to the Southern Association of Colleges and Schools
Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404)
679-4500, or by using information available on SACSCOC’s website (www.sacscoc.org).”
Programmatic Accreditation is also listed on the accreditation webpage; however, it is
distinguished by a subheading between SACSCOC institutional accreditation and program
specific accrediting bodies.
CBC also publishes the accreditation statement in the CBC Course Catalog and Student
Handbook [3] and in some publications such as program brochures [4].
b. ensures all its branch campuses include the name of that institution and
make it clear that their accreditation depends on the continued
accreditation of the parent campus
Coastal Bend College does not have any branch campuses, only external sites, which operate
under one institutional accreditation.
Evidence
[1] SACSCOC Institutional Obligations Public Disclosure Policy
[2] CBC accreditation website page
[3] CBC Course Catalog and Student Handbook-page
[4] CBC Program Brochures
244 Form edited December 2022
245 Form edited December 2022
14.2 The institution has a policy and procedure to ensure that all substantive changes
are reported in accordance with SACSCOC’s policy.
(Substantive change)
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: The Coastal Bend College (CBC) Board of Trustees (BOT) has an approved Board
CBC Policy GK (Local) [1] and procedure GK (Procedure) [2] requiring the college to report all
substantive changes in accordance with SACSCOC policy. It is then the responsibility of the
CBC BOT to review and approve the CBC GK(Local) Policy and any substantive change
notifications/requests requiring CBC BOT approval prior to submission to the Southern
Association of Colleges and Schools (SACSCOC).
This policy is published in the CBC Board Policy Manual [3] and in the CBC Cougar Den-
Institutional Effectiveness and Research [4]. The policy is reviewed for currency by the CBC
SACSCOC Institutional Accreditation Liaison (IAL) and updated/approved by the CBC BOT
regularly at CBC Board of Trustee Meetings.
The IAL is responsible for regularly reviewing the Substantive Change Policy and associated
procedures for needed updates. This review in 2021 determined that SACSCOC Substantive
Policy had changed and subsequently, a change to the CBC Substantive Change Procedures
was presented for review to the CBC Board of Trustees at the March 16, 2021 BOT meeting
[5]. No policy changes were needed.
All CBC employees are responsible for being aware of this substantive change procedure and
for following the procedures identified per the policy. Proposed institutional changes are
reviewed by the administration to determine if the changes reflect a substantive change. If a
substantive change is needed, the CBC Substantive Change procedures must be followed
before implementing changes.
Ultimately, it is the responsibility of the CBC President to determine if CBC Board action is
needed regarding a substantive change and/or approve substantive change
notifications/requests [6] prior to submission to the SACSCOC. If the President determines that
the change requires that the CBC BOT approve, he/she adds the item to the CBC BOT Board
Meeting Agenda [7].
Examples of times the BOT have reviewed changes prior to Substantive Changes/Notifications
being completed included the closing of the Associate of Applied Science (A.A.S.) Degree in
Accounting [8] and in the start-up of the recently approved A.A.S. Industrial Mechanics program
[9].
Recently, CBC determined that many of the dual credit high schools were reaching a threshold
where greater than 49% of students enrolled may be able to earn a degree. Subsequently, the
Director of Dual Credit submitted the Substantive Change Form [10] requesting to add the high
schools as new sites to the appropriate academic dean, who then approved the request and
submitted to the Provost/Chief Academic Officer (CAO) and CBC Institutional Accreditation
Liaison/Cabinet Member.
It is the responsibility of the CBC Institutional Accreditation Liaison (IAL) to assist CBC
administration with notification and/or development of substantive changes [11]. The
Provost/CAO/IAL, a president’s cabinet member, requested that the Director of Dual Credit take
246 Form edited December 2022
the requested changes to the CBC Curriculum Committee for consideration. After the requested
changes were approved [12] by the CBC Curriculum Committee, the Provost/CAO/IAL then
worked with all instructional deans to develop the prospectus [13] for approval regarding
substantive changes according to the guidelines and timelines established in the SACSCOC
Substantive Change Policy.
It is also the responsibility of the CBC IAL to submit the final approved notification/substantive
change to the Commission in advance of substantive changes and program developments in
accord with the substantive change policies of the Commission. The Provost/CAO/IAL then
submitted [14] the completed notification and/or prospectus for approval to the CBC President.
After the CBC President reviewed, approved the substantive change, and determined that no
board approval was necessary, it was mailed to SACSCOC [15] per the established process,
according to the guidelines and within the timelines.
Once official notification [16] was received from SACSCOC, the CBC Provost/CAO/IAL notified
all relevant employees of the SACSCOC approved changes and documented the approval by
SACSCOC in the CBC SACSCOC log of communications [17].
Notifications and Substantive Changes submitted in the last several years include:
Approval Date
Description of Substantive Change
8/21/2018
1/8/2020
9/1/2020
9/11/2020
9/11/2020
9/11/2020
1/27/2021
5/7/2021
7/2/2021
4/1/2022
New Program-Associate of Applied Science Degree Program
in Business Management and Level 1 Certificate
OCIS 25-49% of Program at Devine High School, Devine TX;
Freer High School, Freer TX; Hebbronville High School,
Hebbronville, TX; Pearsall High School, Pearsall, TX; Poth
High School, Poth TX; Raymondville Early College High
School, Raymondville TX; Woodsboro Junior/Senior High
School, Woodsboro TX
OCIS 25-49% of Program at Academy High School, Kingsville,
TX; Agua Dulce Secondary, Agua Dulce, TX; Banquete High
School, Banquete, TX; Benavides Secondary School,
Benavides TX; Bishop High School, Bishop TX; Falls City High
School, Falls City, TX; Floresville HS, Floresville TX; Kaufer
Early College High School, Riviera, TX; Kenedy High School,
Kenedy TX; Lasara High School, Lasara, TX; Premont
Collegiate High School, Premont TX
OCIS 50% or More of Program-Hebbronville High School,
Hebbronville TX
OCIS 50% or More of Program-Raymondville Early College
High School, Raymondville TX
OCIS 50% or More of Program-Devine High School, Devine
TX and Pearsall High School, Pearsall TX
OCIS 25-49% of Program San Marcos High School, San
Marcos, TX
OCIS Closure Stevenson Prison Unit, Cuero, TX
OCIS 50% or More of Program-San Marcos High School, San
Marcos TX
247 Form edited December 2022
6/16/2022
6/16/2022
6/16/2022
6/16/2022
6/16/2022
6/16/2022
6/16/2022
6/16/2022
11/11/22
Program Closure AAS in Accounting, the Level 1 Certificate in
Fundamentals of Accounting and the Level 2 Certificate in
Accounting.
OCIS 50% or More of Program-Freer High School, Freer TX
OCIS 50% or More of Program-Karnes City Early College High
School, Karnes TX
OCIS 50% or More of Program-Premont Collegiate High
School, Premont TX
OCIS 50% or More of Program-San Diego Early College High
School, San Diego TX
OCIS 50% or More of Program-Academy High School,
Kingsville TX; Bishop High School, Bishop TX; Kenedy High
School, Kenedy TX
OCIS 50% or More of Program-Agua Dulce High School, Agua
Dulce TX; Ben Bolt High School, Ben Bolt TX; Benavides High
School, Benavides, TX
OCIS 50% or More of Program-Floresville High School,
Floresville TX; H.M. King High School, Kingsville TX;
Banquette High School, Banquette TX; Kaufer High School,
Rivera TX; Lasara High School, Lasara TX
OCIS 50% or More of Program-Mathis High School, Mathis TX;
Falls City High School, Falls City TX; Poth High School, Poth
TX; Refugio High School, Refugio TX
New Program Approval-Associate of Applied Science in
Industrial Mechanics, Certificate in Industrial Mechanics
Coastal Bend College is in compliance with having, maintaining, and following the CBC
substantive change policy in accordance with SACSCOC Substantive Change Policy.
Evidence
[1] CBC Policy GK (Local)
[2] CBC GK (Procedure)
[3] CBC Board Policy Manual
[4] CBC Cougar Den-Institutional Effectiveness and Research
[5] CBC Board of Trustee Meeting Minutes-March 16, 2021
[6] CBC Fully Executed Substantive Change Form
[7] CBC Board of Trustee Meeting Agenda
[8] CBC Board of Trustee Meeting Minutes
[9] CBC Board of Trustee Meeting Minutes
[10] CBC Fully Executed Substantive Change Form-Dual Credit
[11] Provost/CAO/IAL email
[12] CBC Curriculum Committee Minutes
[13] CBC Prospectus Sample pages
[14] Notification email from Provost/CAO/IAL to President
[15] Notification email that Submission has been received
[16] Official approval of Substantive Change from SACSCOC
[17] Snapshot of Log of Communications
248 Form edited December 2022
14.3 The institution applies all appropriate standards and policies to its distance
learning programs, branch campuses, and off-campus instructional sites.
(Comprehensive institutional reviews) [Off-Site/On-Site Review]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Narrative: Coastal Bend College (CBC) applies all appropriate standards and
policies to its distance learning programs and off-campus instructional sites. CBC does not
have branch campuses and does not offer correspondence coursework or programs.
The office of Provost/Chief Academic Officer (CAO)[1] has oversight [2] over the instructional
divisions (including faculty and programming), academic and student services and primary sites
(CBC Alice, CBC Kingsville, CBC Pleasanton) and provides direction and support to ensure
that all programming and services no matter the location or mode of instruction are fully in
compliance with all appropriate standards and policies.
A Distance Learning Committee [3] comprised of faculty and other ex officio members assist in
maintaining currency and supporting innovation in distance learning, remote student support,
distance learning resources/tools, curriculum design and delivery, and related professional
development. Committee members provide assistance to the CAO in maintaining oversight of
compliance with all regulatory bodies regarding distance learning standards and guidelines.
Courses and programs
CBC offers instruction through multiple modes of instruction and in many different locations. All
locations have been approved by Southern Association of Colleges Commission of Colleges
(SACSCOC) through substantive changes [4]. Internet technologies are used to deliver the
instruction both synchronously and asynchronously. All curriculum and all programs, no matter
the mode of delivery is reviewed in the same manner by the relevant parties including
SACSCOC, CBC Board of Trustees, State of Texas and the CBC Curriculum Committee. There
is no distinction in quality, academic expectations, student learning outcomes or other program
expectations based on the mode of instructional delivery or the location of the instruction. All
must undergo the same scrutiny. An administrative master syllabus is in course for every course
offered by Coastal Bend College. All sections of the course taught in any mode of instruction
or at any location must follow the same course learning outcomes, program learning outcomes,
competencies and major assignments listed in the master syllabus.
Academic and student support services
Students at any location and in any mode of instruction have access to academic and student
support services along with other relevant services of the college such as the business office.
Off-campus instructional sites
CBC requires that all locations where instruction occurs provide adequate facilities for
instruction (electronic or physical). CBC has a considerable number of high school sites.
Memorandum of understandings are in place that detail expectations for these locations and
substantive change requests are completed prior to offering a substantial amount of instruction.
Clinical agreements are in place for clinical sites to ensure that the level of quality in the learning
environments are maintained there as well.
249 Form edited December 2022
Application of standards and policies
The chart below provides excerpts from CBCs compliance that demonstrate how CBC has
applied appropriate standards and policies to distance learning and to off-campus instructional
sites.
Standards and Brief Overview of Specific Narratives Related to Distance Learning and
off-campus instructional sites
3.1a [5 ] CBC enrolls a minimal number of out-of-state students exclusively in distance
education courses and has been approved by the State of Texas to participate in the
National Council for State Authorization Reciprocity Agreements (NC-SARA).
Information regarding this agreement is posted on the CBC Distance Learning Website.
NC-SARA is a voluntary, regional approach to state oversight of postsecondary distance
education. Coastal Bend College is a member in the National Council for State Authorization
Reciprocity Agreements (NC-SARA). All the United States except for California are a
member of SARA. Authorization by SARA allows member institutions to offer distance
education to students residing in other member SARA states.
6.1 [6] Coastal Bend College (CBC) employs an adequate number of full-time faculty to
support the college mission and goals of the institution (Coastal Bend College Mission, Goals,
Vision, Core Values and Statement of Ethics) and to support all its academic programs
no matter the location or mode of instruction.
Measures are in place to ensure that faculty are effectively carrying out these responsibilities.
Course evaluations occur every regular semester and are reviewed as part of the faculty
evaluation process. The most recent fall 2022 semester overall course evaluation reports
(see survey results below) demonstrate that students, including those taking online
instruction, believe instructors are effective in the classroom.
6.2b [7] Various processes of effectiveness such as the program reviews, course
evaluations [10] and faculty evaluations are in place to help administration,
coordinators and directors regularly monitor and ensure that CBC employs sufficient
number of full-time faculty at all locations and in all modes of instruction.
CBC full-time faculty maintain complete oversight of all curricula, regardless of
location or mode of instruction, and are charged with the responsibility of ensuring
curriculum and program quality and integrity.
CBC offers instruction at multiple sites and in multiple modes of instruction. All faculty
and instruction, no matter the location or mode of instruction are monitored and
evaluated to ensure quality curriculum and program quality, integrity, and review.
These evaluation methods have defined items included to evaluate mastery of subject
matter, teaching performance, student learning, support of college policies and procedures
and participation in college, division and program activities as assigned. Specific items are
included to understand effectiveness in regard to modes of instruction and technology.
6.5 [8] Reoccurring mandated professional development opportunities for faculty include, but
are not limited to, employment discrimination training, compliance training, cybersecurity
training, and industry professional development. All state mandated training is provided by
the college either online or in person at college in-services. Distance learning training is
provided to all faculty regardless of the modality they teach and no matter the location
250 Form edited December 2022
to ensure that they have knowledge to perform in a distance learning platform if the
need arises.
Distance learning education is provided by CBC’s Information Technology
Department. Professional development is also provided at convocation and throughout the
year with guest speakers and in-services.
8.2a [9] Seventy percent of CBC students are academic transfer majors at CBC. Transfer
and general education program faculty have identified program student learning outcomes
for the Associate of Arts and the Associate of Science General Studies program (A.A. and
A.S. Program Student Learning Outcomes]. These are the set of student learning
outcomes that all students completing the program are expected to obtain regardless
of the location or mode of instruction. These learning outcomes are in alignment with
course student learning outcomes published by the Texas Higher Education Coordinating
Board in the Lower Division Academic Course Guide Manual (ACGM). These learning
outcomes are developed at the state level by vertical teams of community college and
university faculty from across the state. Additionally, they work to align curricula with transfer
universities’ expectations through pathway articulations.
Thirty percent of CBC students are Career and Technical Education (CTE) and Allied Health
(AH) majors. CTE and AH faculty have identified a set of program student learning outcomes
for each program. These are the set of student learning outcomes that all students
completing the program are expected to attain regardless of location or mode of
instruction. The identification of program student learning outcomes is informed through a
variety of sources, such as advisory committees, licensing and accreditation agencies, state
level guidance, and the United States Department of Labor. Student learning outcomes are
included in the CTE and AH Assessment Plan Report (CTE and AH Assessment Report).
8.2b [10]Texas has identified a set of core objectives [3] for students in Texas colleges and
universities. These core objectives are designed to allow all students in associate degree
programs to attain essential general education competencies. The competencies are
embedded in general education core courses.  These are the set of student learning
outcomes that all students completing the program are expected to obtain regardless
of the location or mode of instruction. They are identified in the CBC Administrative
Master Syllabus to ensure that all faculty teaching the course understand that these
are course requirements.
9.3 [11] CBC requires all associate degree-seeking students to complete a substantial,
college-level general education component that is based on coherent rationale. This is true
for students at all locations and taking courses in all modes of instruction. The general
education courses provide the skills and knowledge necessary for an educated person to
read, write, and speak effectively; and to exercise qualitative and quantitative critical thinking
skills. Moreover, the core curriculum contains courses that provide multiple perspectives
about the individual and the world in which he or she lives; that stimulate a capacity to discuss
and reflect upon individual, political, and social aspects of life so students understand ways
in which to exercise responsible citizenship; and that enable students to integrate knowledge
and understand the interrelationships of the disciplines.
9.4 [12] At least 25 percent of the credit hours required for an undergraduate degree at
Coastal Bend College are earned through instruction offered by the institution. These
requirements are the same for all students at all locations and enrolled in all modes of
instruction.
10.2 [13] Coastal Bend College (CBC) makes available to its students and the public its
current academic calendar, grading policies, cost of attendance and refund policies in the
College catalog. CBC annually publishes the combined Coastal Bend College Course
Catalog and Student Handbook. This publication is available and accessible to students in
251 Form edited December 2022
electronic format via the college website to all students at all locations in all modes of
instruction.
10.4 [14] Coastal Bend College (CBC) publishes and implements policies on the authority of
faculty in academic and governance matters, demonstrates that educational programs for
which academic credit is awarded are approved consistent with institutional policy, and
places primary responsibility for the quality, and effectiveness of the curriculum with the
faculty. This includes all faculty teaching in all programs at all locations in all modes
of instruction
10.5 [15] Continuing education, remedial and compensatory education consistent with open-
admission policies, and programs of counseling and guidance” are to be offered as well.
CBC’s published admission policies are consistent with the institution’s stated
missions, and the goals of the college district and apply to all students in all programs
no matter the location or mode or instruction.
10.6 [16] Coastal Bend College (CBC) offers distance education courses and programs
in accordance with CBC Policy EBA (Local) and was approved to offer 100% of a
program online on October 21, 2009 [2]. No correspondence education is provided by
CBC. Procedures have been developed to ensure that the student who registers in a distance
education course is the same student who participates in and completes the course or
program and receives credit. Written procedures are also in place for protecting the privacy
of students enrolled in distance education courses or programs and ensures that students
are notified, in writing at the time of registration or enrollment, of any projected additional
student charges associated with verification of student identity.
All courses (no matter the mode of instruction or location) have a LMS Blackboard
shell that the student is allowed access to once the semester begins. Once a student
registers, they are added to the course Blackboard shell through a Colleague process,
however, the student will not have access until the first day of the semester. They must use
their unique secure login provided to them through the registration process to enter. This
ensures that they are the registered student entering the Blackboard course shell for the
course.
10.7 [17] Coastal Bend College (CBC) publishes and implements policies for determining
the amount and level of credit awarded for courses, regardless of format or mode of
delivery. Additionally, “courses delivered in shortened semesters are expected to have the
same number of contact hours and the same requirement for out-of-class learning as
courses taught during a normal semester.” All sections of courses follow the same
administrative master syllabus with the same student learning outcomes and major
requirements no matter the length of the course, mode of instruction, location, or
faculty.
11.1 [18] The library and other learning/information resources and services are accessible
to students, faculty, and staff at all locations and for students and faculty in all modes
of instruction.
The director along with other library staff choose resources to help students complete their
assignments successfully, help faculty support their curriculum, teach individuals and
scheduled classes how to conduct effective research, and assist patrons in developing
critical thinking skills no matter their location or mode of instruction.
Through its Distance Learning Services, the library provides access to print books, journal
articles, and other print resources to students enrolled in online courses and/or reside
outside the college district. Through the Interlibrary Loan system, scanned versions of print
articles are provided electronically to distance learning students.
252 Form edited December 2022
Most library resources are accessible online, allowing all institution students, faculty,
and staff to access them at any time, regardless of their physical location. In addition,
the library offers virtual chat and phone services throughout operating hours. Interlibrary Loan
allows all CBC students, faculty, and staff to request books, articles, and other library
materials not available at the library.
The CBC Library is a member of Amigos Library Services and TexShare, the state's
resource-sharing program. These two library programs and reciprocal agreements are
utilized by the Interlibrary Loan system to give access to materials not available on campus.
Most articles and chapters are supplied online to the requester, while physical volumes
and other print materials can be picked up during building hours. The CBC library services
provide electronic books to students and faculty via EBSCO HOST e-books (formerly
NetLibrary), Ebrary subscriptions, and permanent e-book collections for community colleges
purchased through AMIGOS. These resources are available on the library's website 24
hours a day, seven days a week.
In addition to electronic books and media, the library provides access to databases [23] that
provide online, full-text access to research resources, including as academic journals,
professional periodicals, popular magazines, and significant news outlets.
A virtual library orientation that includes how to navigate library resources is accessible
via the library's website and is embedded within the EDUC-1300, Learning Framework
course within the institution's learning management system, Blackboard. EDUC-1300 is a
required course in the general education core curriculum and is included in most AAS degree
and certificate programs.
All the online library services provide CBC students and faculty access to the
educational materials they require to support their research from any location. CBC’s
on campus library services coordinate checkout process so students can utilize all the
resources available at each campus location, which may include laptops, noise cancelling
headphones, scientific calculators and more. Faculty may bring in textbooks and other
materials to leave as reserve materials for their course. The CBC Library Policy Manual
outlines the procedures for using reserve materials.
11.3 [19] Students and faculty at Coastal Bend College (CBC), regardless of their location
or mode of instruction, have access to library services and user privileges, as well as
regular and timely instruction in the use of library and other learning/information
resources. All students have access to both scheduled and on-demand instruction in the
utilization of technology, the library, and other learning/information tools. The library offers
all group instruction sessions and individual research and instruction consultations
in person and virtual.
Students in remote locations who wish to borrow physical books can have them
delivered to any CBC location. In rare instances, books may be delivered directly to
an in-town student.
The library provides a vast array of resources and services for dual credit and for off-campus
access. Through EZproxy authentication using their CBC username and password, students,
faculty, and staff gain remote access. The remote access enables students who attend
classes at other CBC sites and through distance the ability to contact the library and
253 Form edited December 2022
access its resources 24 hours a day, seven days a week, even when the physical
libraries are closed.
A professional library staff member or librarian is accessible to students and faculty
during published hours in-person, by telephone, through electronic CBC Live Chat
and through email assistance, to facilitate access and/or provide on-the-spot guidance for
using the library and its resources, including all digital learning resources.
12.1 [20] An advising professional provides these services to students participating in online
programs or courses at the college's site locations, either online or at their site
location.
Early Alert Program- All CBC students and all CBC locations no matter the mode of
instruction. The EAP referral is located online for faculty to complete.
Tutoring- All CBC students and all CBC locations. The online tutor request is located
online, and students are paired with a tutor by a Success Coach,
Library Services- Available to all CBC students and all CBC locations.
In addition to the career development provided by CBC’s success coaches, the Texas
Workforce staff provide career coaching; career assessment; career information, which is
accessible in-person, virtually, and through career management systems; specific
career development initiatives; experiential learning opportunities, such as job shadowing,
internships, and externships; employer development and recruitment services centered on
networking evenings and job fairs; and employer development and recruitment services.
CBC Care Team-Available to all CBC students and all CBC locations. The CARE Team
referral is located online. Available to all CBC students and all CBC locations. The Purple
Door Offices are located at CBC’s administrative campus in Beeville; however, they serve
all CBC students. CBC has partnered with a local transportation service, Rural Economic
Assistance League Inc. (REAL), where they provide students transportation to all CBC
locations at no cost.
CBC online students have access to the same services as on location students. The
Virtual Student Success Center at Coastal Bend College can also be found online, via
a comprehensive web portal that supports students' academic needs beyond our traditional
hours of operation and beyond the physical limitations of our existing Student Success Center
12.3 [21] These published student right and responsibilities apply to all enrolled students
in all modes of instruction and programming and at all locations.
Information about student rights and responsibilities are disseminated to students during
New Student Orientation both face to face and in the New Student Online Orientation.
It is also included in the Learning Frameworks course curriculum, during academic
advising, in the student portion of the Cougar Den and in the course learning
management system, Blackboard. All administrative master syllabi are also used to
disseminate rights and responsibilities to the campus community.
12.4 [22] CBC has developed appropriate and clear procedures to address any written
complaints that may arise from students in these types of courses and programs. These
policies and procedures are used for all students no matter the location or mode of
instruction or type of instruction.
254 Form edited December 2022
All students, regardless of modality or location, can file written student complaints
through the online form found on the CBC Student Services Website page or they may
come into the student services office and be assisted in the student service student
success center.
12.5 [23] Coastal Bend College (CBC) protects the security, confidentiality, and
integrity of its students records for all students in all programs at all locations and in
all modes of instruction. Security measure are in place and maintained to protect and back
up data. CBC operates per federal and state laws and CBC policies relating to handling of
and access to records. Policies and procedures are designed to secure and protect the
confidentiality and integrity of all students
13.7 [24] Coastal Bend College (CBC) ensures adequate physical facilities and resources,
both on and off campus, that appropriately serve the needs of the institution’s educational
programs, support services, and other mission-related activities no matter the location or
mode of instruction.
CBC has numerous off-campus sites at regional high schools. MOUs are in place with each
of the school district detailing expectations, including those for the teaching environment and
facilities. The college hires academically qualified high school teachers to teach courses
offered at these locations and requires a comparable learning environment to those
offered at the CBC primary locations.
Students taking courses either virtually or at high school locations have access to
academic and student support services. They may either come into the CBC
administrative campus, CBC Alice, CBC Kingsville, or CBC Pleasanton; or they may access
these services, such as advising, library and tutoring virtually as described in CBC
Compliance Standards 11.1 and 12.1. Staff from the office of Dual Credit routinely visit the
high schools and hold information sessions both virtually and in person to ensure that high
school students have the access they need to all college services.
Through its Distance Learning Services, the library provides access to print books,
journal articles, and other print resources to students enrolled in online courses and/or reside
outside the college district. Through the Interlibrary Loan system, scanned versions of print
articles are provided electronically to distance learning students.
Most library resources are accessible online, allowing all institution students, faculty,
and staff to access them at any time, regardless of their physical location. In addition,
the library offers virtual chat and phone services throughout operating hours. Interlibrary Loan
allows all CBC students, faculty, and staff to request books, articles, and other library
materials not available at the library.
CBC maintains a significant technological infrastructure to support the needs of
students, faculty, and staff at its four physical locations (one main campus and three
remote campuses) as well as online education, including dual credit. I.T.S. employs a 10-
person staff responsible for maintaining much of this infrastructure. ITS works closely with
embedded technical staff in other divisions who support select components of the technology
infrastructure. One of these departments is Distance Learning - ITS has assumed that role
in the absence of a Distance Learning Director, including management of the Blackboard
Learning Management System (LMS) and providing instructional design support for distance
and online courses.
255 Form edited December 2022
13.8 [25] Every CBC site, department, and individual no matter the location or mode of
instruction, must be prepared to ensure efficient and effective management of any
incident.
MOUs with high school districts are in place with high school districts to ensure that
the high schools take reasonable steps to provide a healthy, safe, and secure
environment. These MOUs additionally require that dual credit courses taught by Dual
Credit Faculty at the high school are conducted through face-to-face instruction,
except when a State of Emergency is activated and it is deemed necessary for the ISD
Dual Credit Faculty to conduct online instruction to adhere to the College’s
Instructional Contingency Plan, using the College’s Learning Management System.
Additionally, MOUs with local high schools for dual credit instruction provides that “if
the college is using space on an ISD campus or facility in manner that gives the
College control over the space, including the assignment of an employee of the
College as an administrator, ISD’s law enforcement agency will respond in a timely
manner to any requests made by the College for statistical information of crimes that
have been reports at that location so that the College may fulfill its obligations under
the Clery Act (20 U.S.C. 1092 (f) and it’s regulations.”
Students at all locations and in all modes of instruction are provided with health and
safety information during orientation, classroom lab safety orientations, in the CBC College
Catalog and Student Handbook, and on the CBC website.
14.1 [26] In accordance with the SACSCOC Institutional Obligations Public Disclosure
Policy [1], CBC accurately represents its accreditation status and publishes the name,
address, and telephone number of SACSCOC. This information is displayed on the
college accreditation website page.
Coastal Bend College applies all appropriate standards and policies to all its programs and
services in all locations and in all modes of instruction as evidenced in the narrative excerpts
above and throughout this compliance report.
Evidence
[1] Provost/CAO Job Description/Resume
[2] Provost Organizational Chart
[3] CBC Committee Handbook-Distance Learning Committee
[4] Link to Narrative 14.2
[5] Link to Narrative 3.1a
[6] Link to Narrative 6.1
[7] Link to Narrative 6.2b
[8] Link to Narrative 6.5
[9] Link to Narrative 8.2a
[10] Link to Narrative 8.2b
[11] Link to Narrative 9.3
[12] Link to Narrative 9.4
256 Form edited December 2022
[13] Link to Narrative 10.2
[14] Link to Narrative 10.4
[15] Link to Narrative 10.5
[16] Link to Narrative 10.6
[17] Link to Narrative 10.7
[18] Link to Narrative 11.1
[19] Link to Narrative 11.3
[20] Link to Narrative 12.1
[21] Link to Narrative 12.3
[22] Link to Narrative 12.4
[23] Link to Narrative 12.5
[24] Link to Narrative 13.7
[25] Link to Narrative 13.8
[26] Link to Narrative 14.1
14.4 The institution (a) represents itself accurately to all U.S. Department of Education
recognized accrediting agencies with which it holds accreditation and (b) informs
those agencies of any change of accreditation status, including the imposition of
public sanctions. (See SACSCOC policy Accrediting Decisions of Other Agencies.)
(Representation to other agencies) [Off-Site/On-Site Review]
[Note: Institutions responding to part (a) of this standard should provide evidence (e.g.,
appropriate portion of the most recent self-study, report from the other accreditor, etc.)
that demonstrates the accurate representation to other U.S. DOE recognized agencies
with regard to such things as institutional purpose, governance, programs, and
finances.]
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Coastal Bend College (CBC) represents itself accurately to all U.S. Department of
Education (USDOE) recognized accrediting agencies where it holds accreditation and informs
those agencies of any change in accreditation status, including the imposition of public
sanctions. CBC has one administrative campus in Beeville, Texas and three instructional sites
(Alice, Kingsville, and Pleasanton, Texas), and each of these locations identifies itself as
Coastal Bend College.
a. represents itself accurately to all U.S. Department of Education recognized
accrediting agencies with which it holds accreditation
The college identifies itself as Coastal Bend College (CBC) and its regional accrediting body
as Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) on
the CBC College Accreditation website [1] and in the CBC Course Catalog and Student
Handbook [2].
257 Form edited December 2022
The college represents itself accurately and consistently in all reports prepared for SACSCOC
and other USDOE-recognized accreditors. In addition to its regional accreditation, CBC has
programs holding specialized accreditation by the Commission on Dental Accreditation (CODA)
and the Joint Review Committee on Education in Radiologic Technology (JRCERT).
Information on the most recent review, accreditation status notification, and next review for
each of these accrediting agencies is provided below.
CODA
CBC’s Dental Hygiene program had its most recent on-site visit by CODA in spring 2019. A
program survey was submitted in conjunction with the regular on-site visit. The CODA on-site
visit took place on February 27-28, 2019. Following that submission and on-site visit, the
college received notification of its accreditation status on Friday, August 23, 2019. That
notification from the Commission on Dental Accreditation reported a change in accreditation
status from “Approval without Reporting Requirements” to “Approval with Reporting
Requirements.” While this represents a change in status, it does not meet the level of an
adverse finding requiring notification. On March 2, 2022, following submission of additional
documents, the Commission determined the program demonstrated compliance and adopted
a resolution to continue the program’s accreditation status of “approval without reporting
requirements.” [3]. The next site visit by CODA will be in 2027.
JRCERT
CBC’s Radiography program had its most recent on-site visit by JRCERT October 4-5, 2021.
The college received notification [4] that the Radiography program maintained its JRCERT
accreditation for a period of 5 years. There has been no change in accreditation status since.
The next site visit will be in the second quarter of 2026.
CBC represents itself accurately to these accrediting agencies and to the public as can be
seen in the program brochures [5] and in the CBC Program webpages [6]. The following
introduction in the most recent Title III grant application [7] to the Department of Education
demonstrates that CBC represents itself accurately to the U.S. Department of Education.
(b) informs those agencies of any change of accreditation status, including the
imposition of public sanctions
There has been no change in institutional or program accreditation status and there have been
no imposition of public sanctions. If a change in accreditation status requiring notification were
to occur, the college President and/or the SACSCOC Institutional Accreditation Liaison (IAL)
would notify SACSCOC and any other accrediting agency as required.
Evidence
[1] CBC College Accreditation website
[2] CBC Course Catalog and Student Handbook
[3] CODA Dental Hygiene Program Accreditation Letter
[4] JRCRT Radiological Technology Accreditation Letter
[5] Program Brochures
[6] CBC Program Webpages
258 Form edited December 2022
[7] Title III grant application-Introduction
14.5 The institution complies with SACSCOC’s policy statements that pertain to new
or additional institutional obligations that may arise that are not part of the
standards in the current Principles of Accreditation.
(Policy compliance)
[Note: For applicable policies, institutions should refer to the website. A single
assessment of compliance is needed for this standard.]
14.5.a “Reaffirmation of Accreditation and Subsequent Reports”
Applicable Policy Statement. If an institution is part of a system or corporate
structure, a description of the system operation (or corporate structure) is
submitted as part of the Compliance Certification for the decennial review. The
description should be designed to help members of the peer review committees
understand the mission, governance, and operating procedures of the system
and the individual institution’s role within that system.
Documentation: The institution should provide a description of the system
operation and structure or the corporate structure if this applies.
Narrative: Coastal Bend College is not a system and does not have branch campuses.
14.5.b “Separate Accreditation for Units of a Member Institution”
Applicable Policy Statement. If the Commission on Colleges determines that
an extended unit is autonomous to the extent that the control over that unit by
the parent or its board is significantly impaired, the Commission may direct that
the extended unit seek to become a separately accredited institution. A unit
which seeks separate accreditation should bear a different name from that of the
parent. If the Southern Association of Colleges and Schools Commission on
Colleges determines the unit should be separately accredited or the institution
requests to be separately accredited, the unit may apply for separate
accreditation from any institutional accrediting association that accredits
colleges in that state or country.
Implementation: If, during its review of the institution, SACSCOC determines
that an extended unit is sufficiently autonomous to the extent that the parent
campus has little or no control, SACSCOC will use this policy to recommend
separate accreditation of the extended unit. No response is required by the
institution.
X Compliance ___ Non-Compliance ___ Partial Compliance
Narrative: Not applicable
259 Form edited December 2022