Institutional Response to Team Report Mid-Cycle Review for Standard [PDF]

Institutional Response to Team Report Mid-Cycle Review for Standard Pathway November 14-16, 2016

Submitted to the Higher Learning Commission By West Virginia Northern Community College Wheeling, West Virginia February 3, 2017

Institutional Contacts Dr. Vicki Riley President 304-214-8800 [email protected] Larry Tackett Institutional Accreditation Liaison 304-214-8967 [email protected]

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Table of Contents Institutional Response to Core Component 2.A.

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3

Institutional Response to Core Components 4.B and 4.C ……………………………

5

Institutional Response to Core Component 3.C

9

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Conclusion

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Appendix I

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Appendix II

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Appendix III …………………………………………………………………………

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Appendix IV (Credentialing Matrix) ………….……………………………………

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Introduction West Virginia Northern Community College (Northern or WVNCC) is in receipt of the Team Report of a mid-cycle evaluation visit to the College from November 14-16, 2016. Northern is committed to the accreditation process and welcomed the mid-cycle evaluation and the Team Report as an opportunity to help the College community identify areas for growth during years 5-9 in the evaluation cycle. Northern appreciates the hard work of the Team and believes there are many useful suggestions that will aid in improved institutional effectiveness. The College has identified a process for a thorough review of the Team Report by all College constituents and will encourage a candid exchange of information about how to use the report to improve. The Team Report specifically cited three (3) core components (2.A, 4.B, and 4.C) where the Team felt the core components were met with concerns and therefore warranted some Commission follow-up. In addition, the Team identified core component 3.C as having not been met which further means that Criterion 3 is not met and therefore a sanction is required by HLC policy. WVNCC acknowledges that there were some items in each of these core components, including 3.C., which are justified and warrant institutional action. However, West Virginia Northern Community College strongly disagrees with the conclusions reached by the Team in regards to core component 3.C not being met and the recommendation for a sanction. Northern welcomes the opportunity to provide this response and explain why the College contends the Team erred in its conclusions. This institutional response will address each of the core components cited in the Team report. For core components 2.A, 4.B, and 4.C, the response will address some areas which need clarified, indicate steps the institution may already have taken to address concerns, and detail plans for using the information for continuous improvement. The section on core component 3.C will also discuss some ways the institution is using the information gleaned from the report for improvement. However, discussion on 3.C will focus on Northern’s contention that the Team conclusions were wrong from both an evidentiary and procedural basis. Institutional Response to Core Component 2.A. The Team determined that core component 2.A. was met with concerns. Items cited by the Team included confusion resulting from two financial systems (Banner and Argos), non-payment of bills, and input for faculty and staff in the budget development process. Upon receipt of the Final Team Report, Northern initiated a review process that included all employees of the business office, chief human resources officer, and chief financial officer. The group reviewed records and procedures/policies that pertain to these concerns. In addition, discussion was held with Academic Division Chairs about processes related to delivery of instruction. The results of the review and the actions the College is taking to address these concerns is detailed below.

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Differing reports coming from the Banner and Argos systems The two systems do indeed provide, and are intended to provide, different budget data. The Banner system is used by the business office and is the data interface between WVNCC and the accounting systems of the State of West Virginia. Access to Banner for accounting information is limited to a small group of personnel who have business office responsibilities. Faculty, staff, and administrators cannot access this area of Banner. The business office team is at a loss to explain why a budget manager would say he/she could compare budget information in the two systems. Everyone who has any budget responsibility within the College uses the Argos system. This means that some faculty, staff, and administrators can access the system at any time to determine the status of their budget allocations and spending. The system is up-to-date for purchase orders that have been completed and processed by the business office. It is not up-to-date for purchases that users make using purchase cards (charge credit cards). Purchase cards (p-cards) are issued to people who need to buy and order materials routinely. P-card holders are authorized to spend up to $500 without prior authorization from the business office. Users still need to submit a purchase order, signed by the supervisor, for expenditures over $100. The key point is that all pcard transactions, and their respective costs, cannot post to the Argos system until just after the end of any month since the card amounts are reconciled and paid at the end of the month. This means that the current month’s data in Argos will not be accurate during that month if there have been p-card purchases. However, the user will have the record of purchases made during the month and could adjust the numbers shown in Argos to determine a more precise budget picture, if desired by the user. As a result of this review, the CFO has determined that an additional explanation of how Argos works should be provided to users of the system. This will occur during the next month (February 2017). Non-payment of Bills The College’s current CFO started at WVNCC in May of 2016. Since his arrival, he meets with accounts payable and purchasing to review all outstanding purchase orders on a monthly basis. This is to ensure that payments are made in a timely and responsible manner. As with any business entity, if there are disputes regarding payments with a vendor, or refunds have not cleared, a purchase order may remain open for longer than one month. However, the process used is intended to ensure that such instances are minimized and handled in the most expeditious manner possible. One example given was that WVNCC did not pay a waste removal bill for three years. The company that handles this is Stericycle, and a three-year payment history shows that all bills were paid on time. A copy of this history is included in Appendix I. The business office team could find no evidence that anyone had complained about not being able to purchase needed student supplies. The academic program directors and division secretaries purchase these supplies as needed. All have access to p-cards and follow the procedure described above. Funding for student supplies are provided by student and program fees. These monies go into the general fund and student supply expenditures are paid from this Page 4 of 74

fund as well. There would never be an instance where there were not sufficient funds to cover a purchase, even if it went over budget. However, the CFO will continue to investigate this claim specifically with the division chairs to determine if there have been any instances where this has occurred and why it happened. A related concern is the perception that fees are collected for specific purposes and may not be used exclusively for those purposes. The College is required to submit a fees schedule annually to the Board of Governors and the Council for Community and Technical College Education. As previously mentioned, the CFO has been in the position for less than a year and thus has not been through a complete budget cycle yet. As part of the continued review for submitting fee requests, the College, led by the CFO, will review all fees, the method of accounting for fees, and the use of the fees. The CFO will report on fees and their uses to the College community by May 1, 2017 Input in the budget process The budget committee, chaired by the CFO, oversees the budget development process. The committee meets regularly throughout the year. Every constituency of the college is represented on this committee, as well as representation for the New Martinsville and Weirton campuses. As described in the Assurance Document, the process begins each year with submissions by all personnel with budgetary responsibility of both capital and operating budget requests. Budget managers are expected to include appropriate personnel within their areas in gathering information for submission of the requests. Budget requests are then reviewed by the committee, adjusted as appropriate and combined to create total college budgets. The budgets are reviewed and approved by the Board of Governors. The College acknowledges that there is a perception that opportunities for input are limited. Part of this perception may be due to the limited flexibility the College has had in developing budgets in recent years. However, the CFO is committed to developing processes that are more transparent. Beginning with the current budgeting cycle, the CFO has initiated a new process that will involve individual meetings with all budget managers. This will provide a better opportunity to inform budget managers about budget development and will afford them with an opportunity to ask questions and express concerns. The effectiveness of this process will be evaluated before the start of the next budget cycle. Institutional Response to Core Components 4.B. and 4.C. In the Conclusion section of the Team Report, core components 4.B. and 4.C. were linked so Northern will address them together. The Team found that the assessment activities at the College were not as robust and comprehensive as they should be (4.B.) and that plans for retention, persistence and completion were not based upon realistic goals (4.C.). The Team recommended Commission follow-up where the College “must submit evidence of a new assessment plan that includes program review, co-curricular review, and assessment strategies for course, program and general education learning outcomes.” Further, the Team noted confusion in definitions of terms used and the plan is to include more refined definitions. The sections below will address changes the College has made to improve the assessment process and collection of data and plans for improvement going forward. Page 5 of 74

Assessment of student learning at West Virginia Northern Community College (WVNCC) is ongoing and designed to be fluid to adapt to the recommendations made by the HLC team, changes at the institution, and developments at the State level to provide continuous improvement of student learning. The Assurance Report and the Team Report both cited turnover in the VPAA, faculty, the assessment coordinator, and the director of institutional effectiveness positions as a factor contributing to slow progress in assessment efforts. Northern has been trying to refine and improve its assessment and institutional effectiveness processes. In spite of loss of continuity resulting from turnover, significant progress has been made in improving the assessment of student learning at course, general education, and program levels. Efforts are also underway to conduct co-curricular assessment of student learning. However, the preparation of the Assurance Report brought into sharper focus the need to accelerate review and evaluation of processes so that substantive changes could be made to enhance both assessment and institutional effectiveness. To that end, several items of note occurred prior to the visit or between the visit and the receipt of the Final Team Report. As noted in the Assurance Report, the College sent a team to the HLC Accreditation Academy and to an assessment symposium conducted at the State level by the Community and Technical College central office. With the departure of the academic vice president in December, the College moved to strengthen assessment efforts by appointing one of the division chairs and a faculty leader in assessment as temporary assistant to the vice president. This individual has been charged with leading the assessment initiative at the College by working with the Assessment Committee, Chairs and faculty to develop a comprehensive plan and to move to rapid implementation. In addition, this person and the Director of Institutional Effectiveness are charged with working to improve collection and utilization of assessment data and development of co-curricular assessment activities. Northern agrees in large measure with the findings of the Team related to assessment, and, as noted above and in the Assurance Report, is already moving aggressively to improve its assessment efforts. The College greatly appreciates the feedback from the Team and will use that in building a more effective process. Most of the remainder of this section discusses activities underway and plans for the future that will enable the College to provide evidence of a strengthened assessment program during the Commission follow-up. However, the College feels there may be some confusion associated with the team finding on the status of assessment of general education outcomes so it will take the opportunity to provide some clarification. General education clarification The recommendation from the last HLC team visit to assess general education outcomes lead the general education committee to develop a mechanism to assess general education outcomes listed in the course catalog. As indicated in HLC team findings, the General Education Committee conducted a faculty survey to collect data on specific examples of which outcomes are assessed and specific examples of activities used to assess outcomes. Based on the data analysis, it was determined general education outcomes were assessed using the same assessment methods and instruments as the course outcomes. However, the results of general education outcomes were not reported on the assessment report. This finding was timely as the Master Course Guides were updated to include General Education Outcomes. Working with the VPAA, Page 6 of 74

Chair of the General Education Committee, Director of Institutional Research, and the division Chair of Liberal Arts, Communication and Social Sciences division, existing assessment Forms were updated to include general education outcomes. As stated in the team findings, a workshop was conducted in November, 2015 to introduce faculty to updated Pre-Assessment forms, directions and examples to complete the form, and a mechanism to submit the forms. Inconsistent use of terminology Based on Annual Schedule of Assessment (Assessment Plan 2016), faculty submitted PreAssessment forms in January 2016. Thirty (30) Pre-assessment forms were submitted. A review of the forms indicated a need to address foundational and procedural concepts associated with assessment. This in part was due to a surge in new faculty and instructional technologists who are subject matter experts but who need help in understanding and conducting assessment of student learning. This was further confirmed by data collected using a Pre-Workshop survey (Results of the survey were included in the Assurance Report). Based on faculty input, a professional development workshop was conducted to assist faculty with foundational concepts including student-centered assessment terms such as course and student outcomes. After the workshop, faculty were encouraged to update course syllabi and the Master Course Guides to use student-centered assessment vocabulary, course outcomes and student learning outcomes. It is also important to note that WVNCC may still have some exceptions where the courses will still use teacher-centered terminology, goals and objectives. One such example is the courses in the Nursing program where the Nursing Accreditation Agency mandates the use of Goals and objectives instead of course and student learning outcomes. Assessment Resources including a PowerPoint explaining the terms mentioned in team findings was available on Assessment Website. Use of both student and teacher centered vocabulary was also explained during the team visit. The Team Report did not include mention of the data driven changes, general education survey result, review of pre-assessment forms leading to September 2016 workshop, or ongoing assessment workshops based on faculty input on the post assessment survey and the Team may not have been aware of them. Based on faculty input, two assessment workshops have been scheduled for February and April 2017 to provide feedback on the pre-assessment form and the final assessment report completed last fall. The College anticipates collecting the first set of assessment data on student assessment of general education outcomes at the end of spring 2017 semester. One of the goals of the workshops is to further clarify terminology. The Director of Institutional Research and Effectiveness, the Assessment Committee, and the assistant to the VPAA will work collaboratively to align assessment vocabulary across the College’s assessment plans, forms, and websites. This consistent terminology will be defined in the forthcoming Institutional Effectiveness Plan and Handbook. State general education initiative At the state level, West Virginia Higher Education Assessment Council (WVHEAC) developed a guide for assessing general education outcomes based on academic levels. The guide lists the “Essential Traits” and the Performance levels based on academic degree. The Division Chair of Liberal Arts, Communication and Social Sciences, and the Director of Institutional Effectiveness attended the workshop designed to introduce WV Higher Education institutions to the guide. Page 7 of 74

During the September 30th workshop, faculty were introduced to the guide recommended by the WVHEAC to assess general education outcomes. WVNCC submitted a grant proposal to assess general education outcomes using the guide as a framework which was subsequently funded. The term, “Essential Trait” is used to describe what learners will be able to do at the completion of the course/program. The Assessment Committee will be looking into replacing the term Essential Trait with student learning outcome. Co-curricular assessment In addition to the course and general education assessment of student learning, WVNCC is also making progress in the assessment of student learning in co-curricular activities. Northern has a history of indirectly accessing administrative and student support services using surveys and focus groups. During Fall 2016 the College’s Library, Office of Student Activities, Academic Support Center, and Financial Aid met with the Director of Institutional Effectiveness and developed assessment proposals to directly access student learning outcomes aligned with one general education outcome during the Spring 2017 semester. Program level assessment Program reviews have been completed on a five-year rotation for West Virginia Council for Community and Technical College System (WVCTCS). However, there appears to be some confusion among faculty about program review and program assessment. Five program reviews were conducted and submitted according to the rotation cycle for the current year. The format for WVCTCS reviews requires a summary of the program’s assessment model and data on enrollments, graduation and student placement either into employment in their field of study or in further education pursuing advanced degrees. However, these requirements are not specific enough on their own to ensure that each program adequately assesses a program’s defined student learning outcomes. Some programs at WVNCC have accreditation with specialized accreditation agencies that already require assessment analysis plans to assess program student learning outcomes and help assure that industry standards are incorporated into the program requirements. The assistant to the vice president of academic affairs is working with the program directors, Chairs, faculty, and the Director of Institutional Effectiveness to develop a comprehensive program assessment based on program outcomes which will be incorporated in the Assessment Plan. Elements of the program assessment model will include use of multiple assessment methods to “measure the achievement of competence in the major and College Graduate Competencies.” The terminology regarding program review and program assessment will be clarified to help ensure that program-level student learning outcomes and general education outcomes are consistently assessed across all programs. Need for more measures of persistence and completion at the program level based upon realistic goals The College agrees with the Team findings that several goals in the Institutional Compact and Strategic Plan are unrealistic. However, these targets are established at the State level by the WVCTCS and the College is required to include them it its plan. The College understands that these goals are aspirational. Although the College is not able to change the goals listed in these plans, the institution could establish realistic internal benchmarks.

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A recent proposal which is being reviewed by the College community would establish an annual program review with a limited set of crucial metrics. The matrix in this proposal would establish targets for graduation, goal achievement (i.e. transfers or non-degree seeking students), and external exam/certification success at the program level which the College considers to be more realistic. All internal goals will be reviewed and evaluated to determine if they are realistic and adjustments will be made as appropriate. These internal goals will be included in planning and institutional effectiveness documents. The Director of Institutional Effectiveness is finalizing an Institutional Effectiveness Plan which will be shared with the College community during March, 2017. This plan will address how goals are established, how goal achievement is measured, how results are communicated to the College community, and how the information should be analyzed and used for institutional effectiveness. The proposed plan also links collection of assessment data with institutional improvement. The elements of the proposed plan are included in Appendix 3. Institutional Response to Core Component 3.C. West Virginia Northern Community College has reviewed the findings, comments, and conclusions from the visiting Team relative to core component 3.C. Northern appreciates the work conducted by the Team and believes that some of the findings have merit. However, Northern does not agree with the conclusions of the Team that the core component, and by policy definition, Criterion 3 are not met. This section will discuss the areas where the College essentially agrees with the findings and will use the information for improving processes, the evidentiary findings of the Team which the institution finds to be in error, and the procedural reasons why the finding of “not met” and subsequent sanction should not be applied in this instance. Core component 3.C. says “The institution has the faculty and staff needed for effective, highquality programs and student services.” The core component includes six (6) sub-components. The Team Report included evidentiary statements about each of the six sub-components and the evidentiary statements were positive for each of the sub-components except 3.C.2. which states: “All instructors are appropriately qualified, including those in dual credit, contractual and consortial programs.” Historical Perspective It is appropriate to provide some history of Northern’s initiatives related to faculty credentialing since the Team based part of its rationale on the fact that the last visit expressed concerns about 3.C . “The team considers this core component to be "not met" especially in light of its citation in the 2013 comprehensive visit as being of concern at that time.” (Team Report, pg 27). WVNCC hosted a comprehensive re-accreditation visit in March, 2013. That Team found that Northern met all criteria and core components but it concluded the College met component 3.C. “with concerns.” This concern also encompassed Assumed Practice B.2.a. That Team noted: “A review of targeted personnel files revealed that appropriate documentation of faculty and staff credentials was not present and that some faculty did not have appropriate academic credentials for the classes that they were teaching in AY2012-13” The Team recommended a Page 9 of 74

monitoring report for December, 2013 and a focused visit which was later imbedded in the MidCycle evaluation of 2016-17. The monitoring report was to include • An audit the College's personnel files to review the credentials of faculty and determine whether the credentials are appropriate for their teaching assignments. Any discrepancies from the College’s policy should be documented and a plan developed to remediate the situation. • Documentation of the presence of transcripts for all personnel whose position description requires specific academic preparation. • A plan to ensure that the qualifications of future hires meet college and state system requirements and transcripts are present in personnel files of all individuals whose position has specific academic requirements. Northern submitted its monitoring report in December, 2013. The report indicated that the College had taken preliminary steps to address the issues by developing a Faculty Credential Requirements by Course matrix (hereafter referred to as “Credentialing Matrix”), conducting a review of all full-time and part-time personnel files to insure that the credentials were current, and taking appropriate steps to remove faculty who did not meet minimal criteria or develop a plan for remediation. The Staff comment on the report was: “West Virginia Northern Community College has proceeded well in responding to the team's concerns about faculty and staff qualifications. The College will be in a strong position for the focused visit as it follows the plans it has developed for documenting credentials.” Staff Action in the response was to accept the report on faculty and staff qualifications with no further reports required. The Credentialing Matrix was developed in the Fall, 2013 semester through a consultative process with faculty and administration. The Credentialing Matrix is attached in Appendix IV and lists the minimum requirements for each course the College teaches in terms of academic credentials, a minimum threshold of equivalent experience, and any certifications that may be required for the position or used as a measure of equivalent experience. The institutional process for verification of credentials varied slightly for current faculty at the time and subsequent hires. All full-time and part-time faculty teaching in Fall, 2013 were required to complete a Current Faculty Credential Review form. Faculty were required to submit transcripts, certifications, and proof of years of experience with the form. Division chairpersons reviewed the documentation and then noted on the form those courses which the faculty member could teach based upon education, certification and years of experience. The form was then forwarded to the Vice President of Academic Affairs who either approved the Division Chairperson recommendation or sent it back to the Chair and/or faculty member for revision. In some cases a remediation plan was developed. Division Chairpersons indicated on the form any justification for equivalent education/experience/certification. This process was initiated in Fall, 2013 but for some faculty it may have extended through the 2013-14 Academic Year. Subsequent faculty hired as either full-time or part-time after Fall, 2013 were required to submit “Faculty Credential for New Hire” form. Institutional procedure states that original transcripts are to be attached for full-time faculty hires, verified by the Chief Human Resources Officer, and then the recommendation to hire is forwarded to the President. The VPAA office scans the credential form to the Human Resource Office where the forms and original transcripts are scanned to the personnel form. The process used for part-time faculty uses the same forms and Page 10 of 74

follows the same general process except that President does not approve part-time faculty hires and reasonable extensions to submit official transcripts are granted when hiring actions occur close to the start of the term. However, the VPAA signs the “Faculty Credential for New Hire” form and it must be submitted to the Human Resources office before the faculty member can be assigned to the course. Northern strives at all times to insure that faculty teaching in every class meet the minimum requirements as stated in the Credentialing Matrix. However, the College also recognizes that from time to time an exception must be made. For instance, days before the start of the Spring, 2017 semester the part-time faculty member assigned to teach geography had to withdraw from teaching due to an unexpected health issue. It was not possible to identify another individual with a Masters degree in geography in the region in such a short amount of time so the VPAA and Division Chair reviewed credentials of individuals who had course work including geography or experience teaching geography. Rather than cancel the class which was required for graduation by many registered, the Division Chair recommended a one-time exception which is noted on an updated credential review form. The VPAA also notes on the form that the exception is for one semester only and the form is then processed in the VPAA office and the Human Resources office. As will be discussed later, it is important to note that the College distinguishes between an exception for a single semester and justification for equivalent education/experience/certification. While the current Team Report did not reference Assumed Practice B.2., this Assumed Practice still provides the most detailed explanation of HLC expectations for Faculty Roles and Responsibilities and determining faculty qualifications. The current Assumed Practices state: Instructors (excluding for this requirement teaching assistants enrolled in a graduate program and supervised by faculty) possess an academic degree relevant to what they are teaching and at least one level above the level at which they teach, except in programs for terminal degrees or when equivalent experience is established. In terminal degree programs, faculty members possess the same level of degree. When faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process. (Emphasis added). In March, 2016, HLC published official guidelines on Determining Qualified Faculty Through HLC’s Criteria for Accreditation and Assumed Practices. These guidelines are to guide both institutions and peer reviewers. The Assumed Practices have been modified somewhat but they do not take effect until Fall, 2017. However, the changes make it clearer that equivalent experience is permitted when the institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process. Assumed Practice B.2. in the Assumed Practices which take effect in September, 2017 state: Qualified faculty members are identified primarily by credentials, but other factors, including but not limited to equivalent experience, may be considered by the institution in determining whether a faculty member is qualified. Instructors (excluding for this requirement teaching assistants enrolled in a graduate program and supervised by faculty) possess an academic degree relevant to what they are teaching and at least one level above the level at which they teach, except in programs for terminal degrees or when equivalent experience is established. In terminal degree programs, faculty members Page 11 of 74

possess the same level of degree. When faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process. Faculty teaching general education courses, or other non-occupational courses, hold a master’s degree or higher in the discipline or subfield. If a faculty member holds a master’s degree or higher in a discipline or subfield other than that in which he or she is teaching, that faculty member should have completed a minimum of 18 graduate credit hours in the discipline or subfield in which they teach. (Guidelines, pg 3). (Emphasis added.) Clearly, West Virginia Northern Community College had developed a process for “defining a minimum threshold of experience and an evaluation process that is used in the appointment process” prior to the Team visit. The Credentialing Matrix and institutional process satisfy this expectation. It is important to note that the Team from 2012 was concerned about incomplete personnel files and the lack of clear definition of course credential requirements that could be matched against faculty qualifications. This current Team reported no problems with incomplete personnel files and did not offer evidence that the institution did not “define a minimum threshold of experience and an evaluation process that is used in the appointment process.” Therefore, there were no carry-over concerns from the previous visit. As will be addressed below, many of the Team’s cited “concerns” are the result of the Team members not understanding Northern’s Credentialing Matrix and/or differences between the Team and the College in the interpretation of the Matrix and College policies. WVNCC response to specific concerns in Team Report for 3.C Northern welcomes the opportunity to respond to the issues raised in the Team Report relative to core component 3.C. It is the contention of the College that many of the points raised by the Team are not the result of the College not following its processes but rather are misunderstandings on the part of the Team about the Matrix. Northern appreciates the thoughtful review conducted by the Team. The College is not so naïve as to think its processes are perfect. All processes can be improved and WVNCC does acknowledge that there were some recommendations and comments in the Report that will be useful for the College in improving and refining its processes. Included in the discussion below are several instances where WVNCC has already moved to improve its processes. However, the College contends that the areas where the process can be improved are not significant enough to warrant a finding of “not met” for the core component. The Team Report includes four areas where the Team felt there were deficiencies. As stated in the Team Report: “The College must review its credentialing requirements and address the following issues: extended exceptions to its own policy; more refined definitions for years of service and business and industry experience; determine when substitutions are appropriate; and, in some cases, address requirements that may be unnecessarily stringent.” These will be addressed in the order found in the Report with appropriate citations from the Report in italics as a point of reference.

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1) Credentialing matrix overly specific The credentialing matrix was overly specific, i.e. identified exact levels of educational attainment and/or experience requirements with specific number of years experience in a particular industry. Northern clearly has a difference of opinion on this issue and does not understand the point of the Team. The Credentialing Matrix was designed to be specific in levels of educational attainment and/or experience requirements with specific number of years of experience. In fact, HLC Guidelines clearly state that: “ When faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process.” If Northern followed the finding by the Team it would actually move the College away from compliance. The matrix did not indicate whether credentialing requirements by specialized accrediting bodies were considered as part of the development of the credentialing expectations. Again, WVNCC is confused by this finding and believes there must be an error in interpretation on the part of Team members. The Credentialing Matrix clearly lists a number of credentialing requirements by specialized accrediting bodies. A review of the Matrix reveals that there are 147 courses in 15 programs/departments that have credentialing requirements from specialized accrediting bodies. As an example, one faculty member was given the years experience in the Information Technology (IT) industry for work as an administrative staff member rather than having worked as an IT professional. This represents a difference of opinion between the evaluator and the faculty and chair persons at Northern who defined the Matrix. Northern clearly wants hands-on experience with software, data bases, cyber security, etc in its CIT program. The College respectfully argues that its faculty and administration is in a better position to determine what type of experience is necessary based upon the needs of its local industries as expressed by advisory committees and employers. The College believes it is appropriate for an evaluator to question why the institution made the decision it did, but it is contrary to HLC processes for the Team member to superimpose his/her personal or institutional preferences without being able to point to best practices among higher education institutions. It should also be pointed out that no effort was made to determine why Northern differentiated between IT administrative staff and IT professional. Another instance was for physical science classes and physics classes. The credentialing matrix identified that a Master's in Physical Science was required to teach both physical science and physics courses, yet physics is a higher level science course. A more appropriate requirement would have been a Master's in Physics for both. Again, Northern respectfully disagrees with the Team evaluator. While a Master’s in Physics is more appropriate for the transfer physics course, it is not necessarily the appropriate credential for physical sciences. The physical science course is interdisciplinary including topics in physics, chemistry, meteorology, geology and astronomy. The minimum requirement is for a Master’s in any of the physical sciences and the Chair person has to determine if the instructor is broad-based enough to teach all areas. Someone with a Master’s in Physics may not be able to teach other areas such as chemistry or geology. After reviewing this comment however, the Division has determined that the Matrix should be revised to reflect a Master’s in Physics (or 18 graduate hours) for the transfer physics courses, and a Master’s in Physical Sciences (or 18 graduate hours) for physical science or applied physics which is required in technical programs Page 13 of 74

and is not designed for transfer. Having made these arguments, the College does have to point out that the person teaching the courses in question has a Master’s in Physics. Based upon the narrative in the report and the number of faculty cited as not meeting credential requirement, the College concludes that this faculty member was judged as one who did not meet the Credentialing Matrix. This is an apparent issue with interpretation as the credentials listed in the Matrix represent minimum requirements. Faculty who exceed them are considered by the College as meeting the requirements and no justification is needed. Another instance involved an individual with a master's in accounting teaching accounting courses which is appropriate; the credentialing requirement was a Master's in Business Administration which is a less likely match for the expected credential. Again, this faculty member exceeds the minimum requirements and therefore is deemed by the College as meeting the credential requirements and should not be judged as one of those who doesn’t meet credential requirements. 2) Courses not in the Credentialing Matrix. Two faculty member records reviewed were teaching courses that were not listed in the Faculty Credential Requirements Matrix so no determination could be made about whether they were appropriately credentialed. Northern has reviewed the Credentialing Matrix and has determined that several courses in Advanced Manufacturing (APT) were not in the Matrix. This program was formerly called Mechatronics and was changed to Advanced Manufacturing in response to feedback from industry. Some new courses were created and through an oversight they had not been added to the Matrix at the time of the visit. Since that time, the Curriculum Committee has implemented a change in procedure and forms and any new course request must include the minimum faculty credential requirements for the course. The administrative assistant in the VPAA office is responsible for updating pertinent College documents when a curriculum change is made and now will update the Credentialing Matrix at the same time. This change occurred effective with the January, 2017 meeting of the Curriculum Committee. 3) Exceptions exceeded time limits. The reviewer could find no evidence in the files that indicated that faculty credential exceptions had been reviewed since the original exception was granted, mostly in 2013. Several exceptions noted were signed off on in 2013 whereas the Vice President of Academic Affairs and the Assurance Review stated that exceptions were only valid for one semester. There was no indication that the exceptions had been reviewed after they were original granted several years earlier. This statement led to an improvement in Northern’s processes but it was later determined that the statement is a result of a misinterpretation by the evaluator. Upon reading the Team Report, the VPAA office, Division Chairpersons and Human Resource office realized that the process of reviewing exceptions was not formalized and was based upon the Division Chairperson and the administrative assistant in the VPAA office remembering that the exception was for a single semester. Therefore, processes are being changed so that the spreadsheet of individual faculty members and their credentials that is maintained in the VPAA office will be revised to include a column for exceptions and the VPAA office will notify the Human Resources office at the end of each semester of any faculty who should not teach the course again because of the one semester

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exception. With this process, the only way the faculty member could teach the course again would be with another exception. Northern considered this concern to be among the most serious of those cited by the Team and reviewed all 58 files which the Team had reviewed to determine where it had violated its own policy. The interim VPAA conducted the review and discovered that none (0) of the 58 files contained an exception. As previously discussed, if there is an exception, it is clearly noted on the form in the section which lists courses the person is authorized to teach and is approved by the Chair and the VPAA. None of the 58 forms contained this notation. The College can only conclude that the statement in the Team Report is a result of the evaluator not understanding the differentiation that Northern makes between an exception and justification for equivalent education/experience/certification. Once the College determines that the faculty member has equivalent education/experience/certification to teach a course, there is no reason to review that again unless the course changes in such a way that the minimum credentials change. The College believes that part of the misunderstanding is the result of forms in the personnel files. As discussed previously, all faculty teaching in 2013 had to complete a “Current Faculty Credential Review” and the form says “Fall 2013” in bold immediately below the form name. This form would have been included in a number of personnel files but faculty employed since then would have used the current form which does not have “Fall 2013” at the top. The College believes the Team member incorrectly assumed that the “Fall 2013” that was at the top of the form meant that it was for one semester only. That was never the intention of the form. Samples of both forms are found in Appendix IV. 4) Substitution of credentials. The team was not clear in several cases as to why substitutions were approved or for what length of time the exception was valid. The team surmised that perhaps 3rd party specialized credentialing may have been reflected in some of the substitutions but the credentialing matrix provided by the college did not confirm that possibility. As an example, the College substituted a Master's of Science in Nursing credential and a diploma from a non-regionally accredited institution for faculty teaching Medical Assisting. This did not match the credentialing matrix. The credentialing matrix could have listed Associate Degree/Diploma in Medical Assisting or Registered Nursing licensure at the ADN/BSN/MSN level and experience and credentialing in Medical Assisting for both substitutions. Northern notes with some confusion that the Team concluded in one place that its Credentialing Matrix was too specific and in another place that it was not specific enough. However, this is another instance where there was some difference in interpretation between the Team member and the College. As stated previously, the Credentialing Matrix does clearly note when third party specialized credentialing is either required or can be used as a substitute. There are, in fact, 147 instances on the Credentialing Matrix where specialized credentialing is listed. In the instance cited in this example, there could have been some difference of opinion depending upon which course the evaluator was matching to the faculty member. The medical assistant program at Northern is a two year program with the first year focusing on a medical office and the second year including a clinical component. An RN degree is one of the requirements for faculty teaching second level courses and clearly a MSN exceeds this minimum requirement. If the evaluator was looking at a first level course, it states that the individual should have an associate degree in medical assisting, 2 years experience, and one of three industry recognized credentials. Page 15 of 74

In this instance, the individual moved from teaching nursing to teaching medical assisting but took course work and earned certification in medical assisting before making the transition. Therefore, the faculty member meets institutional requirements. The personnel file contains a transcript of the course work and the certificate. However, the evaluator is correct that this is not noted on the Credential Review form so it would not be readily apparent without going deeper in the file. The Team Report cites the concern about faculty credentialing at Northern with the following statements: “Based on the requirements specified for the faculty and courses selected for review, the team member found 14 records that did not match the credentialing matrix developed by WVNCC and provided to the reviewer. This indicated to the team that the College continues to have difficulty with faculty credentialing requirements.” Clearly, 14 records that did not match the Credentialing Matrix would be an area of concern. However, the sections above clearly demonstrate that a number of faculty who were judged as not meeting the credentialing matrix did, in fact, meet or exceed the minimums and it is not possible to know how many of the 14 were included in the category of exceptions that exceeded time limits. The Interim VPAA at Northern who assumed the position in January, 2017 is an experienced HLC Peer Reviewer (20+ years) and Team Chair (8 years). He conducted an audit of the 58 files which had been reviewed by the Team. His review determined that there were four (4) faculty whose credentials might not match the Credentialing Matrix. This includes the Medical Assistant faculty already discussed who meets the requirements but whose review sheet does not include the proper notation. One of the faculty members does not meet the requirement in the Credentialing Matrix but there is an error on the Matrix for that course where the requirements for the course below it were incorrectly pasted into the cell. A third faculty member teaches in a discipline requiring graduate hours in the discipline. This is an instance where the Master’s program includes a number of courses which contain the concepts and topics which match the requirements but the courses don’t have the appropriate prefix. The Division Chairperson has made a determination that the courses are an appropriate substitute but it is not documented. The fourth situation is one where the faculty member doesn’t match the requirement for one course and the College will need to address this. It is important to note that the 56 faculty selected for review taught a total of 163 different courses during the Fall, 2016 semester. This means that there were 4 courses out of a possible 163 where there is a legitimate question about the instructor having the appropriate credential. While the goal is always 100%, the institutional audit indicates that 97.5% of the courses taught in the sample selected by the Team were taught by faculty who were appropriately qualified. Based upon the evidence cited in the Team Report and the information provided about each area, West Virginia Northern Community College contends that there is no evidentiary justification for a finding of “not met” for core component 3.C. Northern acknowledges that its processes related to faculty credentialing can be improved as any process can. WVNCC has implemented processes to monitor when exceptions are made and a system to flag those faculty so they can’t teach that course again. Also, the Curriculum Committee has implemented a process so that faculty credentials must be identified as part of the Curriculum Committee approval and the courses will be added to the Credentialing Matrix as part of the processing for curriculum changes. There have been three changes in the VPAA since the matrix was developed in 2013. The VPAA at that time became President of the College in 2015 and the individual who was Page 16 of 74

subsequently appointed left the College in December, 2016 for another position. There is now an interim VPAA serving as the chief academic officer. There have been some revisions to the Credentialing Matrix since it was developed three years ago but with the changes in academic leadership there has not been a complete review of it. The interim VPAA and Division Chairs will conduct a thorough review of the Credentialing Matrix before April 30, 2017 and make necessary changes. As part of that process, the interim VPAA will develop a schedule for periodic review of the matrix. Northern is committed to continued improvement but it believes it has demonstrated that it has processes in place to insure that the institution has faculty and staff needed for effective, high-quality programs and student services and that faculty are appropriately qualified. Further the Credentialing Matrix and processes used in conjunction with it help insure that when faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process. Procedural grounds for overturning a finding of “Not Met” for core component 3.C and related sanctions Northern believes that it has demonstrated in the sections above that the evidentiary statements included in the Team Report do not support the finding of “not met” for core component 3.C. Further, the College contends that the finding is not consistent with the procedures established by the HLC for a finding of “not met” and accompanying sanctions. West Virginia Northern Community College first refers the IAC to the Guidelines on Faculty Qualifications published in March, 2016 which were designed to provide guidance to institutions and Peer Review Teams. The section entitled The Centrality of Peer Review in Evaluating Faculty Credentials (Pg. 5-6) is printed below in its entirety. In keeping with HLC’s 120-year commitment to peer review processes, it must be stressed that the professional judgment of HLC’s peer review teams has always been and remains central to the evaluation of member institutions and the credentials of the faculty members who work there. HLC’s reliance on the expertise of its peer corps members— reviewers who are drawn from the member institutions themselves based upon their knowledge and expertise—is an honored and time-tested tradition. It is as much valued as it is necessary given the wide range of institutional types that HLC accredits across an even wider array of geographical and political contexts. Such diversity presents incredible opportunities for advancing learning and deeper understanding among higher education professionals by means of accreditation, although it also makes especially challenging (if not impossible) the enforcement of “one-size-fits-all” requirements. HLC and its peer reviewers understand that there may be circumstances that will need to be explained and justified to the peer review teams charged with assuring the quality and integrity of educational offerings within an institution. Peer reviewers are charged to evaluate the entire institution and its compliance with policy and not to evaluate the hiring of specific faculty members. If systemic noncompliance is identified, the peer team will seek additional information and, possibly, recommend HLC follow-up to ensure that the institution meets HLC’s expectations. Several specific scenarios are outlined in the next section. Page 17 of 74

While recognizing the importance of Peer Review, Northern calls particular attention to the last sentence in the first paragraph and the first two sentences of the second paragraph. HLC guidelines clearly indicate to Peer Reviewers that “there may be circumstances that will need to be explained and justified to the peer review teams” and “if systemic non-compliance is identified, the peer team will seek additional information.” The Team is this case made no effort to seek explanations or to seek additional information from the institution. If it had, many of the issues identified could have been explained to the Team. Northern believes that part of the reason the Team did not ask for justification and explanation is because of the abbreviated time frame of the visit with the new format. However, HLC and Teams must insure that institutions have the opportunity to explain their processes regarding faculty qualifications as Teams are asked to look at this area more completely with the 2017 implementation date of the new Assumed Practices. In the “Criteria for Accreditation and Core Components” on the HLC web page, the Commission explains the meaning of the terms “met without concerns,” “met with concerns,” and “not met.” These definitions are also found in numerous other HLC publications including the Resource Guide. The statement from the guidelines reads: “The institution does not meet the Core Component if the institution fails to meet the Component in its entirety or is so deficient in one or more aspects of the Component that the Component is judged not to be met.” As mentioned previously, core component 3 contains six sub-components. The Team Report has positive evidentiary statements about five of the six sub-components including sufficient numbers and continuity of faculty to carry out classroom and non-classroom roles, regular evaluations of faculty, processes and resources to insure that faculty remain current in their disciplines, accessibility of instructors to students, and appropriately qualified staff who provide student support services. Clearly, then, the Team does not base its recommendations on “the institution fails to meet the Component in its entirety.” Therefore, in concluding that the core component is not met, the Team has determined that the institution is “so deficient in one or more aspects of the Component that the Component is judged not to be met.” While processes can, and will, be improved, Northern contends that those correctable areas are not so deficient as to override all other sub-components for this core component. Further, since 97.5% of the courses in the sample pulled by the Team meet the credentialing requirements, Northern contends that the Team erred in its conclusions. HLC procedure clearly indicates that the Team should look at the core component “in its entirety,” unless a single sub component is “so deficient” as to override the others. There is nothing presented in the Team Report to indicate that the Team has made its determination of “not met” based upon an overwhelming defiency. Finally, WVNCC also calls attention to the HLC document entitled Guidelines for Standard and Open Pathway Comprehensive Evaluations dated 6/24. The document provides direction to Teams on evaluating and documenting the criteria and core components on page 2. The document states: “Core Component Is Not Met. If there are multiple issues that indicate deep, systemic problems at the institution or the evidence is so lacking that it fails to demonstrate that the institution fulfills the Core Component, the team will indicate that the Core Component is “Not Met” and recommend a sanction or withdrawal of accreditation.”

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Procedurally, this establishes two bases for determining that a core component is not met. One is that evidence provided by the institution is “so lacking that it fails to demonstrate that the institution fulfills the Core Component.” There is no indication in the Team Report that evidence was lacking. Therefore, one must conclude that the recommendation of the Team is based upon the other standard which is “multiple issues that indicate deep, systemic problems at the institution.” (Emphasis added). Northern acknowledges that the Team has revealed areas where the College can improve its processes related to faculty credentialing. However, those areas are not indicative of deep, systemic problems and the Team has not made a case that the issues are systemic. The issues identified are the result of “growing pains” that accompany implementation of any new process. The process was in place less than three years at the time of the visit. All processes, especially new ones, require evaluation and adjustments to improve effectiveness. With turnover in the VPAA position, Northern may have been slow to evaluate the process and make improvements. The Team report has served as an impetus to review how the College is implementing the process. However, issues identified in the Team Report are easily addressed and certainly not systemic. Nowhere in the Report does the Team make a case that the issues are systemic so, again, it has failed on procedural grounds to validate its conclusion. Conclusion West Virginia Northern Community College is appreciative of the work the Team conducted during the Mid-Cycle Evaluation Visit in November, 2016. As the Pathways process was being introduced, one of the reasons given for the Mid-Cycle visit was to help institutions identify areas which could be improved rather than waiting for a complete 10-year period. Northern approached its Assurance Argument with this goal in mind and looked forward to the Team visit and subsequent report as a mechanism for continuous improvement. The College believes there are many valuable suggestions and observations in the report and has instituted a process for the entire College community to review the report and provide comments and suggestions. Task forces for each criterion will then develop prioritized action plans. In its response, Northern has provided comments on the core components which the Team identified as being “met with concerns.” These include 2.A., 4.B., and 4.C. The College has provided factual information that clarifies some of the information the Team Report listed in 2.A. and it has indicated improvements that are being made in its budget development and fiscal operations processes. The response for 4.B. and 4.C. outlines steps Northern has taken to improve assessment and institutional effectiveness. The College believes it will be in a good position to address these areas and demonstrate improvement during Commission follow-up. The Team cited Core Component 3.C. as “not met.” By policy, this means that Criterion 3 is not met and a sanction is required. The Team has recommended probation. West Virginia Northern Community College is appreciative of the process which allows it to present evidence to the IAC. As stated in this response, Northern does not concur with the finding of “not met” for evidentiary and procedural reasons. The College has presented evidence which demonstrates the Team erred in its findings. The College has developed a Credentialing Matrix which lists minimum qualifications required to teach every class in terms of education, equivalent experience and certifications and it has demonstrated that it follows its processes. The College Page 19 of 74

therefore meets the standard established in HLC Assumed practices that “When faculty members are employed based on equivalent experience, the institution defines a minimum threshold of experience and an evaluation process that is used in the appointment process.” Northern has also presented evidence that instead of 14 faculty out of 56 sampled not satisfying requirements in the Credentialing Matrix that the number is actually 4 courses out of 163 so only 2.5% do not match the requirements of the Matrix. Northern also has demonstrated that the finding of “not met” is not justified on procedural grounds because the Team did not follow guidelines to seek clarification from the institution, problem areas identified are not so deficient in one subcomponent that it overrides all other sub-components, and the deficiencies in the process are not systemic and widespread. Northern contends that all evidence indicates that it is in compliance with Core Component 3.C. “The institution has the faculty and staff needed for effective, highquality programs and student services.” and Criterion 3 “The institution provides high quality education, wherever and however its offerings are delivered.” Therefore, West Virginia Northern Community College respectfully requests that the Institutional Actions Council vacate the finding of “not met” for core component 3.C and Criterion 3 and the sanction that accompanies it.



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Appendix I Payment History for Failure to Pay Bills Item cited in 2.A.

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4010 Commercial Ave Northbrook, IL 60062

Customer Payment History THIS IS NOT AN INVOICE January 27, 2017 Business Name: Address: City, State Zip: Acct #:

WV Northern Comm College 1704 Market St Wheeling, WV 26003 1037431

Customer Service 866-783-7422

Dear Valued Customer, The following is a history of payments made on your account. You may call us if you need any additional information. Please use this information if you need to reconcile your accounts.

Document Date 12/14/2016 12/14/2016 11/01/2016 10/01/2016 03/01/2016 02/16/2016 02/01/2016 01/21/2016 12/10/2015 12/01/2015 12/01/2015 10/01/2015 10/01/2015 01/21/2015 01/01/2015 01/01/2014 12/20/2013

Type Payment Payment Invoice Invoice Invoice Payment Invoice Payment Payment Invoice Credit Memo Credit Memo Invoice Payment Invoice Invoice Payment

Reference Number V03771 V03772 4006637893 4006568428 4006123614 V55418 4006059968 V43093 CCC121015 4005934663 4005934664 4005810690 4005810689 IV012115 4005269108 4004552600 IV122013

Original Amount ($7,389.87) ($3,856.20) $7,389.87 $3,856.20 $119.00 ($119.00) $119.00 ($119.00) ($8,684.85) $6,209.71 ($13,107.02) ($1,751.28) $17,333.44 ($6,037.92) $6,037.92 $4,943.76 ($4,943.76) Total

Document Balance $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00 $0.00

The information included in this report is a snapshot of your AR history as it is today. This information will change the next time a transaction takes place. Please visit and register on MyStericycle.com to have access to your invoice and make payments. You can also go green by signing up to go on paperless invoicing and register for automated payments. Some restrictions may apply.

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Appendix II Sample of Co-Curricular Assessment Proposal Form

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Appendix III Samples of Faculty Credential Review Forms Example of Faculty Credential Review Form, Fall 2013 Example of Faculty Credential Review Form Used after 2013 Example of Faculty Credential Review Form with Exception

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Appendix IV Faculty Credentialing Matrix

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Faculty Credential Requirements by Course Program: BUS & ACC

Course Number ACC 122 ACC 123 ACC 205

Course Title Prinicples of Accounting I

Academic Year: 2015-2016

Education

And / Experience in Or Years

And / Or

Professional Certification

MBA

or

CPA

Priniciples of Accounting MBA Cost and II ManagerialAccountin MBA

or

CPA

or

CPA

MBA

or

CPA

MBA

or

CPA

ACC 225 ACC 240

Computerized Accounting Intermediate Accounting I Intermediate Accounting II Business Taxation

MBA MBA

or or

CPA CPA

ACC 250

Accounting Capstone MBA

or

CPA

BA 100

Introduction to Business

ACC 222 ACC 224

Course on SCCTA?

Notes

BA/BS Business

Administrative Document Formatting BA/BS Business BA/BS in Math or Mathematics of MBA with Math MATH 109 Business and Finance emphasis BA 108

BA 117

Keyboarding Skills for Information Processing

AAS

THIS COURSE IS DEVELOPMENTAL EFFECTIVE FALL 2014

Page 30 of 74

CIT 120

CIT 121

Microsoft Word I

BA/BS Business or Compters BA/BS Business or Compters

BA 160 BA 175

Microsoft Word II Administrative Technology and Procedures Transcription

BA 222

Document Design and Layout BA/BS Business

BA 232 BA 240 BA 241

Records Management BA/BS Business Business Law I MBA or JD Business Law II MBA or JD

BA 265

Business Communications

BA/BS Business

BA 280

Business Internship

BA/BS Business

ECON 104 Macroeconomics

ECON 105 Microeconomics Principles of MGT 250 Management MKT 230

Principles of Marketing

or

BA/BS Business BA/BS Business

or

MOS Cert

CIT DESIGNATION EFFECTIVE FALL 2014 FORMERLY BA 121

THIS COURSE REMOVED FROM CATALOG EFFECTIVE FALL 2014 THIS COURSE REMOVED FROM CATALOG EFFECTIVE FALL 2014 THHE CONTENT OF THIS COURSE EXISTS IN CIT 159; THIS COURSE REMOVED FROM CATALOG EFFECTIVE FALL 2014

MBA+ 15 hours in Econ

Yes

MBA+ 15 hours in Econ

Yes

BA/BS Business BA/BS Business

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MOS Cert

CIT DESIGNATION EFFECTIVE FALL 2014 FORMERLY BA 120

Faculty Credential Requirements by Course Program: CART Course Number

CART 121

Course Title

ServSafe Safety and Sanitation

CART 124

General Nutrition

CART 125

Essentials of Dining Services

CART 131

Bakeshop

CART 145

Elements of Food Production and Service

CART 151

Meat, Seafood, and Poultry Production

CART 159

Basic Food Science

CART 175

Advanced Food Science

CART 210

Purchasing and Cost Control

Education

Bachelors degree

Bachelors degree

Bachelors degree

Bachelors degree

Bachelors degree

Bachelors degree

Bachelors degree

Bachelors degree

Bachelors degree

Experien ce in And / Or Years And / Or

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

Professional Certification

Course on SCCTA?

And

Certified as a ServSafe instructor and Proctor by the National Restarunt Association. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

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Academic Year: 2015-2016

Notes

CART 223

CART 231

CART 235

CART 240

Personnel Supervision for the Hospitatlity Industry Bachelors degree

Pastry Preparation

American Cuisines

Garde Manger

Bachelors degree

Bachelors degree

Bachelors degree

CART 241

Classical Cuisines

CART 245

Menu, Purchasing, and Cost Control Bachelors degree

CART 251

CART 275

Culinary Internship

Senior Seminar

Bachelors degree

Bachelors degree

Bachelors degree

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

3 to 5 years

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N

And

Eligible for Certification by the American Culinary Federation as a Sous Chef or higher. N



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Faculty Credential Requirements by Course Academic Year: 2015-2016

Program: CIT - all

CIT 101

Introduction to Cyber Security

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 106

Fundamentals of Hackins

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 107

Excel

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 111

Help Desk Concepts

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 112

Access

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 115

Game Design

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 117

Microsoft Applications

Bachelor's degree in any field AND

CIT 119

MS Applicaations Certification Prep

CIT 123

OR

MOS Certification

OR

MOS Certification

3 Years relevant IT industry experience

OR

MOS Certification

Bachelor's degree in any field AND

3 Years relevant IT industry experience

OR

MOS Certification

A+ Hardware Essentials

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 124

Photoshop I

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 132

Database Design and SQL

Bachelor's degree in any field AND

3 Years relevant IT industry experience

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CIT 142

Cisco I- Network Fundamentals

Bachelor's degree in any field AND

must be a Cisco certified instructor

CIT 152

Cisco II - Router Theory and Router Techniques

Bachelor's degree in any field AND

must be a Cisco certified instructor

CIT 158

Micrsoft Outlook

Bachelor's degree in any field AND

3 Years relevant IT industry experience

OR

MOS Certification

CIT 159

Microsoft Publisher

Bachelor's degree in any field AND

3 Years relevant IT industry experience

OR

MOS Certification

CIT 176

Bachelor's degree in any Visual Basic Programming field AND

3 Years relevant IT industry experience

CIT 182

Power Point Presentations

Bachelor's degree in any field AND

3 Years relevant IT industry experience

OR

MOS Certification

CIT 184

A+ Networking and Software

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 187

HTML / CSS

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 205

Web Development Tools

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 207

Computer Applications Support

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 210

Bachelor's degree in any SQL Server Administration field AND

3 Years relevant IT industry experience

CIT 215

Client Side Scripting / JavaScript

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 220

Unix / Linux

Bachelor's degree in any field AND

3 Years relevant IT industry experience

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CIT 222

Ethical Protocols of Cyber Security

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 227

Mobile Applications Development

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 232

Introduction to Progamming Bachelor's degree in any Logic field AND

3 Years relevant IT industry experience

CIT 233

Advanced Visual Basic Programming

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 235

Introduction to Cloud Computing

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 237

Advanced Database Programming

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 241

Network Security Fundamentals

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 245

Network Security Fundamentals

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 247

Windows PowerShell

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 250

IT Analysis and Design

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 253

ASP and E-Business Programming

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 255

Tactical Perimeter Defense Bachelor's degree in any in Network Security field AND

3 Years relevant IT industry experience

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CIT 265

Virtualization Concepts

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 272

Object Oriented Programming / Data Structures

Bachelor's degree in any field AND

3 Years relevant IT industry experience

CIT 274

Microsoft Server Setup and Bachelor's degree in any Troubleshooting field AND

3 Years relevant IT industry experience

Web Server Setup / Security Bachelor's degree in any Issues field AND Bachelor's degree in any CIT Practicum field AND

3 Years relevant IT industry experience 3 Years relevant IT industry experience

CIT 284 CIT 291





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Addendum X Faculty Credential Minimum Qualifications by Course Program: Course Number

Chem Operator Tech

Course Title

COT 201

Chemical Process Tech I Equipment

COT 210

Process Quality

COT 230

Chemical Process Tech II: Systems

COT 235

Chemical Process Unit Operations: Simulations

COT 250

Chemical Operator Technology Seminar

Education Bachelor' degree in Chemicl Engineering or closely related to Process Technology preferred. Bachelor' degree in Chemicl Engineering or closely related to Process Technology preferred. Bachelor' degree in Chemicl Engineering or closely related to Process Technology preferred. Bachelor' degree in Chemicl Engineering or closely related to Process Technology preferred. Bachelor' degree in Chemicl Engineering or closely related to Process Technology preferred.

Page 38 of 74

And / Or

Faculty Credential Requirements by Course Program: Criminal Justice Course Number

Course Title

Academic Year: 2015-2016 Course And / And / Professional on Or Experience in Years Or Certification SCCTA?

Education

CRJ 104

Introduction to Criminal Justice Systems

Master's in criminal justice, criminology, or forensics

CRJ 110

Criminalistics - Introduction to Forensic Science

Master's in criminal justice, criminology, or forensics Bachelor's degree in crininal justice, criminology, or forensics. AND Master's in criminal justice or realted field: criminology, social work, or computer forensics Bachelor's degree in crininal justice, criminology, or forensics. AND

CRJ 115

CRJ 175

CRJ 201

CRJ 205

CRJ 206

Cyber Crimes Against Children

Principles of Physical, Personal, and Operational Security

Master's degree in criminal justice, criminology, or foresics Bachelor's degree in crininal justice, criminology, police science, or forensics. AND Master's degree in criminal justice, criminology, foresics, Introduction to Corrections or social work. Bachelor's degree in crininal justice, criminology, social work, or forensics. AND Master's degree in criminal Case Studies and Readings in justice, criminology, or Criminal Justice forensics. Criminal Justice Master's degree in criminal Administration and justice, criminology, or Leadership Principles forensics.

None

None

None

None

3 years crime lab

None

None

None

3 years with secually exploited children.

None 3 years security administration

None

None

3 years corrections

None

None

None

None

Page 39 of 74

None

Notes

CRJ 209

CRJ 220 CRJ 221 CRJ 225

CRJ 235

CRJ 245

CRJ 246

CRJ 251 SOC 276

Criminal Identification and Investigation

Criminal Law Criminal Law II Terrism and Homeland Security

Bachelor's degree in crininal justice, criminology, police science, or forensics. Master's degree in criminal justice, criminology, or forensics. Bachelor's degree in crininal justice, criminology, police science, or forensics. Juris Doctorate

AND

AND

Masters in CRJ, Criminology, or specifically related fields Bachelor's degree in Criminal Justice, Crimonlogy or specifically related fields AND Master's degree in criminal justice, criminology, or Field Service forensics. Master's degree in criminal Introduction to Juvenile justice, criminology, foresics, Justice System or social work. Bachelor's degree in crininal justice, criminology, social work, or forensics. AND Master's degree in criminal justice, criminology, foresics, Probation and Parole or social work. Bachelor's degree in crininal justice, criminology, social work, or forensics. AND Master's degree in criminal justice, criminology, or Problems in Criminal Justice forensics. Master's in criminal justice, Criminology criminology. Juris Doctorate with sociology credentials in theory and research design.

3 years criminal justice

None

None

3 years criminal justice None

None

5 years experience in Homeland Security

None

None

None

None

3 years juvenile justice

None

None

3 years probation and parole

None

None

None

None

None

None

None

Page 40 of 74

Faculty Credential Requirements by Course Program:DevEd Course Number

Course Title

Education

MATH 086

Bacherlor's degree in Math, Math Education, or related Developmental Arithmetic Skills field (business, science, etc)

MATH 092

Bacherlor's degree in Math, Beginning Algebra Math Education, or related Part 1 field (business, science, etc)

MATH 093

Bacherlor's degree in Math, Beginning Algebra Math Education, or related Part 2 field (business, science, etc)

MATH 098

Introductory Algebra Skills

ENG 090

ENG 097

READ 095 ORNT 090 ORNT 101

BA 090 CIT 090

Bacherlor's degree in Math, Math Education, or related field (business, science, etc) Bachelor's degree in English or English Writing Skills Education Bachelor's degree in English or English College Literacy Education Bachelor's degree in Reading, English or either College Reading as Education degree Bachelor's degree and First Year Seminar attend required training College 101 Bachelor's degree

Keyboarding Skills for Information Processing BA/BS Business Bachelor's degree in any Computer Basics field

Page 41 of 74

And / Or

Faculty Credential Requirements by Course Program: ECCE & HS

Course Number

ECCE 100

ECCE 204

ECCE 212

ECCE 214

ECCE 220

HS 100

Academic Year: 2015-2016

Course Title

Foundations of Education

Early Childhood Field Experience

Children and Families: Educational Issues

Assessing Children and Designing Curriculum

Language and Literacy

Intro to Social Work and Human Servics

Education And / Or Master's in Education preferred or BA in Education or Early Childhood education w/ 18 graduate hours in education BA/BS in Education or Early Childhood Education. AND Master's in Education preferred or BA in Education or Early Childhood education w/ 18 graduate hours in education BA/BS in Education or Early Childhood Education. AND Master's in Education, Early childhood education or Child Development or Family Studies preferred BA in Education, Early Childhood Education, Child Development or Family Studies AND Master's in Education, Early Childhood Education, or Child Development BA in Education, Early Childhood Education or Child Development AND Master's in Education, Early Childhood Education, or Child Development BA in Education, Early Childhood Education or Child Development AND Master's in social work, counseling, or related field (psychology, rehab counseling, social services) AND

And / Experience in Years Or

Course on SCCTA?

Notes

N 5 years experience in Education

N

N 5 years experience in Education

N

N

5 years experience in Education

N

N 5 years experience in Education

N

N 5 years experience in Education 2 years experience in Human Service Field AND

Page 42 of 74

Professional Certification

N

Social work or LPC license.

N

Accepted by WLU, Bethany, and WVU

Faculty Credential Requirements by Course Program: ECCE & HS

Course Number

HS 101

Academic Year: 2015-2016

Course Title

Understanding Group Processes and Dynamics

HS 147

Understanding Human Diversity

HS 150

Introduction to Substance Abuse

HS 200

HS 204

Social Welfare Institutions

Field Placement

HS 205

Human Services Seminar

HS 210

Intro to Case Management and Counseling

Education Master's in social work, counseling, or related field (psychology, rehab counseling) Master's in social work, counseling, or related field (psychology, rehab counseling, social services) Master's in social work, counseling, or related field (psychology, rehab counseling) Master's in social work, counseling, or related field (psychology, rehab counseling, social services) Master's in social work, counseling, or related field (psychology, rehab counseling, social services) Master's in social work, counseling, or related field (psychology, rehab counseling, social services) Master's in social work, counseling, or related field (psychology, rehab counseling, social services)

And / Or

And / Experience in Years Or

Course on SCCTA?

Notes

AND

2 years experience in Human Service Field AND

Social work or LPC license preferred

N

AND

2 years experience in Human Service Field AND

Social work or LPC license.

N

AND

2 years experience in Human Service Field AND

Social work or LPC or CAC license preferred

N

Accepted by WLU and WVU

AND

2 years experience in Human Service Field AND

Social work or LPC license.

N

Accepted by WLU, Bethany, and WVU

AND

2 years experience in Human Service Field AND

Social workor LPC license.

N

AND

2 years experience in Human Service Field AND

Social work or LPC license.

N

AND

2 years experience in Human Service Field AND

Social work or LPC license.

N

Page 43 of 74

Professional Certification

Accepted by WLU

Faculty Credential Requirements by Course Program: General Education

Academic Year: 2015-2016

Course Number

Course Title

Education

And / Or

AHS 102

Electronic Health Records

Associate degree

and

AHS 103

Medical Terminology

Associate degree

and

AHS 105

Computation of Drug Dosages

Associate degree

and

AHS 108

Disease Process Applications

Associate degree

and

AHS 110

Associate degree

and

AHS 141

Medical Legal / Ethical Issues Health Promotion and Wellness

Associate degree

and

AHS 150

Nutrition for Health Sciences

Associate degree

and

AHS 207

Pharmacology

Associate degree

and

AHS 209

Gerontology

Associate degree

and

AHS 210

Pathophysiology

Associate degree

and

Cetified Nurse Assistant

Minimal Associate Degree Nursing

And

AHS 106 ART 100

Drawing 1

BA Art

OR

ART 125

Photography I

BA Art

OR

ART 126

Photography II

OR

ART 150

Art Appreciation

ART 256

Creative Expression for Art and Design for Teachers

BA Art MA - Art or Master's degree with 18 credit hours in ART. BA/BS Elementary Education or Early Childhood Education or BA in Art

Introduction to Astronomy

MS in Physics or MS with 18 hours in Astronomy

ASTR 125 BIO 110

Prinicples of Biology

BIO 112

Plant Biology

OR

Experience in Years And / Or 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline 2 years in a related discipline Minimum of 2 years nursing experience in Long Term Care Facility And Minimum of 2 years experience in a related discipline Minimum of 2 years as a professional photographer Minimum of 2 years as a professional photographer

NO NO NO NO NO NO NO NO NO NO

WV current/active RN License

MS - Biology or Master's degree with 18 credit hours in BIO MS - Biology or Master's degree with 18 credit hours in BIO

NO NO

OR

Certified Professional Photographer

OR

Certified Professional Photographer

NO

None

YES

BA/BS degree and 5 years related experience

Page 44 of 74

Professional Certification

Course on SCCTA?

NO

NO None

YES

None

YES

None

YES

Notes

BIO 113

Animal Biology

BIO 114

Anatomy and Physiology I

BIO 115

Anatomy and Physiology II

BIO 218

General Ecology

CHEM 108

General Chemistry I

CHEM 109

General Chemistry II

ECON 104 Principles of Macroeconomics ECON 105 Principles of Microeconomics ENG 101 ENG 102 ENG 200 ENG 201 ENG 208 ENG 210 ENG 211 ENG 215 ENG 225 ENG 226 GEOG 205

MS - Biology or Master's degree with 18 credit hours in BIO MS - Biology or Master's degree with 18 credit hours in BIO MS - Biology or Master's degree with 18 credit hours in BIO MS- Earth Science or Master's degree with 18 credit hours in Earth Science. MS - Chemistry or Master's degree with 18 credit hours in Chemistry MS - Chemistry or Master's degree with 18 credit hours in Chemistry

MBA+ 15 hours in Econ MBA+ 15 hours in Econ

MA - English or Master's degree with 18 credit hours of ENG College Comp I MA - English or Master's degree with 18 credit hours of ENG College Comp II MA - English or Master's American Lit Through the degree with 18 credit hours of ENG Civil War MA - English or Master's American Lit Since the Civil degree with 18 credit hours of ENG War MA - English or Master's degree with 18 credit hours of ENG Rennaissance Drama MA - English or Master's degree with 18 credit hours of ENG English Lit Through the 18 C MA - English or Master's degree with 18 credit hours of ENG English Lit Since the 18 C MA - English or Master's degree with 18 credit hours of ENG Intro to Drama MA - English or Master's degree with 18 credit hours of ENG Shakespeare - Comedies MA - English or Master's Shakespeare degree with 18 credit hours of ENG Tragedies/Histories Master's degree in Geography OR Master's degree with 18 credit hours in GEOG World Geography

Page 45 of 74

None

YES

None

NO

None

NO

None

YES

None

YES

None

YES

None None

YES YES

None

YES

None

YES

None

YES

None

YES

None

NO

None

YES

None

YES

None

YES

None

NO

None

NO

None

YES

MS - Physcial Science or

GSC 100

Science in the Contemporary Master's degree with 18 credit hours in Physical Science World

HIST 100

World Cultures I

HIST 101

World Cultures II

HIST 110

The US to 1865

HIST 111

The US since 1865

MA- History or Master's degree with 18 credit hours in HIST MA- History or Master's degree with 18 credit hours in HIST MA- History or Master's degree with 18 credit hours in HIST MA- History or Master's degree with 18 credit hours in HIST

HPE 100/101

General Program PE

Associate degree

and

HPE 105

Personal Fitness

Associate degree

and

HPE 110

CPR and First Aid

JOUR 214

Journalism I

JOUR 227

Journalism II

MATH 100 Fundamentals of Mathematics MATH 102

Technical Mathematics I

MATH 103

Technical Mathematics II

MATH 104

Technical Mathematics III

MATH 108 MATH 109

Associate degree BA/BS Journalism BA/BS Journalism BA/BS in Mathematics or Math Education BA/BS in Mathematics, Physics, or Engineering BA/BS in Mathematics, Physics, or Engineering

and OR OR

2 years in a related discipline 2 years in a related discipline 2 years in a related discipline

Pre-Calculus Mathematics

MATH 113

Technical Mathematics

MATH 115

Mathematics for Health Sciences

MATH 204

Math for Teachers I

BA/BS in Mathematics, Physics, or Engineering MA/MS-Mathematics or Master's degree with 18 credit hours in MATH

MA/MS-Mathematics or Master's degree with 18 credit hours in MATH BA/BS in Mathematics, Physics, or Engineering MA/MS-Mathematics or Master's degree with 18 credit hours in MATH MA/MS-Mathematics or Master's degree with 18 credit hours in MATH

None

YES

None

YES

None

YES

None

YES

NO NO Certified First Aid and CPR Instructor

NO NO NO

None

YES

None

YES

None

YES

None None

Page 46 of 74

YES

BA/BS degree with 5 years experience in a related discipline BA/BS degree with 5 years experience in a related discipline

College Algebra with Applications Mathematics of Business and BA/BS in Math or MBA with Math emphasis Finance

MATH 110

None

NO

MATH 205

Math for Teachers II

MATH 210

Intro to Statistics

MATH 279

Calculus I

MATH 280

Caluculus II

MATH 281 MGT 250

Caluculus III Principles of Management

MGT 253 MKT 230

Small Business Management Principles of Marketing

MUS 105

Music Appreciation

PHIL 200

Intro to Philosophy

PHYS 104

General Physics I

PHYS 105

General Physics II

PHYS 115

Applied Physics

POLS 102

American National Government and Politics

PSYC 105

Intro to Psychology

PSYC 155

Human Relations

MA/MS-Mathematics or Master's degree with 18 credit hours in MATH MA/MS-Mathematics or Master's degree with 18 credit hours in MATH MA/MS-Mathematics or Master's degree with 18 credit hours in MATH MA/MS-Mathematics or Master's degree with 18 credit hours in MATH MA/MS-Mathematics or Master's degree with 18 credit hours in MATH BA/BS - Business BA/BS Business or Management BA/BS Business

None

NO

None

YES

None

YES

None

YES

None

YES

None

YES

None

NO

None

Yes

None

Yes

None

NO

None

YES

None

None

YES

None

None

NO

MA- Music or Master's degree with 18 credit hours in MUS MA/MS Philosopy, Theology, or Religious Studies or MA/MS with 18 graduate hours in PHIL, theology, religious studies MS-Physical Science or Master's degree with 18 credit hours in Physical Science MS-Physical Science or Master's degree with 18 credit hours in Physical Science MS Physical Science or BS Engineering or MS and 18 Graduate hours in Physics MS - Political Science or Master's degree with 18 credit hours in POLS

Masters degree in psychology, counseling, or social work. OR Master's degree plus 18 credit hours in psychology, counseling, or social work. Masters degree in psychology, counseling, or social work. OR Master's degree plus 18 credit hours in psychology, counseling, or social work.

Page 47 of 74

PSYC 200

PSYC 208

Abnormal Psychology

Masters degree in psychology, counseling, or social work. OR Master's degree plus 18 credit hours in psychology, counseling, or social work.

2 years in a clinical setting

None

NO

Developmental Psychology

Masters degree in psychology, counseling, social work, or child development/family studies. OR Master's degree plus 18 credit hours in psychology, counseling, social work, or child development/family studies..

None

None

NO

None

None

NO

None

None

NO

None

None

YES

None

None

YES

None

NO

None

YES

PSYC 210

Child Psychology

PSYC 218

Exceptional Children

SOC 125

Intro to Sociology

SOC 126 SPCH 101

Social Problems Interpersonal Communication

SPCH 105

Speech

Masters degree in psychology, counseling, social work, or child development/family studies. OR Master's degree plus 18 credit hours in psychology, counseling, social work, or child development/family studies.. Masters degree in psychology, counseling, or social work. OR Master's degree plus 18 credit hours in psychology, counseling, or social work. OR Master's in Education with Special Ed concentration. Master's degree in sociology or social work. OR Master's degree plus 18 credit hours in sociology or social work. Master's degree in sociology, social work, or a related field. OR Master's degree plus 18 credit hours in sociology, social work, or a related field. BA/BS-Communications MA - Communications or Master's degree with 18 credit hours in COMM

Page 48 of 74

SS 207

WV and the Appalacian Subculture

SS 255

The Global Community

Master's degree in Social Science, Sociology, History, or Social Work OR Masters with 18 credit hours in SS, SOC, HIST, SW Master's degree in Social Science, Sociology, or Political Science OR Master's degree with 18 credit hours in SS, SOC, POLS

None

Page 49 of 74

YES

Faculty Credential Requirements by Course Academic Year: 2015-2016

Program: HIT

Course Number

Course Title

Education

HIT 100

Health Data Mgt. Syst

*

HIT 110

Alternative Care Records

*

HIT 125 HIT145

Medical Coding I HIT PPE I

* *

HIT 225

Health Inform. Systems

*

HIT 235

Medical Coding II

*

HIT 230 HIT 240

Medicolegal Aspects QM & PI

*

HIT 251

Healthcare Statistics

*

HIT260 HIT 263 HIT 265

Medical Coding III HIT Seminar HIT PPE II

* * *

And / Or

Experience in Years

RHIA, RHIT, CCS

RHIA, RHIT, CCS

RHIA, RHIT, CCS

There is nothing cited specifically in the standards regarding the credentials I have listed, however as a long time member of the PCAP-one item we look for when conducting course syllabus review are the credentials we have indicated. If they are not present, we will site this as a deficiency Medical Codiong and will without approval until I, II, III corrected. Standard II.A.2.a Faculty and Professional Practice Coordinator must demonstrate current knoweldge in course content and effectiveness in teaching * assignments and subjects.

Page 50 of 74

And / Or

Professional Certification

Course on SCCTA?

Notes

Program:

Course Number

Faculty Credential Requirements by Course ADMINISTRATIVE MEDICAL ASSISTING, CAS AND CLINICAL MEDICAL Academic Year: 2015-2016

Course Title

Education

And / Or

Experience in Years

And / Or

AND

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR AND RMA (American Med Technologists) OR NCMA (National Healthcareer Assoc) CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR CBCS (National Healthcareer Assoc)

No

Professional Certification

Course on SCCTA?

MAS 120

MEDICAL RECORDS

Associate Degree in Medical Assisting

MAS 125

BASIC DIAGNOSTIC AND PROCEDURAL CODING

Associate Degree in Medical Assisting Or Associate Degree in Medical Billing or Coding

AND

2 year experience in medical assisting procedures

MAS 150

INTRODUCTION TO MEDICAL ADMINISTRATIVE PROCEDURES

Associate Degree in Medical Assisting

AND

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR AND RMA (American Med Technologists) OR NCMA (National Healthcareer Assoc)

No

MAS 151

MEDICAL FINANCIAL MANAGEMENT

AND

2 year experience in medical assisting procedures

AND

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR NCMA (National Healthcareer Assoc) OR CBCS (National Healthcareer Assoc)

No

AND

2 year experience in medical assisting procedures

AND

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR NCMA (National Healthcareer Assoc) OR CBCS (National Healthcareer Assoc)

No

Associate Degree in Medical Assisting Or Associate Degree in Medical Billing or Coding Associate Degree in Medical Assisting Or Associate Degree in Medical Billing or Coding

Notes

No

MAS 153

MEDICAL INSURANCE AND REIMBURSEMENT METHODOLOGIES

MAS 155

MEDICAL BILLING AND CODING APPLICATIONS

Associate Degree in Medical Assisting Or Associate Degree in Medical Billing or Coding

AND

2 year experience in medical assisting procedures

AND

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR NCMA (National Healthcareer Assoc) OR CBCS (National Healthcareer Assoc)

No

MAS 201

CLINICAL MEDICAL ASSISTANT I

Associate Degree in Medical Assisting

AND

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR RN / LPN licensure with experience in ambulatory care setting

No

MAS 202

CLINICAL MEDICAL ASSISTANT SKILLS I

Associate Degree in Medical Assisting, Registered Nursing or AND Licensed Practical Nursing

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR RN / LPN licensure with experience in ambulatory care setting

No

MAS 210

CLINICAL MEDICAL ASSISTANT II

Associate Degree in Medical Assisting, Registered Nursing or AND Licensed Practical Nursing

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR RN / LPN licensure with experience in ambulatory care setting

No

Per AAMA 2008 Standards, "Faculty must be knowledgeable in course content, as evidenced by education and/or experience, effective in directing and evaluating student learning and laboratory performance, and be prepared in educational theory and techniques." "Instruction in educational theory and techniques may include college courses, seminars, or in-service sessions on topics such as learning theory, curriculum design, test construction, teaching methodology, or assessment techniques."

Per AAMA 2008 Standards, "Faculty must be knowledgeable in course content, as evidenced by education and/or experience, effective in directing and evaluating student learning and laboratory performance, and be prepared in educational theory and techniques." "Instruction in educational theory and techniques may include college courses, seminars, or in-service sessionson topics such as learning theory, curriculum design, test construction, teaching methodology, or assessment techniques."

Page 51 of 74

MAS 211

CLINICAL MEDICAL ASSISTANT SKILLS II

Associate Degree in Medical Assisting, Registered Nursing or AND Licensed Practical Nursing

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR RN / LPN licensure with experience in ambulatory care setting

No

MAS 220

MEDICAL ASSISTING SEMINAR I

Associate Degree in Medical Assisting, Registered Nursing or AND Licensed Practical Nursing

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR RN / LPN licensure with experience in ambulatory care setting

No

MAS 221

MEDICAL ASSISTING SEMINAR II

Associate Degree in Medical Assisting, Registered Nursing or AND Licensed Practical Nursing

2 year experience in medical assisting procedures

CMA (American Assoc of Med Assts) OR RMA (American Med Technologists) OR AND NCMA (National Healthcareer Assoc) OR RN / LPN licensure with experience in ambulatory care setting

No

Page 52 of 74

Per AAMA 2008 Standards, "Faculty must be knowledgeable in course content, as evidenced by education and/or experience, effective in directing and evaluating student learning and laboratory performance, and be prepared in educational theory and techniques." "Instruction in educational theory and techniques may include college courses, seminars, or in-service sessionson topics such as learning theory, curriculum design, test construction, teaching methodology, or assessment techniques."

Faculty Credential Requirements by Course Program:

Course Number

Academic Year: 2015-2016

Mechatronics

Intro to Workplace Safety

Education Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field Bachelor's degree in Safety, Electrical Engineering Technology, Mechanical Engineering Technology, or related field

MEC 110

Basic Electricity

Bachelor's degree in Electrical Engineering Technology or related field

OR

MEC 112

Instrumentation I

Bachelor's degree in Electrical Engineering Technology or related field

OR

MEC 115

Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Instrumentation I: Mechanical Technology, or related field

OR

MEC 120

Motors and Motor Controls

Bachelor's degree in Electrical Engineering Technology or related field

OR

MEC 122

Machine Maintenance/Installation I

Bachelor's degree in Electrical Engineering Technology or related field

OR

MEC 101

MEC 102

MEC 125

MEC 130

MEC 140

Course Title

Intro to Print Reading

Introduction to Welding

Fluid Power Basics

AAS in Welding Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field

Programmable Controlers I

Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field

And / Or

OR

OR

OR

OR

OR

Experience in Years

5 years experience in manufacturing (Primary) 3 years experience managing safety program (primary) or 5 years experience in manufacturing AND 5 years experience in manufacturing in electrical maintenance, instrumentation, or motor control. (Primary) 5 years experience in manufacturing in electrical maintenance, instrumentation, or motor control. (Primary) 5 years experience in manufacturing in electrical maintenance, instrumentation, or motor control. (Primary) 5 years experience in manufacturing in mechanical maintenance (Primary) 5 years experience in manufacturing in mechanical maintenance (Primary) 5 years experience working under a welding code 5 years experience in manufacturing in mechanical maintenance (Primary) 5 years experience in manufacturing in instrumentation or electrical maintenance. (Primary)

Page 53 of 74

Course on And / Or Professional Certification SCCTA?

OSHA 10 hour certificate

AWS or ASME or APT Certified CWI certification preferred but not required

Notes

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

MEC 230

Fluid Power Systems

MEC 232

Pumps and Piping

Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field

Instrumentation II Electrical

Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field

Programmable Controllers II

Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field

OR

Problem Solving Teamwork Seminar

Bachelor's degree in Electrical Engineering Technology, Mechanical Engineering Technology, or related field

OR

MEC 222

MEC 235

MEC 240

MEC 250

Machine Maintenance/Installation II

OR

OR

OR

OR

5 years experience in manufacturing

5 years experience in manufacturing 5 years experience in manufacturing in mechanical maintenance (Primary) 5 years experience in manufacturing in electrical maintenance, instrumentation, or motor control. (Primary) 5 years experience in manufacturing in instrumentation or electrical maintenance. (Primary) 5 years experience in manufacturing in electrical maintenance, instrumentation, or motor control. (Primary)

Page 54 of 74

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

No

Workplace experience is the preferred credential and is more important than the education requirement.

Faculty Credential Requirements by Course Program:

Course Number

NUR104

NUR107

Academic Year: 2015-2016

Nursing

Course Title

Education

And / Or

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Medical Surgical Nursing 1 years. And Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Nursing Skills years. And

NUR110

LPN-AND Transition

NUR112

Nursing Care Plan Construction

NUR115

Nursing Practicum 1

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

NUR155

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Medical Surgical Nursing 2 years. And Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Nursing Practicum 2 years. And

NUR157

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

NUR154

Nursing Concepts

Experience in Years

Professional Certification

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Page 55 of 74

And / Or

Course on SCCTA?

Notes

NUR204

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Medical Surgical Nursing 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NUR215

Nursing Practicum 3

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Community Health and Nursing Management

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

Minimum of 2 years nursing experience.

And

WV current/active RN License

NUR220

NUR255

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Medical Surgical Nursing 4 years. And Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Nursing Practicum 4 years. And

NUR262

Psychiatric Mental Health Nursing

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Maternal Child Nursing

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Nursing Issues

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NUR254

NUR264

NUR281

Page 56 of 74

NURS 112

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making Nursing Concept Care Map progress to be completed in 3 Construction years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NURS 132

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 Drug Dosage Calculations I years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NURS 133

Health Assessment and Diagnostics I

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Introduction to Nursing Concepts

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Drug and Dosage Calculations II

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NURS 143

Health Assessment and Diagnostics II

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NURS 144

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making Nursing Concepts of Health progress to be completed in 3 and Illness I years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NURS 234

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making Nursing Concepts of Health progress to be completed in 3 and Illness II years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

NURS 134

NURS 142

Page 57 of 74

NURS 244

NURS 45

Synthesis of Nursing Concepts

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Professional Nursing and Health Systems Concepts

Masters of Science Nursing (MSN) /or/ BSN and Enrolled in MSN Program and making progress to be completed in 3 years. And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Page 58 of 74

Faculty Credential Requirements by Course Academic Year: 2015-2016

Program:

Course Number

Course Title

Education

And / Or

Experience in Years

Course on SCCTA?

PAL 100

Drafting Legal Documents

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD from an ABA Accredited Law School OR

3-5 years recent experience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

PAL 101

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD Introduction to Paralegal from an ABA Accredited Studies Law School OR

3-5 years recent experience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

PAL 110

Legal Ethics

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD from an ABA Accredited Law School OR

5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

Civil Litigation

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD from an ABA Accredited Law School OR

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

PAL 150

Page 59 of 74

And / Or

Professional Certification

Notes

PAL 155

PAL 160

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD Law Office from an ABA Accredited Administration Law School OR AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD Legal Research & Writing from an ABA Accredited I Law School OR

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

BA in Political Science or History similar discipline or JD from an ABA Accredited Law Schoo

PAL 170

Constitutional Law

PAL 201

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD Legal Research & Writing from an ABA Accredited II Law School OR

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

JD from an ABA Wills, Estates, and Trusts Accredited Law School

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk

No

PAL 210

PAL 215

Paralegal Seminar

No

OR

JD from an ABA Accredited Law School

OR

Page 60 of 74

Certification from the NALA or NALS…the association of legal professionals No

Estate Planning and/or Probate experience preferred

Knowledge of the NALS…the association of legal professionals certification process preferred

PAL 250

PAL 265

PAL 280

AAS in Paralegal Studies AND experience or Legal Studies or BA in Pre-Law or Legal Studies or similar discipline AND experience or JD from an ABA Accredited Law School OR

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk (AAS and BA degree holders only)

No

Family Law or Domestic Relations experience preferred

Real Estate Law

JD from an ABA Accredited Law School

OR

3-5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk

No

Title Searching and/or Abstracting experience preferred and highly recommended

Paralegal Internship

BA in Pre-Law or Legal Studies or similar discipline or JD from an ABA Accredited Law School OR

5 years recent (within the last 10 years) and continuous excperience as a Paralegal, Legal Assistant, Legal Secretary, Law Clerk

No

Supervisory experience and contacts within the local legal community preferred

Family Law

Page 61 of 74

Faculty Credential Requirements by Course Program:

Course Number

Patient Care Technician

Course Title

Academic Year: 2015-2016

Education

And / Or

Experience in Years

Professional Certification

PCT101

Patient Care Technician Minimal Associate Degree I Nursing And

Minimum of 2 years nursing experience.

And

WV current/active RN License

PCT151

Patient Care Technician Minimal Associate Degree II Nursing And

Minimum of 2 years nursing experience.

And

WV current/active RN License

Page 62 of 74

And / Or

Course on SCCTA?

Notes

Faculty Credential Requirements by Course Program:

Course Number

PTRM 100

Academic Year: 2015-2016

Petroleum Technology

Course Title Appalachian Petroleum Industry and Career Options

Education

Bachelor's degree in Petroleum Engineering or related field

Health, Safety and Environmental Hazard Recognition

Bachelor's degree in Petroleum Engineering or related field

PTRM 104

Petroleum Technology

Bachelor's degree in Petroleum Engineering or related field

PTRM 105

First Aid/CPR for the Petroleum Industry

Bachelor's degree in Petroleum Engineering or related field

PTRM 107

Rigging for Land-Based Bachelor's degree in Petroleum Oil and Gas Operations Engineering or related field

PTRM 109

Drilling Technology

Bachelor's degree in Petroleum Engineering or related field

Free Plunger Lift

Bachelor's degree in Petroleum Engineering or related field

PTRM 102

PTRM 113

And / Or

OR

Experience in Years

Professional Certification

5 years experience in the oil and gas industry (primary)

Course on SCCTA?

Notes

No

OR

5 years experience in the oil and gas industry (primary) AND

Safeland USA/ IADC Rig Pass™ Certified Trainer, OSHA General Industry 30 hour trainer No

OR

5 years experience in the oil and gas industry (primary) AND

Safeland USA/ IADC Rig Pass™ Certified Trainer No

OR

5 years experience in the oil and gas industry (primary) AND

Certified in First Aid/CPR/AED

No

OR

5 years experience in the oil and gas industry (primary) AND

Certified in Crosby Rigging Training

No

OR

5 years experience in the oil and gas industry (primary) AND

Safeland USA/ IADC Rig Pass™ Certified Trainer No

OR

5 years experience in the oil and gas industry (primary)

Safeland USA/ IADC Rig Pass™ Certified Trainer No

Page 63 of 74

And / Or

Should include training in treatment of oil and gas field accidents.

Bachelor's degree in Petroleum Engineering or related field

PTRM 115

Sucker Rod Pumping

PTRM 120

Internship/Cooperative Bachelor's degree in Petroleum Work-Based Experience Engineering or related field

PTRM 202

Well Completion Design Bachelor's degree in Petroleum and Operations Engineering or related field

PTRM 206

Applied Chemistry for Petroleum Industry

PTRM 208

Artificial Lift with Hands-Bachelor's degree in Petroleum on Lab Engineering or related field

PTRM 210

Introduction to Midstream Gas Opeartions

Bachelor's degree in Petroleum Engineering or related field

PTRM 211

Supervisory Level Well Control

Bachelor's degree in Petroleum Engineering or related field

Gas Measurement

Bachelor's degree in Petroleum Engineering or related field

PTRM 213

Bachelor's degree in Petroleum Engineering or related field or bachelor's degree in chemistry

OR

5 years experience in the oil and gas industry (primary)

Safeland USA/ IADC Rig Pass™ Certified Trainer No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary) AND

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

OR

5 years experience in the oil and gas industry (primary)

Page 64 of 74

IADC Wellcap Supervisory Level Certification

No

No

PTRM 215

Electrical, Analog and Digital Applications for Petroleum Industry

Bachelor's degree in Petroleum Engineering or related field or bachelor's degree in electrical engineering technology

PTRM 217

Petroleum Geology of Appalachia

Bachelor's degree in Petroleum Engineering or related field or bachelor's degree in geology

PTRM 219

Hydraulic & Pneumatic Applications for Petroleum Industry

PTRM 221

Advanced Internship/Cooperative Bachelor's degree in Petroleum Work-Based Experience Engineering or related field

PTRM 223

Well Log Interpretation Lab

Bachelor's degree in Petroleum Engineering or related field

PTRM 225

Well Servicing with Hands-On Lab

Bachelor's degree in Petroleum Engineering or related field

PTRM 227

Pressure Pumping Operation

Bachelor's degree in Petroleum Engineering or related field

Bachelor's degree in Petroleum Engineering or related field

OR

5 years experience in the oil and gas industry (primary) or 5 years experience in electrical maintenance or instrumentation

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary) or 5 years experience in mechanical maintenance

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

No

Page 65 of 74

PTRM 229

Off-Road Diesel Forklift/Manlift Operations for Petroleum Bachelor's degree in Petroleum with Hands-on Lab Engineering or related field

PTRM 235

Petroleum Technology Seminar

Bachelor's degree in Petroleum Engineering or related field

OR

5 years experience in the oil and gas industry (primary)

No

OR

5 years experience in the oil and gas industry (primary)

No

Page 66 of 74

Faculty Credential Requirements by Course Program: Radiography, AAS

Course Number

Course Title

Academic Year: 2015-2016

Education

And / Or

Experience in Years

*Radiography Courses

*FT Didactic Faculty = Holds, at a minimum, a baccalaureate degree, is qualified to teach the subject, is knowledgeable of course development, instruction, evaluation, & academic advising. *PT Faculty = holds academic &/or professional credentials appropriate to the subject content area taught & is knowledgeable of course development, instruction, evaluation, & academic advising. AND

*FT Faculty = documents 2 years clinical experience in the professional discipline.

Introduction to Radiography

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

RAD 105

Radiography I

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

RAD 110

Radiation Protection/Radiobiology I

RAD 115

RAD 120

Professional Certification

Course on SCCTA ?

Notes

*FT Faculty = holds American Registry of Radiologic Technologists (ARRT) current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located)

**Some colleges utilize FT or PT Didactic Faculty to teach RAD courses. At WVNCC, only the Program Director (PD) & Clinical Coordinator (CC) teach the Radiography Courses. Listed on this document are the credentials of the instructor of the course at WVNCC; however a FT or PT Faculty could be utilized as long as they meet requirements. A Clinical Instructor (CI) is also utilized for "Clinical Practice" courses

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

Clinical Fundamentals I

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

Radiographic Procedures I

*Taught by CC at WVNCC =holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. AND

CC = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or PD.

RAD 155

Radiography II

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

RAD 160

Radiation Protection/Radiobiology II

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

*RAD

RAD 100

Page 67 of 74

And / Or

AND

Clinical Fundamentals II

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

Clinical Fundamentals I

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

Clinical Practice I

*Taught by CC & CI at WVNCC. CC = holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. CI = is proficient in supervision, instruction & evaluation. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. CI = documents 2 years clinical experience in the professional discipline. AND

CC & CI = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course must be supervised/taught by CC & have a CI identified at each clinical site for every 10 students at the facility.

Clinical Practice II

*Taught by CC & CI at WVNCC. CC = holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. CI = is proficient in supervision, instruction & evaluation. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. CI = documents 2 years clinical experience in the professional discipline. AND

CC & CI = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course must be supervised/taught by CC & have a CI identified at each clinical site for every 10 students at the facility.

RAD 205

Radiography III

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

RAD 210

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, Advanced Imaging Modalities evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. AND

CC = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or PD.

RAD 165

RAD 115

RAD 125

RAD 175

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

RAD 215

Clinical Fundamentals III

*Taught by CC at WVNCC =holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. AND

RAD 220

Radiographic Procedures III

*Taught by CC at WVNCC =holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. AND

CC = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or PD.

Clinical Practice III

*Taught by CC & CI at WVNCC. CC = holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. CI = is proficient in supervision, instruction & evaluation. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. CI = documents 2 years clinical experience in the professional discipline. AND

CC & CI = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course must be supervised/taught by CC & have a CI identified at each clinical site for every 10 students at the facility.

RAD 195

Page 68 of 74

RAD 255

RAD 260

RAD 265

RAD 270

RAD 225

Radiography IV

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

Radiography Seminar

*Taught by PD at WVNCC = holds, at a minimum, a master's degree, is proficient in curriculum design, program administration, evaluation, instruction, & academic advising.

AND

PD =documents 3 years clinical experience in the professional discipline & documents 2 years experience as an instructor in a JRCERT-accredited program. AND

PD = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or CC.

Clinical Fundamentals IV

*Taught by CC at WVNCC =holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. AND

CC = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or PD.

Radiographic Procedures IV

*Taught by CC at WVNCC =holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. AND

CC = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course could also be taught by FT or PT Faculty or PD.

Clinical Practice IV

*Taught by CC & CI at WVNCC. CC = holds, at a minimum, a baccalaureate degree, is proficient in curriculum development, supervision, instruction, evaluation, & academic advising. CI = is proficient in supervision, instruction & evaluation. AND

CC = documents 2 years clinical experience in the professional discipline & documents a minimum of 1 year of experience as an instructor in a JRCERT-accredited program. CI = documents 2 years clinical experience in the professional discipline. AND

CC & CI = holds ARRT current registration in Radiography or equivalent (i.e., unrestricted state license for the state in which the program is located).

*Course must be supervised/taught by CC & have a CI identified at each clinical site for every 10 students at the facility.

Page 69 of 74

Faculty Credential Requirements by Course Academic Year: 2015-2016

Program: RAH, IMT, ARS Course Number Course Title EL 112 Basic Principles of Electricity Applied Basic Plumbing ad IMT 100 Pipefitting

Education AAS in technology field

And / Or Experience in Years AND 5 years in electrical

And / Or Professional Certification AND Journeyman Electrical License

AAS in technology field

AND

5 years in plumbing

RAH 100 Basic Refrigeration I

AAS in technology field

AND

5 years refrigeration

AND

RAH 102 Refrigeration Controls

AAS in technology field

AND

5 years in refrigeration

AND

RAH 101 Basic Referigeration II

AAS in technology field

AND

5 years in refrigeration

AND

ARS 102 Appliance Installation IMT 205 Welding

AAS in technology field Cerificate in Industrial Maintenance

AND AND

5 years in appliance repair 5 years in welding

AND

EL 113

AAS in technology field

AND

5 years in electrical

AND

RAH 206 Heating Systems I

AAS in technology field

AND

5 years in heating

RAH 207 Heating Systems II

AAS in technology field

AND

RAH 209 Duct Layout and Prints

AAS in technology field

AND

5 years in heating 5 years in heating/airconditioning

AND

RAH 211 Air Conditioning

AAS in technology field

AND

5 years in air conditioning

AND

Industrial Electricity

Course on SCCTA? No

None EPA Certification in Refrigerant Recovery Recycling EPA Certification in Refrigerant Recovery Recycling EPA Certification in Refrigerant Recovery Recycling EPA Certification in Refrigerant Recovery Recycling None

No

Journeyman Electrical License

No

No No No No No

RAH 204 Climate Control

Page 70 of 74

No No EPA Certification in Refrigerant Recovery Recycling EPA Certification in Refrigerant Recovery Recycling

No No

Notes

Faculty Credential Requirements by Course Program:

Course Number

RCT 104 RCT 106 RCT 110 RCT 125 RCT 127 RCT 134 RCT 136 RCT 201 RCT 202 RCT 203 RCT 204 RCT 214 RCT 216 RCT 218 RCT 221 RCT 223

Academic Year: 2015-2016

RCT

Course Title Introduction to Respiratory Care

Education

Associate Degree Respiratory Care Associate Degree Clinical Practice I Respiratory Care Respiratory Care Associate Degree Sciences Respiratory Care Associate Degree Therapeutic Procedures Respiratory Care Associate Degree Clinical Practice II Respiratory Care Associate Degree Critical Care I Respiratory Care Associate Degree Clinical Practice III Respiratory Care Respiratory Care Associate Degree Preceptorship I Respiratory Care Respiratory Care Associate Degree Preceptorship II Respiratory Care Respiratory Care Associate Degree Preceptorship III Respiratory Care Advanced Respiratory Associate Degree Care Respiratory Care Respiratory Care Associate Degree Specialties Respiratory Care Associate Degree Critical Care II Respiratory Care Associate Degree Clinical Practice IV Respiratory Care Associate Degree Respiratory Care Seminar Respiratory Care Associate Degree Clinical Practice V Respiratory Care

And / Or

Experience in Years

Course on SCCTA?

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

And

2 years

And

RRT

No

Page 71 of 74

And / Or

Professional Certification

Notes

Faculty Credential Requirements by Course Program:

Course Number

Academic Year: 2015-2016

Surgical Technology

Course Title

Education

And / Or

Experience in Years

Professional Certification

and

Practiced as a Surgical Technologist one of the last three years and

Holds a certification from the National commission on Certifying Agencies

and

Practiced as a Surgical Technologist one of the last three years and

Holds a certification from the National commission on Certifying Agencies

and

Practiced as a Surgical Technologist one of the last three years AND

Holds a certification from the National commission on Certifying Agencies

and

Practiced as a Surgical Technologist one of the last three years and

Holds a certification from the National commission on Certifying Agencies

and

Practiced as a Surgical Technologist one of the last three years AND

Holds a certification from the National commission on Certifying Agencies

and

Practiced as a Surgical Technologist one of the last three years AND

Holds a certification from the National commission on Certifying Agencies Holds a certification from the National commission on Certifying Agencies

ST 105

Surgical Technology I

Graduate from an accredited program

ST 125

Anethesia/Pharmacology for the Surgical Technologist

Graduate from an accredited program

Surgical Technology II

Graduate from an accredited program

ST 155

Clinical Practice II

Graduate from an accredited program

ST 175

Pathophysiology for the Surgical Technologist

Graduate from an accredited program

Surgical Technology III

Graduate from an accredited program

ST 250

Surgical Technology IV

Graduate from an accredited program

and

Practiced as a Surgical Technologist one of the last three years and

ST115

Clinical Practice I

Graduate from an accredited program

and

Practiced as a Surgical Technologist one of the last three years and

Holds a certification from the National commission on Certifying Agencies

Clinical Practice II

Graduate from an accredited program

and

Practiced as a Surgical Technologist one of the last three years and

Holds a certification from the National commission on Certifying Agencies

Clinical Practice III

Graduate from an accredited program

and

Practiced as a Surgical Technologist one of the last three years and

Holds a certification from the National commission on Certifying Agencies

ST 150

ST 200

ST155

ST210

Page 72 of 74

And / Or

Course on SCCTA?

Notes

ST255

Clinical Practice IV

Graduate from an accredited program

and

ST260

Surgical Seminar

Graduate from an accredited program

and

Practiced as a Surgical Technologist one of the last three years and Practiced as a Surgical Technologist one of the last three years and

Page 73 of 74

Holds a certification from the National commission on Certifying Agencies Holds a certification from the National commission on Certifying Agencies

Addendum X Faculty Credential Minimum Qualifications by Course Program: Course Number

Welding

Course Title

Education

And / Or

WELD 101

Oxyacetylene Welding

AAS in Welding

OR

WELD 102

Basic Shielded Metal Arc Welding

AAS in Welding

OR

WELD 110

Intermediate Shielded Metal Arc Welding

AAS in Welding

OR

WELD 112

Advanced Shielded Metal Arc Welding AAS in Welding

OR

WELD 202

Beginning MIG (GMAW) Welding

AAS in Welding

OR

WELD 204

Advanced MIG (GMAW)

AAS in Welding

OR

WELD 206

Beginning TIG

AAS in Welding

OR



Page 74 of 74