Commission on Colleges

Southern Association of Colleges and Schools

REPORT OF THE SUBSTANTIVE CHANGE COMMITTEE

- Program Expansion -

For use with the following types of changes:

• Initiating programs at a more advanced degree levels
• Expanding programs at current degree levels (when the new program is a departure from current programs)
• Initiating programs at a lower degree level

· Expanding electronic delivery to include currently offered degrees

Statement Regarding the Report

The Commission on Colleges will make its determination on the accreditation of an institution based on the findings contained in this committee report, the institution’s response to issues contained in the report, other assessments relevant to the review, and application of the Commission’s policies and procedures. Final interpretation of the Principles of Accreditation and final action on the accreditation status of the institution rest with the Commission on Colleges.

Name of the Institution: Abraham Baldwin Agricultural College

Date of the Review: February 25 – 26, 2008

COC Staff Member: Rudy Jackson

Chair of the Committee: Dr. Carol Corbat

Part I. Overview

A. Describe the proposed change. Include the location, initial date of implementation, projected number of students, primary target audience, projected life of the program (single cohort or ongoing), and instructional delivery methods.

B. Discuss the rationale for the change, including assessment of need. List currently offered certificate and/or degree programs that are related to the proposed expansion. List institutional strengths that facilitate implementing the proposed change.

Program I: Bachelor of Applied Science in Turfgrass and Golf Course Management

The Bachelor of Applied Science (BAS) degree in Turfgrass and Golf Course Management (TGCM) builds upon the excellent programs in Environmental Horticulture Technology which Abraham Baldwin Agricultural College (ABAC) offers at the associate degree level. The decision to add a degree at the bachelor’s level is a response to changing conditions in the work environment for graduates in the Turfgrass and Golf Course Management fields. The objectives of the program are to produce graduates with the theoretical knowledge, technical skills, and critical thinking and communication abilities necessary for successful professional careers in the “green” industry throughout Georgia and the southeastern USA.

The “green” industry is a relatively new term (within the last 17 years) and is being used often to describe urban agricultural enterprises including landscape, grounds, irrigation, tree care, nursery, pest management, and turfgrass including golf course, sports turf, professional lawn care, and turf production. It includes production, marketing, design, installation and maintenance. Since 1998, Inventive Marketing, LLC (www.targetedjobsites.com) has listed a major category of careers as Green Industry Jobs with sub-headings similar to the list provided above.

Related professional associations support ABAC’s goal in preparing and placing students in internship training programs and employment after graduation. The Georgia Green Industry Association (GGIA) was founded in 1990 with the merging of the Georgia Nurserymen’s Association and the Georgia Association of Landscape Professionals; the Georgia Flower Growers Association also merged in 2005. The mission of GGIA is to advance and promote the horticultural industry by setting the standard for professionalism, excellence, and environmental stewardship. Also, the Professional Landscape Network (PLANET) emerged in 2005 when the Associated Landscape Contractors of America and the Professional Lawn Care Association of America merged to become a more encompassing network of green industry professionals.

Furthermore, the Georgia Turfgrass Association promotes professionalism by providing education, leadership and representation for the Georgia turfgrass industry. The Georgia Golf Course Superintendents Association enhances the game of golf and the golf course management profession by providing education, advocacy, and recognition for the professionals in the industry. The Georgia Chapter of the Sports Turf Managers Association actively pursues professionalism through education and encourages members to be leaders in strengthening the sports turf industry and to enhance their turf competence. The Georgia Sod Producers Association is committed to representing and advancing the turfgrass sod industry through the promotion of improved practices, the professional development of members, and the enhancement of the environment.

The decision to propose the program was based upon (1) an expression of need from the “green” industry for such a degree, (2) an expression of interest by ABAC students and other students to enter the program, (3) having Forest Lakes Golf Course and the Torbett-Dobrosky Practice Golf Center as part of the ABAC teaching campus, and (4) ABAC’s ability and preparation to offer such a degree.

The Turfgrass and Golf Course Management program will provide students at ABAC and in the state of Georgia, as well as outside of Georgia, an avenue to pursue education in their field beyond an Associate of Applied Science. Today’s Turfgrass and Golf Course Management professionals need both advanced theoretical and technical skills to operate successfully in an industry in which technology is developing rapidly and environmental issues grow increasingly complex. The additional two years of classroom and experiential learning in the baccalaureate program will provide the advanced knowledge and skills necessary to adapt to the changing “green” industry.

Currently, many golf course superintendents in Georgia and surrounding states are ABAC A.A.S. graduates. Many graduates are employed in all areas of turfgrass including marketing and sales, sports, production, etc. If ABAC is to continue to provide qualified professionals for one of Georgia’s growth industries, it must expand its educational programs to meet changing employer expectations.

The Bachelor of Applied Science will provide ABAC technology program graduates a bridge opportunity for additional educational and professional training. It will provide the student with a more in-depth scientific and technological study of turfgrass weeds, insects, diseases and nematodes; an understanding and practical application of best management practices in turfgrass; an understanding of soil fertility and chemical problems; computations in turfgrass maintenance; management of specific fine turfgrasses; turfgrass resources; construction, renovation and establishment of fine turf areas; and hands-on experiential learning exercises at the College’s Forest Lakes Golf Course (a nine-hole golf course for teaching and demonstration) and the Torbett-Dobrosky Golf Practice Green on campus. Furthermore, additional course work in business finance, small business management, human resources, and marketing, as well as in general education, will better shape the students’ academic preparation for America’s workplace.

State’s need for graduates: Georgia and the Southeast have seen, and will continue to see, an expansion in the golf and turf industries. In 2006, the green industry alone had a $2.9 billion economic impact on the economy of Georgia, and that figure is increasing annually. There are some 450 golf courses in Georgia. The economic impact of these courses is in addition to the turf economic impact. In his welcome address at the 2004 University of Georgia Turfgrass Field Day in Griffin, Georgia, on August 12, 2004, Governor Sonny Perdue stated that “urban agriculture” or “beautification agriculture” (turfgrass and ornamentals) ranked third in Georgia economics just behind poultry (first) and cotton (second). In 2006, the green industry placed second in Georgia economics, second only to poultry.

In these expanding industries, there is a continuing need for trained and educated individuals. ABAC has been training individuals for entry-level management positions for the turf and golf industries for over 30 years. One will find ABAC graduates in management positions on approximately 80 percent of the state’s 450 golf courses, as well as with many sports and grounds facilities. ABAC’s two-year turf program was rated 7^th in the nation in July 2007 by TurfNet magazine based on a survey conducted by the University of Central Florida.

Nevertheless, the Golf Course Superintendents Association of America recently suggested that Class A golf course superintendents have a four-year degree. When this suggestion becomes the standard employment practice, ABAC’s two-year technology graduates will find their upward mobility hindered and their career options limited. ABAC is presently supplying the golf and turf industries with well- trained and capable employees; and with modifications to our present program, ABAC can continue to serve these expanding industries.

Prior to the BAS degree program, ABAC had two-year AAS (Associate of Applied Science) programs in Golf Turf, Sports Turf, Commercial Turf and Landscape Design and Grounds Management. College credit for the technology courses in these two programs is not transferable to the University of Georgia. It was proposed that by offering a Bachelor of Applied Science degree, ABAC could provide an educational bridge opportunity for the two-year technical graduates. The two-year technology graduates enter the program and utilize the technology credits earned in Golf Turf, Sports Turf, Commercial Turf or Landscape Design and Grounds Management toward the BAS graduation requirements. ABAC is the only institution that is presently prepared to provide this educational opportunity within the state of Georgia and the southeastern part of the country. Additionally, the donation of Forest Lakes Golf Course (FLGC) in 2001 to the ABAC Foundation has provided an excellent laboratory for the Turfgrass and Golf Course Management program. The Foundation contracted with Augusta Golf Designs and Mark Bennett, golf course architect, to develop an educational master plan and report with technical specifications for rebuilding the FLGC greens using recently released cultivars that will greatly enhance the educational and technical value of the course for our students who will be tomorrow’s turf managers. The faculty and staff in the program are currently developing a plan to raise the funding from industry to accomplish this goal.

Data to support need for the program: In the state of Georgia, the green industry is a $2.9 billion industry and employs over 30,000 individuals. Given the 3,350 golf courses in Georgia and our surrounding states, the turf industry has a considerable economic impact on the Southeast. The number of golf courses continues to increase, and, consequently, the number of educated, trained employees needed also increases. The only programs in turf and golf course management in the state of Georgia are at the University of Georgia, ABAC, and North Georgia Technical College, which offers an Associate of Applied Technology in Turfgrass and Golf Course Management. In Fall 2005, there were 128; Fall 2006, there were 126; and in Fall 2007, there were 160 students at ABAC majoring in Environmental Horticulture Technology. Of those, 83 students in 2005, 66 students in 2006, and 89 students in 2007 were majoring in commercial, golf, or sports turf management. These technology students will be the group who will most benefit from a BAS program that will prepare them for entry-level management positions and career advancements in the golf and turf industries. However, those numbers do not include the students currently in learning support areas who, upon completion of learning support, will be re-assigned into Environmental Horticulture. Currently, there are 21 students majoring in Turfgrass and Golf Course Management. There are 16 students registered in HORT 3310 Best Management Practices in Turfgrass, 16 students registered in HORT 3520 Computations in Turfgrass Maintenance, and 14 students registered in HORT 3240 Weed Management during Spring 2008.

The proposal for the program was brought before the ABAC Agricultural Alumni Board and received their full support and endorsement. The ABAC agricultural faculty contacted golf course superintendents and other leaders in the turf industry to solicit their opinions regarding the potential employability of graduates of the program. Their responses were very positive and they encouraged the implementation of the program.

The environmental horticulture students at ABAC were then polled to determine the interest level of students. An overwhelming majority expressed support and interest in the Bachelor of Applied Science in Turfgrass and Golf Course Management opportunity becoming available at ABAC. Of 53 students polled, 38 said they would consider applying for admission into the program. Recent graduates, already in the workforce, have also indicated interest in the program.

Supporting Document 1 TGCM: Letters of Support. (www.abac.edu/ir/sc/scandocs/let_support_turfgrass.pdf)

Supporting Document 2 TGCM: Environmental Horticulture Student Survey. (www.abac.edu/ir/sc/scandocs/survey_new_programs.pdf)

Supporting Document 3 TGCM: Forest Lakes Funding Proposal (www.abac.edu/ir/sc/novemberforestlakesfundingproposal.htm)

Program II: Bachelor of Applied Science in Diversified Agriculture

The creation of the Bachelor of Applied Science in Diversified Agriculture will benefit both students and industry in the southeastern states. This curriculum is designed to combine the technical training of the two-year career technology curricula such as Livestock Production, Agronomic Production, Agriculture Engineering, Turfgrass Utilization, Landscape Design, Forest Resources, and Horticulture Production with the capstone upper division experience providing critical thinking, problem solving and experiential learning opportunities with courses in finance, marketing, business management and personnel management.

ABAC has a rich tradition in providing industry-ready graduates of associate degree programs for many careers in agriculture. There is a growing need, however, to provide graduates who have a broader exposure to core requirements that are often offered in bachelor degree programs. Many of the traditional employers of ABAC graduates, such as agricultural equipment and chemical companies, have expressed a desire to continue employing our graduates but have communicated a need for bachelor degree recipients. In order to continue our service to the agricultural industries, the College should implement the BAS in Diversified Agriculture. This program combines the hands-on, technical education of our Associate of Applied Science graduates with expanded general education and more advanced agricultural and economic education.

Graduates will understand the daily requirements of their chosen agricultural industry, but will also be well prepared to manage related businesses in production, marketing and utilization. Potential employers include those who manufacture, market, and service agriculture equipment, animal feeds, animal health products, fertilizer, seed, agricultural pesticides, livestock, ornamental plants, turf, and many other products.

The purpose of agricultural programs in most Land Grant institutions today is to prepare students for graduate studies in scientific research. Their focus is on basic science, rather than intricacies of agricultural production and agribusiness. While specialization continues to be necessary at the graduate level, a diversified education at the bachelor’s level is becoming a requirement for future employees of agriculture-related companies. There is a need for baccalaureate graduates who understand the practical application of science, who have a wide range of experiences and who can communicate effectively with those engaged in production and the business of agriculture.

The job market in agriculture has changed drastically over the last twenty years. The ability to think critically in business settings is imperative. Graduates of colleges and universities must be able to adapt to a changing market, to changing technology, to changing social attitudes, and to a changing political environment There is a shortage of well educated graduates who have significant agriculture experience and possess the ability to multi-task, critically evaluate systems, communicate well orally in small or large group settings, communicate extemporaneously or with planned messages, communicate through business writing, and create focused team success.

The Land Grant university’s investment in graduate education often inhibits their ability to meet the need for undergraduates who with the aforementioned criteria. ABAC, however, is perfectly positioned to do so. It has an experienced, diverse faculty and staff and a location adjacent to the University of Georgia’s Coastal Plain Experiment Station in the center of a thriving agricultural area. Within an hour's drive of campus, there are major companies in production, processing, and marketing of a new-generation industry--ethanol production. The College's J. G. Woodroof Farm comprises more than 200 acres of agricultural laboratory space. The Division of Agriculture and Forest Resources occupies approximately 124,000 square feet of classroom, laboratory, and office facilities. One indicator of the region's importance to agriculture is the location of the Sunbelt Ag Exposition approximately thirty miles away in Moultrie. It is the largest agriculture exposition in the nation and is a magnet for future ABAC students, employers of ABAC graduates, and companies which provide internships and foundation funding for our undergraduate programs.

Abraham Baldwin Agricultural College is well prepared to offer the Bachelor of Applied Science in Diversified Agriculture. Presently ABAC has two-year AAS programs in agricultural business technology, agricultural engineering technology, animal science, environmental horticulture technology, livestock health, plant science, and poultry science. The Bachelor of Applied Science degree will provide an educational bridge opportunity for the two-year technical graduates. The two-year technology graduates will enter the program and utilize the technology credits earned in the aforementioned programs toward the BAS graduation requirements. College credit for the technology courses in these programs is not usually transferable to the University of Georgia or Fort Valley State University because the ABAC programs are not limited to theory but also involve hands-on application. ABAC is the only institution that is presently prepared to provide this educational opportunity within the state of Georgia and the southeastern part of the country.

The proposal was brought before the ABAC Agricultural Alumni Board and received their full support and endorsement. The ABAC agricultural faculty contacted officers of agricultural industries to solicit their opinions regarding the potential employability of graduates of the program. Their responses were very positive and they encouraged the implementation of the program. Letters that demonstrate outside support for the program are attached.

In a recent survey of 246 current Agriculture and Forest Resources students, 61 indicated they would stay at ABAC and enroll in the Diversified Agriculture BAS program. Recent graduates, already in the workforce, also have indicated interest in the program.

Supporting Documents:

Supporting Document 1 DA: Letters of Support. (www.abac.edu/ir/sc/scandocs/let_support_diverseag.pdf)

Supporting Document 2 DA: Diversified Agriculture Student Survey Results. (www.abac.edu/ir/sc/scandocs/survey_new_programs.pdf)

Part II. Impact of the proposed expansion on selected requirements in the Principles of Accreditation

A. Assessment of Compliance with Section 1: The Principle of Integrity

1.1 The institution operates with integrity in all matters. (Integrity)

Founded in 1908, Abraham Baldwin Agricultural College has had a rich history of integrity as exhibited to its students, faculty and staff, and external constituents. ABAC is proud of its record of compliance in federal and state laws including Civil Rights, Section 504 of the Rehabilitation Act of 1973, the American Disabilities Act of 1990, Title IX, among others, and is an Equal Opportunity Employer. Institutional integrity is also illustrated by Abraham Baldwin Agricultural College’s compliance with all policies and procedures of the Georgia Board of Regents and is subject to the laws of the State of Georgia. From a financial standpoint, ABAC operates in a sound financial manner and has had no audit findings from the state of Georgia. In addition, ABAC has a solid 501(c)(3)Foundation, worth approximately 63 million dollars, which supports many of the College’s academic programs in addition to state budget allocation. A system of checks and balances at all levels of the institution is in place as shown in the Abraham Baldwin Agricultural College’s policy manual, particularly with respect to academic matters and the creation and delivery of the new Bachelor of Applied Science degree programs in Diversified Agriculture and Turfgrass and Golf Course Management. Integrity has been shown in the academic arena as it relates to these new degrees from their inception by faculty within the academic division, approval by the college-wide curriculum committee, and approval by the Board of Regents. The implementation process has also illustrated integrity by hiring appropriately credentialed new faculty in the division, by creating a budget to sustain the new degree programs, by developing recruiting and admission standards for the new degree programs, by developing a rigorous curriculum for the new degree programs, by establishing programmatic outcomes and assessment to constantly review and modify curriculum to enhance student learning, by assisting graduates with job placement, and continuing to work with graduates as members of the very active and supportive Alumni Association.

B. Assessment of Compliance with Section 2: The Core Requirements

2.4 The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. (Institutional Mission)

The institution’s mission statement was published in June 2007, upon the approval by the Southern Association of Colleges and Schools to award the Bachelor of Applied Science degrees in the fields of Diversified Agricultural and Turfgrass and Golf Course Management. Since the ABAC Catalog 2007-2008 had been published by that time, an addendum was added for the new mission statement. In addition, a link to the new mission statement can be found on the President’s Message page on the website. (www.abac.edu/president/mission.cfm)

The committee formed to revise the mission statement was chaired by the Vice President for Academic Affairs and included the Vice President for Student Affairs, Chief Information Officer, the Director of Institutional Research and Planning, and several division chairpersons. Upon approval by the Board of Regents in May 2006, the mission statement was distributed to the faculty and approved at the faculty/staff meeting on August 16, 2006.

The College’s Mission Statement is reviewed at least every five years as part of the planning process.

Supporting Document:

Supporting Document 2.4a. Minutes of the Faculty/Staff Meeting of August 16, 2006 (www.abac.edu/ir/sc/fsminfall06.htm)

2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)

ABAC engages in mission review, needs assessment, and strategic planning to ensure that the College is working in conjunction with the University System of Georgia Strategic Plan and effectively accomplishing its mission. Doing so requires a cycle of assessment and planning.

Systematic Assessment

A number of components make up systematic assessment to ensure continual improvement of academic and student services. These include the use of general education outcomes assessment, course learning outcomes, program learning outcomes, participation in the CCSSE study, completion of unit plans and goals, follow-up annual reports, institutional surveys, system surveys and system data.

The new degree programs will become part of the on-going, systematic assessment process through the efforts of the Division of Forestry and Agricultural Resources. Course learning outcomes, degree program outcomes and program assessment will be critical to ensure the success of the programs. Employer surveys and recent graduate surveys will be conducted to ensure that the program is meeting the needs of both employer and employee. Current outcomes and assessments methodologies are accessible on the College’s website, along with additional documentation regarding the many components of assessment on campus. Additional narrative concerning outcomes and assessments is available in CR 3.3.1.

Additional Needs Assessment

In addition to a systematic assessment, the College conducts assessments as needed to achieve a higher-level, more strategic view. During 2007, the College conducted such a college-wide needs assessment capturing feedback from students, faculty and staff. A summary of the data revealed six initiatives: (1) The College Experience, (2) Comprehensive Facilities Management, (3) Faculty Affairs, (4) Technology, (5) Student Recruitment, and (6) Outsourced Business Enterprises. Teams were designed, comprised of faculty, staff and students, whose purpose was to define implementation strategies. The products of the process were six reports which would serve as a component for the strategic planning process.

Strategic Planning

Working with the information garnered as a result of the needs assessment, the newly approved College mission statement (June 2007), the approval by SACS and USG Board of Regents to award BAS degrees, and the update to the USG’s Strategic Plan (September 2007), the College began the process of long-term planning with two key guiding principles: excellence and sustained growth.

During July 2007, a planning retreat was held to create a framework for the challenges, changes, and opportunities the College would be facing in the coming years. The result of this effort was the development of the College’s latest strategic plan—ABAC’s 2^nd Century Project.

The 2^nd Century Project is tied strongly to the University System of Georgia’s Strategic Plan, serving 18 points of connectivity. Key to the project is the academic support for the College’s newest four-year programs. Goal 3 addresses the focus of support for academic excellence and a positive student experience in both the two-year and also the four-year programs.

USG Strategic Plan

1. Renew excellence in undergraduate education to meet students’ 21^st century educational needs.

2. Create enrollment capacity to meet the needs of 100,000 additional students by 2020.

3. Increase the USG’s participation in research and economic development to the benefit of a Global Georgia.

4. Strengthen the USG’s partnership with the state’s other education agencies.

5. Maintain affordability so that money is not a barrier to participation in the benefits of higher education.

6. Increase efficiency, working as a System.

ABAC’s 2nd Century Project

1. Enhancing Business Processes – Budget Development and Management

Goal: Create user-friendly, web-based budget development and management processes that will support participatory budget development and management.

Rationale: For ABAC to quickly become Georgia’s State College of Choice will require changes within many existing budget units and creation of new ones. During the last budget cycle the process of budget reallocation began, but decision makers were hampered in their ability to make the necessary changes because of the inability to quickly and easily make changes to and balance the budget. Similarly, the inability to easily manage budgets in the near-real time results in ineffective and inefficient use of personnel.

2. The Office of College Advancement

Goal: Create a robust, well managed office whose singular role is to advance the College via the acquisition, management and expenditure of public and private assets.

Rationale: For ABAC to quickly become Georgia’s State College of Choice will require thoughtful and deliberate strategic and capital planning, aggressive fund raising and investments that are well placed in accordance with the College’s mission.

3. Transforming Academic Programs

Goal: Earn a strong state, regional and national reputation for academic excellence and positive student experience by developing unique and acclaimed 2-yr and 4-yr academic programs and by recruiting and retaining the very best in faculty, staff and student talent.

Rationale: For ABAC to quickly become Georgia’s State College of Choice will require the expansion and improvement of existing programs and the development of new programs that will draw students and faculty from across the state, region, nation and world. A positive and productive academic environment requires committed and engaged, well adjusted faculty, staff and students.

4. Institutional Effectiveness and Process Improvement

Goal: Create a program that is committed to enhancing all aspects of institutional effectiveness and efficiency through the use of technology, institutional research and process improvement.

Rationale: For ABAC to quickly become Georgia’s State College of Choice will require continuous process improvements that focus on effectiveness and efficiency. Research will provide the data that will drive decision making and technology will be the primary tool of information delivery, transactional processing and the enhancement of learning.

5. Marketing, Promotion & Public Relations

Goal: Increase public awareness of educational and career opportunities for students, faculty and staff at Abraham Baldwin Agricultural College.

Rationale: For ABAC to quickly become Georgia’s State College of Choice will require that more people know about the opportunities at ABAC. To know ABAC is to love ABAC. The more who know ABAC, the more who will love ABAC.

Supporting Document 2.5a Strategic Planning Website (www.abac.edu/ir/Strategic_Planning/)

2.7.1 The institution offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification for all degrees that include fewer than the required number of semester credit hours or its equivalent unit. (Program Length)

Abraham Baldwin Agricultural College offers associate degrees in college transfer programs and associate of applied science degrees in career/technology programs. ABAC also offers several certificate programs. A complete list of programs appears in the ABAC Catalog 2007-2008.

The University System of Georgia lists the criteria for undergraduate degree requirements in its Academic Affairs Handbook (Section 2.03.04). For bachelor degree programs, a minimum of 120 hours must be maintained (exclusive of physical education activity/basic health or orientation course hours that the institution may require). At least 60 semester hours are required in all transfer programs (exclusive of physical education activity/basic health or orientation course hours that the institution may require), and Associate of Applied Science degrees and Associate of Science career degrees in allied health and nursing have a maximum of 70 semester hours (exclusive of physical education activity/basic health or orientation course hours that the institution may require). These degrees must contain a minimum of 20 semester hours of general education. The standards specified by the University System match or exceed the requirements stated in this SACS Core Requirement.

The Bachelor of Applied Science degree programs consist of 120 semester credit hours of coursework and 4 hours of physical education. Thirty-nine of those hours are in upper division (3000- and 4000-level) courses.

2.7.2 The institution offers degree programs that embody a coherent course of study that is compatible with its stated mission and is based upon fields of study appropriate to higher education. (Program Content)

ABAC offers degree programs comprised of courses of study which are compatible with our mission. These programs are based upon fields of study appropriate to higher education. All programs are subject to a systematic, extensive evaluation procedure at the time they are proposed. Program additions and changes are initiated and voted on by faculty at the academic division level. Recommended changes are then submitted to the Curriculum Committee. This committee reviews proposals from each of the academic divisions for new courses, programs, major changes in offerings, adjustments in credit hours for courses, academic standards for admission, academic standards for continuation, academic standards for graduation. The Curriculum Committee is composed of the Vice President and Dean of Academic Affairs (as committee chair), each of the division chairs (7), the Registrar and Director of Admissions, the Library Director, the Director of ABAC on the Square in Moultrie, the Director of Learning Support, an additional faculty member from each academic division, and three students. The Director of Institutional Research & Planning, the Assistant Registrar, and the Director of OITS serve as non-voting members. The seven faculty representatives from the academic divisions (not the division chairs) are appointed for two-year terms in alternating years so that four are serving a second year in any given year. Action taken by the Curriculum Committee is voted on and either sent to the Board of Regents for consideration and action or implemented if no Board of Regents approval is needed.

The addition or deletion of degree programs requires approval of the Board of Regents of the University System of Georgia. New degrees and majors must conform to BOR procedures and documentation outlined in USG's Academic Affairs Handbook. Proposals undergo an extensive preliminary review by Board staff members, who scrutinize need, compatibility with mission, number of students to be served, budgetary issues, curriculum, and collaboration. If the preliminary proposal is approved, it will undergo a review as a formal proposal by the Office of Academic Affairs. This office decides whether or not to submit the proposal as a Board of Regents agenda item.

After approval by the Board of Regents, a subsequent review takes place during the fourth year of program operation. The purpose is to evaluate program effectiveness in meeting outcomes and expectations. In addition, comprehensive program reviews are carried out once every seven years as required by Board of Regents policy.

The BAS programs in Turfgrass and Golf Course Management and Diversified Agriculture were developed and proposed by the faculty in the Division of Agriculture and Forest Resources. They were approved by the College’s Curriculum Committee in October 2005 and by the Board of Regents of the University System of Georgia in May 2006.

The Environmental Horticulture faculty developed the curriculum for the BAS in Turfgrass and Golf Course Management utilizing two principal sources of information. ABAC has a very strong and effective internship training program in Environmental Horticulture in its AAS degree program. Many of the turf managers at the intern sites provided input into the development of the program. A more formal inquiry into the desired components of the program consisted of Dr. Eddie Seagle’s research for his dissertation in 2001. That study involved a Delphi Team, a group of experts who share ideas and eventually reach consensus on a topic through a series of surveys and group communications coordinated and facilitated by the researcher.

The Delphi Team used in the study consisted of futuristic thinkers in the turfgrass field who were nominated as experts by land-grant institutions, two- and four-year colleges offering turfgrass programs, and executive directors of related professional associations. The team reached consensus on thirty-two specific content areas for curriculum development, including sophisticated turfgrass maintenance equipment, environmental concerns, communication skills, resource management, integrated pest management, best management practices, and computer competency. The Turfgrass and Golf Course Management curriculum addresses these needs.

The faculty of the Division of Agriculture and Forest Resources developed the curriculum for the BAS in Diversified Agriculture based upon interaction with ABAC alumni and employers in numerous agribusinesses. These consultants emphasized the need for employees with knowledge of diverse areas of agriculture, an understanding of the practical application of their knowledge, and the general education fundamental to a baccalaureate degree. They also seek employees who have the ability to solve problems and manage financial and personnel resources to create a more profitable business. Drawing upon their experience with agribusiness employers who require four-year degrees of most employees, the faculty constructed a curriculum to address those businesses’ needs.

2.7.3 In each undergraduate degree program, the institution requires the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification if it allows for fewer than the required number of semester credit hours or its equivalent unit of general education courses. (General Education)

The ABAC Catalog 2007-2008 provides verification that this institution adheres to the Core Curriculum structure set forth by the Board of Regents of the University System. Forty-one of the 60-plus semester hours required for an associate degree are general education course hours in English, mathematics, humanities/fine arts, science, and social science. The Core Curriculum at ABAC is structured as follows:

· Essential Skills (two English composition classes and one math class (9 hours)

· Institutional Options (4 - 5 hours)

· Humanities/Fine Arts (6 hours)

· Science, Mathematics & Technology (10 – 11 hours, with at least one laboratory science required depending on major)

· Social Science (12 hours)

· Major-specific courses (18 hours)

In compliance with Section 2.04.01 of the University System of Georgia Academic Affairs Handbook, courses in Core Areas A-E supply students with a broad background in general education. The ABAC Catalog 2007-2008 includes a complete list of course descriptions. As a safeguard to ensure that courses in Areas A-E do not narrowly focus on a particular occupation, courses for inclusion in these areas must be approved by the University System’s Council on General Education.

The Bachelor of Applied Science programs include the Core Curriculum described in the paragraph above. Students who have completed an Associate of Applied Science degree will have taken at least 21 semester credit hours of Core Curriculum classes and will complete the remainder during their junior and senior years.

Each time a college transcript is received on an applicant to ABAC, the Registrar’s Office evaluates the coursework on the transcript for ABAC equivalents. The student is sent a copy of the Transfer Equivalency Worksheet generated through transfer articulation in the student information system database, a copy of the transfer credit information sheet and a copy of the request for transfer credit review. Students are also able to view transfer equivalences for many courses and colleges from the Admissions website. This site generates course equivalencies based on previous transcript evaluations.

Supporting Documents:

Supporting Document 2.7.3a. Core Curriculum Principles and Framework, Academic Affairs Handbook of the University System of Georgia. (www.usg.edu/academics/handbook/section2/2.04/2.04.phtml)

Supporting Document 2.7.3b. ABAC’s General Education Outcomes (www.abac.edu/sacs/LearningOutcomesFolders/General%20Education%20Outcomes/General%20Education%20Outcomes.htm)

Supporting Document 2.7.3c. Description of Council on General Education, University System of Georgia website (www.usg.edu/academics/comm/gen_ed/about.phtml)

Supporting Document 2.7.3d. USG’s Council on General Education Core Curriculum Course Proposal Form (www.usg.edu/academics/comm/gen_ed/core_proposal_form.doc)

Supporting Document 2.7.3e. ABAC’s Transfer Credit Information Sheet, Request for Transfer Credit Review, and Course Equivalency website.

2.8 The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (Faculty)

In preparation for the start of the Bachelor of Applied Science programs in January 2008, the College employed new faculty members in August 2007. The addition of a second agricultural economics instructor allowed the senior faculty member in that discipline redistributed time in fall 2007 to develop the new upper-division courses, two of which are being taught spring 2008. The new instructor is now teaching most of the lower-division courses. The addition of a second turfgrass instructor allowed the senior faculty member in that discipline redistributed time in fall 2007 to develop the new upper-division courses, two of which are being taught Spring 2008. The new instructor is now teaching most of the lower-division courses. A Mechanized Agriculture faculty member was hired in August 2007 and is developing upper- division courses to be used in the BAS programs. A current agricultural equipment technology instructor will continue to teach many of the lower-division courses in that discipline. The Business Administration Division has adequate full- and part-time faculty to redistribute faculty members assigned to the BAS programs to offer the upper-division business courses.

Faculty members are evaluating all AAS degrees and Certificate programs in the Division to explore possibilities of program termination to allow more efficient utilization of current faculty members. Five year enrollment patterns and placement opportunity data are being evaluated as a part of this process. Other methods of increasing the efficiency of faculty utilization include increasing the size of lecture sections of courses like ASLH 2010 Introduction of Animal Science; however, retaining the quality of the learning environment dictates the retention of small enrollment in lab sections.

Supporting Document:

Supporting Document 2.8a. Faculty Roster (www.abac.edu/sacs/Sub_Chg/Faculty_Roster_Form_ABAC.htm)

2.9 The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections and services and to other learning/information resources consistent with the degrees offered. Collections, resources, and services are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)

In keeping with its mission, Baldwin Library provides students and faculty broad access to its resources. It offers adequate and appropriate collections of academic books and periodicals, government publications, and special book collections as well as links to networked information resources in various electronic formats. Baldwin Library is open 73.5 hours per week during the fall and spring semesters, and 66 hours per week during summer session. Access to the library’s resources is enhanced by the 24/7 availability of online resources through the library’s website both from on campus and any off-campus locations.

Centrally located on the ABAC Campus, the Baldwin Library is housed on the second and third floors of the Carlton Center and encompasses 38,132 square feet. The library has eight group study rooms and one classroom. It is handicap accessible by elevator and ramp. The library contains 75,475 book volumes, 14,166 e-books, 24,338 units of microform, 2,957 units of audiovisual materials, 303 serial subscriptions, the College Archives (66 sq. ft.) and a Special Collection of materials about Georgia and by Georgia authors.

Because the College has specialized in agriculture for almost a hundred years, the Baldwin Library has an extensive collection in agricultural specializations as well as access to the major databases in the field. Another valuable resource available to the programs’ students and faculty is the University of Georgia’s Coastal Plain Experiment Station (CPES) Library in Tifton. The CPES is located adjacent to ABAC, within walking distance. It is world famous for its turfgrass research and development, and its collection in that field as well as in other agricultural areas is extensive. ABAC’s agreement with the University of Georgia CPES Library and those with other libraries are attached.

Collections

In assessing the Baldwin Library’s preparedness for the BAS degree programs in Turfgrass and Golf Course Management and in Diversified Agriculture, the Director of the Library compared the College’s collection, staffing, and services to those of the library at Delaware Valley College in Pennsylvania. That college was chosen because it offers a baccalaureate program in Turfgrass and Golf Course Management as well as one in Agriculture. It is the only other small college identified which has these undergraduate programs.

The Library Director identified 531 volumes on agriculture and related topics in the Baldwin Library and 47 on Turfgrass and Golf Course Management. In addition, the CPES library contains approximately 25 volumes on Turfgrass and 364 volumes on Agricultural topics. Delaware Valley College has 604 volumes on agriculture and 54 on Turfgrass and Golf Course Management. The Baldwin Library owns 48% of the specific titles in Turfgrass that Delaware Valley possesses but has access to 96% of them through the GILExpress service. GILExpress allows ABAC students to request any book held by a University System of Georgia library be sent to ABAC for their use. Books usually arrive within three days of request.

The Baldwin Library compares very favorably with Delaware Valley College in the area of access to online journal databases. Students at Delaware Valley have access to 26 such databases while students at ABAC have access to 130 through GALILEO, Georgia’s state-wide virtual library. The Baldwin Library also subscribes to 28 journals in paper format related to agriculture and Turfgrass and Golf Course Management. In addition, the CPES library has access to approximately 44 journals related to Agriculture and Turfgrass.

In regard to collections, the Library Director found that the average number of books added in the areas of agriculture and Turfgrass and Golf Course Management per year at Delaware Valley was 30. At an average price of $55 per book, the cost per year would be $1,650. However, faculty in the areas of Agriculture and Turfgrass feel that current book holdings in the Baldwin Library are sufficient to meet the needs of students in the BAS programs When faculty need to add a source to the collection, a request will be made of the Director who will then ensure that the request is filled. Similarly, journal subscriptions and database access are judged to be adequate by faculty in the Agriculture and Turfgrass areas.

In addition to volumes held in the library, excellent learning resources are available online. Most university instructors in modern agricultural programs rely heavily on current materials originating from quality internet sites and industry media, since books in this discipline may be outdated soon after publication. Division faculty members in the Agriculture and Turfgrass areas feel the library holdings are more than adequate to serve students’ needs.

Staffing

Staffing of the Baldwin Library is currently sufficient. Among the seven full-time staff, there are currently three librarians who hold the Master of Library Science degree, one staff member who is pursuing the M.L.S. degree, two library assistants with bachelor’s degrees, and one administrative assistant with an Associate of Arts degree. In addition, there are two part-time staff members: one has a Master in Instructional Technology-Media degree; one has an Associate of Applied Science degree.

Compared to Delaware Valley College, which has only six full-time staff members, ABAC has more full-time staff members with master’s degrees. Delaware Valley has four staff with master’s and two with bachelor’s degrees. Given the addition of four-year degrees, one part- time library staff member with an M.L.S. degree was converted to full- time status.

Services

Reference services are available during all hours the library is open and operating. Hours are listed on the website. The faculty from the Agriculture and Turfgrass areas believe the hours the library is open to serve students are more than adequate to meet students’ needs.

Ask A Librarian service allows students to e-mail questions to a librarian. The questions will be answered within 24 hours during the business week – it may take up to 48 hours if the question is asked late Friday night.

GILExpress allows ABAC students to request any book held by a University System of Georgia library be sent to ABAC for their use. Books usually arrive at the library within three days of request.

Interlibrary Loan Services allows students to request that books and periodical articles not available in Georgia be sent to ABAC. This process can take from three days to three weeks, depending on where the item is located.

Bibliographic Instruction: Librarians teach classes on library and information literacy upon request of a professor. Independent workshops focused on a particular aspect of library use are offered as time and demand permit.

Off-site Reference: Library staff are available to work short shifts three days/week upon request at the computer lab in ABAC Place and Lakeside, helping students with research tasks and questions.

Distance Education Services: Students at the one off-campus site can have their library cards activated, obtain reference and research help, and request materials without coming to campus. One M.L.S. librarian spends two days a week at the off-campus site. Upper-division courses will not be offered at the off-campus location.

On-line Reference Guides: Introductory guides to various subject areas are available over the web and are updated regularly.

Instant Messenger Reference: As of Fall 2007, students are able to chat using IM software with a Reference Librarian in real time between 5pm – 10pm Monday – Thursday.

Hours open

Regular semester hours (73.5 hours/week)

Monday – Thursday 7:30 am – 10 pm

Friday 7:30 am – 3 pm

Saturday 2 pm – 5 pm

Sunday 5 pm – 10 pm

Hours during the Summer Semesters

Monday – Friday 7:30 am – 5 pm

Saturday 2 pm – 5 pm

Sunday 6 pm – 9 pm

Hours are extended until midnight during the final exam period to accommodate student study schedules.

Long-term plans include locating library/learning resources in the Agricultural Sciences Building in a student-centered industry media center. The student lounge in the Agricultural Sciences Building will be converted/enhanced with print media display cases, DVD/VHS players, overhead TV with OLN, C-SPAN, History Channel, Discovery Channel or RFDTV playing at all times. Subscriptions for major magazines used by the employers/industries served by the Division of Agriculture and Forest Resources will be presented for student use in this Interactive Learning Center. Creation of a video library for faculty/student use to support recruitment, course work, extracurricular activities, career placement, and professional development will supplement and complement the curriculum.

A bulletin board will be used to post current “hot topics” or “current issues” to encourage discussion among students, staff, and faculty members. These topics will relate to course material, but more importantly will have industry relevance. Critical thinking skills, communication skills, conflict resolution and other skills necessary for professional success will be developed using this academic model. A computer dedicated to market data search and retrieval will be available for evaluation of cash and futures markets. Much of the expense related to the above listed items will come from yearly budget requests. These plans are in line with what is partially available to Forestry and Wildlife students in the Yow building as well as Horticulture students in the Horticulture building. Currently, $3,000 has been allocated from ABAC Foundation funds to make this a reality.

Supporting Documents:

Supporting Document 2.9a Library Agreements (www.abac.edu/IR/SC/Scandocs/Library_Agreements/Lib_Agree_Index.htm)

Supporting Document 2.9b Library website (www.abac.edu/library)

2.10 The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. (Student Support Services)

Students in the BAS degrees will enjoy the same services and support programs as other ABAC students. Among these are enrollment services, on-campus housing, dining facilities, health services, financial aid programs, personal and career counseling, disability services, free academic tutoring, numerous student clubs and organizations, student government, and intramural athletics.

Enrollment services consist of the admissions office and the registrar’s office. The admissions office recruits students and determines their eligibility for admission to the College. The registrar’s office coordinates the scheduling of classes, assists students in registering for classes, and maintains the students’ academic records. Recruiters have added the Transfer College Probe Fair and similar events to their schedules to recruit junior-level students who are interested in enrolling in these programs. Enrollment services personnel have been trained to counsel students about admission into the programs. The registrar’s office has entered and will maintain the programs’ curricula in the ABAC Catalog 2007-2008 and in the student management software, BANNER and CAPP. This office also enters curriculum changes and advisor assignments for students entering into the BAS programs and has incorporated BAS programs into graduation processing.

ABAC currently has 835 bedrooms in its ABAC Place Apartments, most in 4-bedroom, 2-bath units. The apartments were built in 2003. There is also room for approximately 100 additional students in an older dormitory. In Fall 2007, 489 more beds became available at ABAC Lakeside, ABAC’s newest on-campus housing facility. ABAC Lakeside is reserved for freshmen; however, BAS program students are eligible to apply for rooms in the ABAC Place Apartments.

Dining facilities are provided in the Donaldson Dining Hall, which seats approximately 600. Snacks and grocery items are also available in the convenience store at the Town Hall at the ABAC Place Apartments. The Town Hall has meeting space for students, a computer lab, an exercise room and a recreational area. These facilities are available to the BAS program students.

The ABAC Student Health Center is an outpatient clinic operated by the Division of Nursing & Health Services. The aim of the Health Center is to help students develop and maintain the good health and well-being necessary for success in college. This goal is achieved by offering high-quality, accessible medical and nursing care at low cost. Additionally, the staff of the Health Center encourages students to adopt positive, lifelong healthy behaviors through individual, class room and campus-wide educational activities. The staff at the Health Center is sufficient to handle the increase in student population resulting from the BAS programs.

The Financial Aid Office dispenses grants, loans, and federal work-study opportunities to eligible students. Students must meet specified standards of progress to remain eligible for assistance. On September 20, 2007, ABAC received notice of approval from the US Department of Education to increase the level of offering of educational programs to bachelor’s degrees. Thus, BAS students who meet eligibility requirements for federal financial aid will be able to receive aid. The office will experience a slightly heavier workload and will need to become knowledgeable of the different aspects of financial aid related to the junior and senior years of a college career. Also the College’s funding for campus-based aid (SEOG, Work-study, LEAP) will have to be spread slightly thinner in order to assist more students. An additional financial aid staff position has been requested for the FY2009 fiscal year to serve the increased enrollment at both the associate and baccalaureate degree levels.

The Student Development Center offers personal and career counseling and career placement assistance without charge. It also provides workshops on human relationship skill building, stress management, leadership training, etc. It also administers national tests, such as CLEP, ACT, and the NSAT. The Student Development Center’s staff assists students with physical or learning disabilities in receiving accommodations.

The primary impact of the BAS programs on the Student Development Center will be the demand for more personal and career counseling and the need to address a different level of career positions through the career placement service. The affiliation of the College with GAHire, an online clearinghouse for all USG graduates, will provide a means to connect graduates with possible employers. Staff of the Student Development Center will also collaborate with faculty in the Division of Agriculture to sponsor career fairs and workshops.

The Academic Assistance Center offers free academic tutoring. Tutors include both faculty and students. Assistance in math and writing is available at any time throughout the day and early evening. Tutoring in most other subjects is by appointment. The Center’s coordinator will work with the Division of Agriculture and Forest Resources to identify tutors for the upper-division courses in the BAS programs.

ABAC provides numerous extracurricular activities that allow students opportunities for personal growth. The BAS students will be able to join many discipline-related and other clubs, through which they can develop their leadership and team-work skills. The Student Government Association will amend its constitution and by-laws in the 2007-2008 academic year so as to provide class officers for juniors and seniors. All clubs and organizations are represented in the SGA. BAS students are eligible to participate.

Supporting Documents:

Student Services website (www.abac.edu/studentservices/

Online Student Handbook from Student Services (www.abac.edu/studentservices/handbook/

ABAC Admissions website (www.abac.edu/admissions/

ABAC Registrar (www.abac.edu/registrar/

ABAC Financial Aid website (www.abac.edu/fa

Student Development website (www.abac.edu/ses/sd/

ABAC Job Placement website (www.abac.edu/jobplacement/

ABAC Career Services (www.abac.edu/ses/sd/

Veterans Services (www.abac.edu/studentservices/handbook/veteran.htm)

Vocational Rehabilitation Services (www.abac.edu/studentservices/handbook/vocrehab.htm)

Learning Disability Services: (www.abac.edu/sd/Disability/

Disability Services (www.abac.edu/sd/Disability/

Housing information website (www.abac.edu/Housing/

Student Government Association website (www.abac.edu/sga/

ABAC Student Health Center website (www.abac.edu/healthcenter/

2.11.1 The institution has a sound financial base and demonstrated financial stability to support the mission of the institution and the scope of its programs and services.

The member institution provides the following financial statements: (1) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a system-wide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (2) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and (3) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board.

(Financial Resources)

Abraham Baldwin Agricultural College has a sound financial base and demonstrated financial stability. ABAC’s financial resources are sufficient in relation to its purpose and mission, the scope of its programs and its services, and the number of students. It has the physical resources to offer quality educational and cultural experiences and the financial resources to maintain its facilities, grounds, and environmental systems. The College’s balanced budgets, diverse funding sources, and state support indicate that it has sufficient resources to support all of its goals and programs. The financial history of the past five years further indicates that ABAC has the stability to continue its successful operation.

ABAC’s current financial status is sufficiently explained in the Abraham Baldwin Agricultural College Annual Financial Report for FY 2007. The following are highlights from this report:

· The total assets of the institution increased by $994,250. A review of the Statement of Net Assets will reveal that the increase was primarily due to an increase of $1,144,472 in the category of Capital Assets, net.

· The total liabilities for the year decreased by ($305,159). The combination of the increase in total assets of $994,250 and the decrease in total liabilities of ($305,159) yields an increase in total net assets of $1,299,409. The increase in total net assets is primarily in the category of Invested in Capital Assets, net of debt, in the amount of $1,144,472.

· Operating revenues increased by $1,210,668 in fiscal 2007. Tuition & Fees included an 8% increase and although revenues decreased in Grants and Contracts and Sales and Services categories, Auxiliary revenues increased to offset the decline.

· The Auxiliary revenue increase of $586,624 is a result of a growth in the overall student population and the changing environment of residential life on the College's campus.

· Non-operating revenues decreased by ($61,493) for the year primarily due to an increase of $688,075 in State Appropriations along with a decrease in non-capital state gifts.

· The compensation and employee benefits category increased by $722,480 and primarily affected the Instruction and Academic Support categories. The increase reflects the addition of 2 faculty members, merit increases and an increased cost of health insurance for the employees of the institution.

· Utilities decreased by ($131,580) during the past year. The decrease was primarily associated with the improvements in the energy efficiency of the College’s facilities affecting the Plant Operations and Maintenance category.

· The College had two significant capital asset additions for facilities in fiscal year 2007. The Health Sciences Building was completed and construction of a $1 million Athletics Facility began in 2007.

· Approximately $5 million of the Health Science Building project was funded by the Georgia State Financing and Investment Commission (GSFIC). The balance of the $6+ million project was funded through the College’s foundation. The athletic field project was funded through Auxiliary operation reserves.

· Abraham Baldwin Agricultural College had Long-Term Debt and Liabilities of $761,251 of which $431,023 was reflected as current liability at June 30, 2007.

Abraham Baldwin Agricultural College is audited annually by the Georgia Department of Audits and Accounts. An annual fiscal year audit must be made by independent certified public accountants, or an appropriate governmental auditing agency, employing as a guide for institutions under jurisdiction of the Financial Accounting Standards Board, Audits of Not-For-Profit Organizations, published by the American Institute of Certified Public Accountants, or, for institutions under the jurisdiction of the Governmental Accounting Standards Board, Audits of Colleges and Universities, also published by the American Institute of Certified Public Accountants.

The Board of Regents has constitutional authority to govern, control and manage the University System of Georgia, of which Abraham Baldwin Agricultural College is a unit. This authority includes but is not limited to the power to control the College’s budget and to determine allotments of state funds. State funds are allocated to ABAC on the basis of a Funding Formula. The budget is prioritized based on the institutional planning initiatives in order to link the budget to the College’s Strategic Plan.

Effect of the New Programs on the Total Budget of the Institution

The initiation of the two BAS programs has required approximately $284,500 in new funds for FY 2008. Of that amount, $47,000 came from reallocation of a position from the Business Administration Division to the Division of Agriculture and Forest Resources. An additional $89,200 came from anticipated tuition revenues. The College is in the process of establishing program priorities which will guide the development of the FY 2009 budget. The new programs are deemed the highest priority for new formula funding received from the University System based on past enrollment growth and for any lapsed funds from the replacement of retirees and others who have left positions. Formula funding alone will provide at least $156,000 in the first year of the programs, which will cover the balance.

Associate of Applied Science graduates entering these programs will enroll in a number of general education courses in addition to their major courses. However, that demand will be distributed across numerous sections of general education classes and will be accommodated, if necessary, by slight increases in class size.

Program Business Plan:

Bachelor of Applied Science Diversified Agriculture

This program will be relatively inexpensive to initiate due to the existing facilities, qualified faculty already on staff, and an existing source of potential students. The College projects the program to be economically self-sustaining after the second year of operation. The largest expected expenditure will be in the first and second year when new faculty are hired to handle the expanding student population. Yet, with an increase of tuition and fees in the second year and SCH income in the third year, it is projected that the program will show a positive cash flow.

This program will not require an increase in state appropriations. While the addition of the program will necessitate the hiring of two new faculty members and one technician, the reallocation of current funding and the internal income generated by enrollment increases should be sufficient.

Only $94,000 in the first year of this budget is new expense. The balance is already in the present budget. The program should be self-sustaining by the second year. Start-up costs for the program will be the same as above, $94,000. No new facilities or equipment will be required. The start-up funds will come from reallocation of current state funding; the balance will come from student fees and outside funding.

Supporting Document: 2.11.1a: Diversified Agriculture Budget (www.abac.edu/ir/sc/da_budget.pdf)

Program Business Plan:

Bachelor Turfgrass and Golf Course Management

This program will not require an increase in state appropriations. While the addition of the program will necessitate the hiring of one new faculty member and one technician, the reallocation of current funding and the internal income generated by enrollment increases should be sufficient for that purpose. The major percentage of the start-up funds will come from reallocation of current state funding, and the balance will come from student tuition and outside funding. Because of the “state-of-the-art” existing facility (Environmental Horticulture Building), no new facilities will be required.

Supporting Document: 2.11.1b: Turfgrass and Golf Course Management Budget (www.abac.edu/ir/sc/turf_budget.pdf)

Summary

Abraham Baldwin Agricultural College is not aware of any currently known facts, decisions, or conditions that are expected to have a significant effect on the financial position or results of operations during this fiscal year beyond those unknown variations having a global effect on virtually all types of business operations. The College’s overall financial position is strong. Even with a relatively flat funded year, the College was able to generate a modest increase in net assets. The College anticipates that the current fiscal year will be much like last and will maintain a close watch over resources to maintain the College’s ability to react to unknown internal and external issues. The optimistic financial outlook for ABAC, which is based on current and historical financial data and projected enrollment growth, should adequately support the programs. There is no foreseeable hindrance to fully funding these programs now nor in the future. The College’s current financial status is such that adequate funding flexibility is available to implement alternative as well as enhanced budgeting scenarios to keep these programs effective and exemplary.

The following information reflects specific budget items associated with the two programs. Items are reflected in the program budgets either in part or in rolled up sums in several budgets.

Proposal for New Faculty and Staff Members Necessary to Support BAS Programs

First Year:

One faculty position in Turfgrass: Dr. James McCrimmon

One faculty position to support both degrees: Dustin Bass

One faculty position to support both degrees: John Franklin

One staff position in Diversified Agriculture: John Joyce

Second Year:

One staff position to support both degrees: Agronomy

One staff member in academic program support

Third Year:

One staff position in Turfgrass (Forest Lakes Golf Course)

One staff position in Diversified Agriculture (Woodroof Farm)

Proposal for new library funds: $2,000 for each program (Turfgrass and Diversified Agriculture) in each of the first three years

New Money Invested in the Support of BAS Programs in Year One

1. Redistributed time for current faculty members to develop new courses and programs
a. Seagle: four courses in the fall 2007 and two courses spring 2008

b. Elad: four courses in fall 2007 and one course in 2008
c. Settimi: one course in spring 2008

2. Professional Development Funds (state funds) $3,000

3. Professional Development Funds for Diversified Agriculture (ICAPP grant) $32,000

4. Forest Lakes Renovation Project (private funding) for Turfgrass $1.2 million

5. Development of Student Media Center for Diversified Agriculture $3,000

6. Directed Funds from Recruitment Office for recruitment of BAS students $15,000

7. Development and distribution of recruitment brochure for BAS students $5,000

8. Purchase of Plasma Table for Ag Engineering $38,000

2.11.2 The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (Physical Resources)

Turfgrass and Golf Course Management

The facilities available to this program include the Environmental Horticulture Building (a 20,000 square foot facility which opened in 2001), the Agricultural Sciences Building (a 39,000 square foot building which opened in 2004), ABAC's Forest Lakes Golf Course, the Torbett-Dobrosky Golf Course Practice Center on campus, and the campus landscape as a whole as a teaching laboratory. A distance education lab in the Agricultural Sciences Building is equipped to bring guest speakers from anywhere in the world to the ABAC campus. The nine-hole golf course provides an exceptional learning opportunity for the students in the Turfgrass and Golf Course Management program. As noted earlier, consultants have developed an educational master plan with technical specifications for rebuilding the course’s greens using recently released cultivars. The faculty will incorporate the plan and its implementation into the program’s curriculum. These facilities are unmatched by any program in the United States below the university level. No new facilities will be required.

Diversified Agriculture

A state-of-the-art 39,000 square foot Agricultural Sciences Building opened in January 2004. It is complete with animal science, plant science, and soil science laboratories and 2 computer labs seating 48 students. A distance education lab is equipped to bring guest speakers from anywhere in the world to the ABAC campus, bringing real-world relevance to our curriculum. The 200-acre Woodroof Farm serves as a learning lab for nearly fifty (50) courses by providing student participation in plant protection, production agronomy, harvesting technology, irrigation systems, livestock feed processing, and bio-waste management. This land resource includes 40 acres dedicated to cotton, corn, soybeans, wheat and other row crops; 40 acres dedicated to beef cattle management systems; 35 acres dedicated to forage production systems; small acreages dedicated to vegetable production systems, turf variety and management plots. A modern farrow-to-finish swine production system is a small version of current technology used by industry. A complete feed production system includes grain production, grain storage and grain processing and feed formulation technology. The beef handling and restraint facility is sufficient to support teaching of reproductive management techniques such as using ABAC’s own ultrasound equipment. This technology is also used to teach livestock value determination by predicting carcass parameters on live animals. Several types of irrigation technology are used to teach the basic principles of water management systems. Bio-waste management is taught using the lagoon system at the Swine Unit and the stall waste at the Horse Teaching Unit. Equine systems instruction is supported by the outdoor arena and two ten-stall horse barns. The large greenhouse is used to teach labs in many areas of horticulture; ornamental production, landscape design, turf production and vegetable production. The turf variety plots are used by instructors for many general plant labs and specific turf-related labs. A 15-acre Nature Study area is maintained by the Forestry and Wildlife program as an experiential learning lab for many of the courses related to plants, animals and other components of various native ecosystems. A 10-acre compound is used to maintain a population of Whitetail Deer for use in wildlife management labs.

The AET/Chambliss Building is home to our Agricultural Engineering program. The equipment required to support the current and future technology level in agriculture has recently been upgraded. Additional funding is anticipated from donations of equipment by companies who will likely employ future graduates.

C. Assessment of Compliance with Section 3: The Comprehensive Standards

3.2.8 The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. (Qualified Administrative/academic Officers)

.

Abraham Baldwin Agricultural College employs qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. The table below displays the composition of the College's current administration relative to the BAS programs. Each individual's associated unit, name, title, and highest degree are included. Links are provided to each person’s resume and job description. Select an individual's name for their resume, and select a title for the job description.

Name		Title		Credentials
PRESIDENT
David Bridges		President		Ph.D., Texas A & M University, 1987; 26 years in higher education
STUDENT AFFAIRS
Gail Dillard		Vice President for Student Affairs		Ph.D., English, Florida State University, 1994; 17 years in higher education
Bernice Hughes		Director of Student Life & Housing		Ed.S., Education Leadership/Higher Education, Middle Tennessee State University, 1998; 17 years in higher education
Jenelle Handcox		Director of Financial Aid		M.P.A., Public Sector Management, Valdosta State University, 1995; 14 years in higher education
Maggie Martin		Director of Student Development		Ph.D., Counseling Psychology, University of Georgia, 1995; 21 years in higher education
Beth Saxon		Director of Admissions & Registrar		M.Ed., Mathematics Education, Valdosta State College, 1992; 13 years in higher education
Donald Parks		Director of Student Success Programs		Ed.D., Adult & Career Education, Valdosta State University, 2003; 24 years in higher education.
ACADEMIC AFFAIRS
Niles Reddick		Vice President of  Academic Affairs		Ph.D., Humanities, Florida State University, 1996; 16 years in higher education
Tim Marshall		Chair, Division of Agriculture and Forest Resources		Ph.D., Beef Cattle Breeding & Management, University of Florida, 1986; 20 years in higher education
Jeff Gibbs		Chair, Division of Business Administration		Ed.D., Business Education, University of Georgia, 1985; 29 years in higher education
Mildred Galentine-Steis		Library Director		MS, Library Science, Clarion University of Pennsylvania, 1988; 20 years in library and higher education
FISCAL AFFAIRS
John Clemens	Vice President for Fiscal Affairs		M.Ed., Technology & Industrial Education, Clemson University, 2001; BS, Management, Clemson University, 1989; ABD, Education, Clemson University; 20 years in higher education
Judy Gatts	Director of Business Services		BBA, Accounting, Valdosta State University, 1985; nine years in higher education
Bryan Golden	Director of Public Safety		MPA, Justice Administration, Columbus State University, 1997; 13 years in higher education
Tracy Dyal	Bookstore Manager		BBA, Marketing, Valdosta State University, 1996; 9 years in higher education
Robbie Hawsey	Purchasing Manager		Diploma, Louisiana Business College, 1980; 11 years in purchasing
Bertha Daniel	Director of Human Resources		MS, Criminal Justice, Troy State University, 1979; 30 hours graduate sociology, Valdosta State University, 1994: 14 years in higher education
Contracted	Director -Plant Operations
Contracted	Director – Food Services
INFORMATION TECHNOLOGY AND SERVICES
Chrystle Ross	Chief Information Officer		Ed.D., Higher Education Administration, Florida State University, 1992; 26 years in higher education
Patsy Hembree		Systems Administrator, Manager		MBA, Business Administration, Albany State College, 1995; 30 years in higher education
Mike Williams		Network Support Specialist, Manager		High School diploma; 100 quarter hours toward an IT degree, Abraham Baldwin Agricultural College, 1977; 27 years experience in IT Additional training in fiber installation and testing, fiber design, LAN cabling installation and testing, Internet and Intranet firewall deployment, secure virtual private network construction, Cisco IP telephony, and wireless network defense
Donna Miller		Director of Institutional Research & Planning		Ph.D., Higher Education Administration, University of Florida, 1986; 22 years in higher education
Amy Willis		Coordinator of Instructional Technology		Ed.D., Adult and Career Education, Valdosta State University, 2003; 13 years in higher education
ATHLETICS
Alan Kramer		Director of Athletics		M.S.E., Health and Human Performance/Teaching, Baylor University, 1993;  12 years in higher education
EXTERNAL AFFAIRS
Vacant		Vice President for External Affairs
Melvin Merrill		Director of  Advancement		MBA, Business Administration, Berry College, 1976; 40 years in higher education
Vacant		Chief Development Officer
Nancy Coleman		Director, Alumni		M.Ed., Home Economics Education, University of Georgia, 1979; 20 years in higher education
Mike Chason		Public Relations Director		B.A., History, Valdosta State College, 1974; 25 years in higher education

3.3.1 The institution identifies expected outcomes for its educational programs (including student learning outcomes for educational programs) and its administrative and educational support services, assesses whether it achieves these outcomes, and provides evidence of improvement based on analysis of those results. (Institutional Effectiveness)

For electronic instruction or compressed time frames, include descriptions of the methodology for determining that levels of knowledge and competencies are comparable to those required in traditional formats have been achieved.

Abraham Baldwin Agricultural College identifies expected outcomes in two ways: learning outcomes for courses and terminal degree programs and institutional effectiveness measures for administrative and educational support services.  The division chair for Agriculture and Forest Resources is responsible for the development and assessment of learning outcomes for each career/technical program in which an AAS degree and/or a BAS degree is offered.  In administrative and educational support services units/divisions, the director or unit head is responsible for the development and assessment of institutional effectiveness measures. Faculty have developed the program learning outcomes and assessment methods for the BAS degrees; these documents are available on the Institutional Research website.

Faculty submit Outcomes Assessment Results Reports at the end of the each academic year. The report includes the assessment of learning outcomes, an analysis of the results, and an explanation of how the results were or will be used.  General education outcomes are assessed with the ACT Collegiate Assessment of Academic Proficiency, course outcomes assessment, and a survey.  The CAAP test is given the week before spring and fall graduation, with a cross-section of graduates participating.  The academic division chairs review the results of all assessments and make appropriate changes to curriculum and/or instructional delivery.

In addition to these campus-wide assessment activities, program reviews are conducted annually on University System of Georgia triggered programs. While triggers such as enrollment and graduation rates are used by USG, all programs at ABAC will be reviewed by the institution. Examples of program reviews conducted in recent years can be found on the Institutional Research website.

The division chair for Agriculture and Forest Resources identified the following methods for assessing the quality and effectiveness of BAS programs. Some of these are program assessment methods identified by faculty; others are yet to be developed.

1. Internship presentations evaluated by faculty and industry professionals

2. Capstone – Team Project presentation evaluated by faculty and industry professionals

3. Professional Exit Exam

a. Will be developed by discipline faculty

b. Will be administered at end of graduation semester, yet does not impede graduation

c.Will recognize exemplary performance of students at professional meetings and in media

d. Will survey graduates regarding learning outcomes

4. Each Year – survey alumni who have been out one year and five years

5. Every three years – survey employers of BAS graduates

Methods to Utilize Evaluation Data in the Improvement of Program

1. Every three years- Survey data will be evaluated by committee of faculty members, Institutional Research, and industry advisory committee members; report provided to Chair

2. Each summer – Exit exam results will be evaluated by a faculty committee; report provided to Chair

3. Evaluation Form will be created and used during Internship and Capstone presentations. Summarized results will be used to compare to program and course learning outcomes by Chair and faculty members

Supporting Documents:

Supporting Document 3.3.1a ABAC Learning Outcomes (www.abac.edu/sacs/_index%20related/learningoutcomes.htm)

Supporting Document 3.3.1b ABAC Institutional Effectiveness Measures (www.abac.edu/sacs/Docs/AssessmentResults/IE%20Measures%202005.htm)

Supporting Document 3.3.1c ABAC Outcomes Assessment Results Reports (www.abac.edu/ir/dmiller/learningoutcomes/learningoutcomesindex.cfm)

Supporting Document 3.3.1d ABAC Institutional Effectiveness Measures Assessment Results Reports

(www.abac.edu/IR/dmiller/IE%20Assessments%20-%20Administrative%20Units/Index.cfm)

Supporting Document 3.3.1e CAAP Test Results (www.abac.edu/ir/Survey_Assessment_Results/)

3.4.1 The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and the administration. (Academic Program Approval)

Abraham Baldwin Agricultural College's Statutes, Article 5 Section 3, state that, “the faculty shall make, subject to the approval of the Chancellor and the Board of Regents, rules and regulations for its governance and procedures for those of students; provide such committees as may be required; prescribe regulations regarding admission, discipline, probation, suspension, scholarships, classes, courses of study, and requirements for graduation; and make such regulations as may be necessary or proper for maintaining high educational standards.” These responsibilities, while general, show the role of the faculty in the academic program approval process.

Within the parameters of the University System of Georgia Board of Regents policies pertaining to curriculum matters, the College lists procedures for establishing and modifying the curriculum in the ABAC Policy Manual. The emphasis on the importance of faculty involvement is evident throughout the process, from the initiation of any curriculum changes at the division level to the actions taken by the Curriculum Committee. Composition of that committee is specified in the ABAC Policy Manual. Chaired by the Vice President and Dean of Academic Affairs, the committee includes not only division chairs and faculty representatives, but also key administrators, including the registrar, director of admissions, director of evening and off campus programs, and three students. This diversity of perspectives is valuable because it allows for careful deliberation of proposed changes. (See Curriculum Committee minutes.)

The BAS degree programs were developed by the faculty of the Division of Agriculture and Forest Resources in cooperation with other divisions affected by the additional degree programs. All curricula and courses were reviewed and accepted by the ABAC Curriculum Committee which includes representatives from all Divisions and other academic offices on campus such as Registrar, Student Academic Success and Financial Aid.

Supporting Documents:

Supporting Document 3.4.1a ABAC Statutes, Article 5 Section 3

Supporting Document 3.4.1b USG Board of Regents Policy Manual, Sections 306.01 and 306.02 (www.usg.edu/regents/policymanual/300.phtml)

Supporting Document 3.4.1c ABAC Policy Manual, Faculty Governance (www.abac.edu/aa/policymanual/Policy_Manual.pdf)

Supporting Document 3.4.1d ABAC Policy Manual, Chapter II (pp. 42-43, 24, and 13) (www.abac.edu/AA/policymanual/Policy_Manual.htm#_Toc119230774)

Supporting Document 3.4.1e ABAC Curriculum Committee Minutes (www.abac.edu/sacs/committees/Minutes/Curriculum/)

3.4.3 The institution publishes admissions policies that are consistent with its mission. (Admissions Policies)

Abraham Baldwin Agricultural College is committed to a high-quality general education program that supports a variety of well-chosen associate programs and prepares students for transfer to baccalaureate programs as well as learning support programs designed to ensure access and opportunity for a diverse student body. The new Mission Statement, which reflects the College’s status as a bachelor’s degree granting institution, makes the following statement: “With a state-wide mission in agriculture and strong programs in the liberal arts, nursing, business, the natural and physical sciences, the social sciences, and physical education, the College serves students with diverse educational and career goals.” To support its mission, ABAC has established admissions policies appropriate for both traditional and non-traditional students.

Admissions policies are listed in the ABAC Catalog 2007-2008. In addition to policies, valuable information for prospective students is available on the Admissions Department web page. The Admissions Requirements page and Frequently Asked Questions are particularly helpful in communicating a commitment to quality education for a diverse student body.

ABAC offers a wide variety of outreach programs, certificates, and associate degrees as well as select bachelor’s degrees that appeal to traditional as well as non-traditional students. In order to reach populations that may not otherwise meet all of ABAC’s established admissions policies, the institution provides for special admission for non-traditional students. These students are required by the University System of Georgia to take the COMPASS exam and complete Learning Support requirements, if applicable, in order to ensure that they meet the minimum academic qualifications of the College. Likewise, Postsecondary Options and Joint Enrollment policies reach out to successful high school students in the surrounding area to permit them to enroll for college credit at ABAC while completing their high school education.

The Abraham Baldwin Agricultural College 2006 Fact Book provides additional information on enrollment and admissions statistics.

Supporting Documents:

Supporting Document 3.4.3a ABAC Mission Statement
(www.abac.edu/president/mission.html)

Supporting Document 3.4.3b ABAC Catalog 2007-2008
(www.abac.edu/catalog/2007_2008/)

Supporting Document 3.4.3c ABAC Admission Policies
(www.abac.edu/admissions/)

Supporting Document 3.4.3d ABAC Admission Requirements
(www.abac.edu/admissions/requirements.htm)

3.4.4 The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript. (Acceptance of Academic Credit)

Abraham Baldwin Agricultural College follows the policies and guidelines that are defined and published by the University System of Georgia (USG) for evaluating, awarding, and accepting credit for transfer. Responsibility for assuring that the academic quality of any course work or credit recorded on the College’s transcript rests with Admissions and the Registrar's Office working cooperatively with the divisional unit based on the guidelines published by the Board of Regents Principles for Reviewing Transfer Credit and the American Association of College Registrars and Admission Officers (AACRAO) standards. The Registrar's Office maintains a transfer credit database that is used in collaboration with Admissions to demonstrate the comparability of other institutions' courses to those at ABAC. This database tracks accreditations and ensures consistency in the evaluation of data (see ABAC Transfer Credit Equivalency) Additionally, the Board of Regents provides a document, Transfer of Core Curriculum Credit Between University System of Georgia Institutions to reflect the institutional culture and to ensure that students meet agreed-upon general educational outcomes as referenced in the Academic Affairs Handbook, Section 2.04.04. The University System's Council on General Education developed the common set of outcomes to assist institutions in assessing their core curricula. Furthermore, the division of the prospective student's major must approve all course work transferred in or accepted for credit toward the degree. All of these practices ensure that course work meets the collegiate standard level and is comparable or parallel in nature to the curricula offered at Abraham Baldwin.

Transfer admission policies are described in the ABAC Catalog 2007-2008. The policies state that all of the regulations applicable to students seeking admission as beginning freshmen are applicable to transfer students subject to interpretations. These interpretations are in the College Catalog under the Admission of Transfer Students section of Special Admission Categories.

Under Academic Policies and Procedures (ABAC Catalog), the policies for accepting Credit by Examination, College Level Examination Program (CLEP), Advanced Placement (AP), military credit, Study Abroad Program, and Air Force ROTC Program are articulated. Military service experience may be awarded upon receipt of official documentation—if appropriate to the degree programs offered at Abraham Baldwin. The College relies on the American Council on Education Military Guide in evaluating military service. International transcripts are evaluated by a professional credential agency such as World Education Services or Josef Silny. These practices highlight Abraham Baldwin's commitment to ensuring that students admitted are both academically prepared, of diverse backgrounds, and that course equivalencies are comparable to Abraham Baldwin curricula.

As indicated above, Abraham Baldwin Agricultural College is a participant in the Advanced Placement (AP) Program and the College Level Examination Program (CLEP) of the College Entrance Examination Board. Credit by examination is awarded through nationally or regionally accredited agencies or departmentally approved proficiency examinations. Policies for awarding credit by examination are in accordance with various higher education associations including the American Council on Education and the College Board, as well as other approved agencies. Earning credit by successfully completing a comprehensive proficiency examination rewards students who have experienced significant learning experiences through occupational or non-traditional means. All credits earned are from the institution's CORE curriculum offerings or courses appropriate to the major and the proficiency exams are constructed and evaluated by the faculty of that discipline.

Furthermore, Abraham Baldwin Agricultural College maintains transfer credit arrangements and articulation agreements with other institutions including East Central Technical College and Moultrie Technical College. (See also the ABAC Catalog, Cooperative Degree Programs) These agreements support the College’s outreach efforts articulated in its vision statement and strategic initiatives and document Abraham Baldwin's commitment to “aggressively pursue public/private & community partnerships to expand learning opportunities, locally and globally.”

Supporting Document 3.4.4a Principles for Reviewing Transfer Credit
(www.usg.edu/academics/comm/acaa/minutes/nov98/tcredit)

3.4.9 The institution provides appropriate academic support services. (Academic Support Services)

ABAC provides appropriate academic support services to students in several ways. Support begins at New Student Orientation [1], (www.abac.edu/orientation, a program that is mandatory for all new freshmen. New Student Orientation introduces students and families to resources and procedures that will assist them with the transition from high school to college. First-time, entering freshmen are strongly encouraged to take the College’s one-credit Freshman Seminar (ABAC 1000). The course emphasizes development of (1) academic skills (note taking, textbook reading, listening, and exam preparation), (2) goal setting and time management skills, (3) knowledge of library resources, (4) basic skills in use of technology resources, and (5) skills in using the ABAC Catalog 2007-2008 and preparing for advisement sessions. Two useful tools in the course are the Student Handbook and the ABAC Catalog 2007-2008.

To further support students, the institution has in place programs that address specific needs of students.

· The Adult College Entry (ACE) program helps students who have been out of school for several years to transition to college life.

· The Learning Support Program, according to the USG Board of Regents Academic Affairs Handbook, is intended to serve students who are not prepared for Core Curriculum courses and need additional preparation in reading, mathematics, English, and/or other areas.

· Students with learning disabilities are provided accommodations pursuant to their specific needs through the Student Development Center. In addition to meeting needs of students with learning disabilities, ABAC follows the guidelines mandated by the Board of Regents to meet needs of students with disabilities--Policies and Procedure Regarding Learning Disabled Students.

· The Academic Assistance Center (AAC) provides free tutoring for students in all courses. The AAC will be prepared to provide tutoring services in upper-division courses. A Writing Center is available by appointment in the AAC as well. Students on academic probation are mentored by faculty and staff volunteers through the Academic Intervention Management (AIM) program.

· For the academically astute student, the College has an Honors Program.

· Low income, first-generation college students are provided with academic and career counseling, tutoring, and transfer assistance through the federally-funded Student Support Services office.

· Migrant students get academic and social support through the College Assistance Migrant Program (CAMP).

Finally, the Student Success Committee, which includes faculty, staff, and students, is constantly assessing resources available for students and the need for additional resources to promote student success.

Supporting Documents:

Supporting Document 3.4.9a ABAC New Student Orientation
(www.abac.edu/orientation)

Supporting Document 3.4.9b ABAC Student Handbook

(www.abac.edu/studentservices/handbook)

Supporting Document 3.4.9c ABAC Catalog 2004-2006

(www.abac.edu/catalog/)

Supporting Document 3.4.9d Adult College Entry

(www.abac.edu/eveng/ACE/)

Supporting Document 3.4.9e Learning Support Programs
(www.abac.edu/ls/ls.html)

Supporting Document 3.4.9f USG Board of Regents Academic Affairs Handbook
(www.usg.edu/academics/handbook/section2/2.09/2.09.02.phtml)

Supporting Document 3.4.9g Student Development Center

(www.abac.edu/sd/Disability/)

Supporting Document 3.4.9h ABAC Policy Manual (www.abac.edu/aa/policymanual/Policy_Manual.htm#_Toc119230809)

Supporting Document 3.4.9i Academic Assistance Center

(www.abac.edu/AAC/)

Supporting Document 3.4.9j Academic Assistance Center – Writing Center

(www.abac.edu/AAC/)

Supporting Document 3.4.9k Academic Intervention Management (AIM)

(www.abac.edu/ls/aim/)

Supporting Document 3.4.9l Honors Program

(www.abac.edu/honors/)

Supporting Document 3.4.9m Student Support Services
(www.abac.edu/studentservices/handbook/sss.htm)

Supporting Document 3.4.9n College Assistance Migrant Program (CAMP)

(www.abac.edu/camp/)

3.4.12 The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. (Technology Use)

The infusion of technology into student learning, teaching, and support services at ABAC is a priority. The 2002-2008 strategic plan emphasized technology and as a result the College made advances in delivering and supporting instruction and in reforming administrative processes. Leadership for technology initiatives comes from the Office of Information Technology and Services.  The institution efforts are based on the goals set forth in the University System’s Learning without Limits plan of action.

The following requirements, capabilities, and facilities ensure that students have access to and are given training in the use of technology:

· Students enrolled in the Freshman Orientation class (ABAC 1000) must 1) send e-mail to the instructor, 2) enter a primary e-mail address in Banner Web, 3) become familiar with basic WebCT Vista tools, and 4) become familiar with the technology resources available to them at ABAC.

· The addition of WebCT-Vista capabilities to all courses has improved course management and content delivery.

· Three distance learning classrooms and a conference room with Video over IP (ViIP) capability are located on campus and are used to provide students at off-campus locations, especially ABAC on the Square in Moultrie, with credit-based coursework. Ten ViIP courses were offered in Fall 2005 and ten in Spring 2006.

· Fourteen computer labs for use by students are located in five buildings on campus. In addition, computers are available in the Library, the Academic Assistance Center, and residence halls as well as on the Moultrie campus. These facilities house a total of 417 computers for student use, ensuring student access to technology.

· Successful completion of, or exemption from, CISM 2201, Fundamentals of Computer Applications, or a higher computer course is a graduation requirement for all students (See ABAC Catalog 2007-2008).

Abraham Baldwin Agricultural College makes every effort to see that faculty members have necessary equipment and are competent in the use of technology in classrooms. To this end,

1. Eighty-four classrooms on the main campus and seven in ABAC on the Square are equipped, at a minimum, with a PC, internet access, CD/DVD drive, VCR access, and a ceiling projector and projection screen. Fifteen of these locations are “model classrooms” with enhanced technological capabilities.

2. Training for faculty in the use of technology is available in several ways:

a. Workshops on selected technology topics are available during the annual Fall Faculty Conference.

b. New Faculty Orientation includes a half day devoted to the use of technology.

c. One successful training method has been the establishment of division technology liaisons, faculty members who are trained to solve computer problems and answer questions within a division.

d. Office of Information and Technology Services personnel also provide individual training for faculty members who request it.

e. In addition, the ABAC Tips, Tricks, and Tutorials web page offers step-by-step help.

In addition to ABAC 1000 and CISM 2201 mentioned above, specific technology training opportunities are available for ABAC students. The Baldwin Library has over thirty computers for student use, along with individual assistance in developing presentations and projects. In conjunction with math courses, students can access the My Math Lab tutorial under Tips, Tricks, and Tutorials on the ABAC website. Individual professors incorporate technology training and use in their classrooms. Professor Abul Sheikh in Business Administration, for example, uses Personal Response Systems for instant feedback on problems presented throughout lectures.

To further enhance learning, ABAC participates in GALILEO, an internet-based virtual library provided by the Board of Regents. Media center personnel provide training for groups of students on the use of GALILEO and GIL. Distance learners can find additional help at the Assistance web page on the library home page.

Supporting Documents:

Supporting Document 3.4.12a ABAC Office of Information Technology and Services

(www.abac.edu/oits/)

Supporting Document 3.4.12b University System’s Learning without Limits

(www.usg.edu/usgweb/iitsp/documents/docs/Learning Without_Limits_4_1_02.pdf)

Supporting Document 3.4.12c WebCT-Vista

(www.abac.edu/WebCT/

Supporting Document 3.4.12d Computers for Student Use

(www.abac.edu/labs/

Supporting Document 3.4.12e ABAC Catalog 2007-2008, Academic Policies

(www.abac.edu/catalog/2007_2008/AcademicPolicy.pdf)

Supporting Document 3.4.12f Model Classrooms

(www.abac.edu/oits/Classrooms/Index.htm)

Supporting Document 3.4.12g ABAC Tips, Tricks, and Tutorials

(www.abac.edu/oits/training/

Supporting Document 3.4.12h Personal Response Systems

(www.gtcocalcomp.com/interwriteprs.htm)

Supporting Document 3.4.12i GALILEO

chiron.gsu.edu/cgi-bin/homepage.cgi?style=&_id=a812d76b-1161634666-6527&_cc=1

Supporting Document 3.4.12j Distance Learner

(www.abac.edu/library/A1index/DistanceLearner/index.htm)

3.5.1 The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies. (College-Level Competencies)

The institution operates within the principles and curricular framework established by the University System of Georgia Board of Regents. The core curriculum at each institution is governed by this framework and allows for flexibility in defining learning outcomes while also allowing ease of transferability of core classes. Implementation guidelines for transfer of core curriculum credit between USG institutions are published in the Board of Regents Academic Affairs Handbook 2.04.04. The ten common principles for core curriculum, last updated in 2000, are listed in the Board of Regents Academic Affairs Handbook 2.04. Staying within the framework and principles set forth by the University System, the core curriculum of ABAC is revisited when changes are made at the system level to reflect the ever-changing learning and technological environment. These changes meet University System and ABAC needs, mandates, and controls. The core curriculum can be found in the ABAC Catalog 2007-2008, pp.87-89. This curriculum was developed using general education outcomes, which are shown in detail at the Institutional Research and Planning website.

The institution is committed to the evaluation and review of the core curriculum and the assessment of the general education outcomes and a variety of programmatic issues as mandated by the Board of Regents in its Academic Affairs Handbook. Each course at Abraham Baldwin Agricultural College has on its syllabus the General Education Learning Outcomes from the University Sytem of Georgia applicable to that course. Further, each course at ABAC lists on its syllabus additional outcomes faculty from each division agree are necessary for students in addition to the learning outcomes established by the University System of Georgia. Each class in the General Education core participates in the assessment process through a variety of measures (portfolio review, pre-test/post-test, embedded assessment, etc). Each department within a division reviews the assessment results each year to improve the learning process for its students. Evidence of core curriculum competencies is found through a review of Learning Outcomes and accompanying Assessment Results for courses.

In addition, curriculum is evaluated for coherence, currency, relevance to program learning outcomes and student needs, course sequencing or frequency of course offerings, and enrollment patterns. Primary responsibility for such actions rests with the Curriculum Committee. The program review process also indicates evidence of competency attainment; it includes student ratings of instruction, peer review, course syllabi, and unit accreditation in technical curricula areas.

Yet another way Abraham Baldwin Agricultural College demonstrates that its students attain core competencies is through the Board of Regents Exam, which is required of all USG students prior to graduation. The Regents Exam demonstrates proficiency in both reading comprehension and writing. ABAC scores are typically high when compared to similar institutions in the state, and procedures are in place to assist students in remediation when they do not pass. See the Board of Regents Policy Manual 307. Information pertaining to ABAC’s Regents Testing requirements is found in the ABAC Catalog 2007-2008.

Another tool used by ABAC to evaluate student learning outcomes of the core curriculum is the College Assessment of Academic Proficiency (CAAP) exam. CAAP exams, given to each graduating class, are a set of standardized tests that measure skills and knowledge acquired through the completion of the core curriculum. ABAC currently administers the Critical Thinking, Reading, Essay, and Mathematics tests. Results of the assessment can be viewed at the Institutional Research and Planning website.

Assessment administration, results, and implementation of any changes are responsibilities of the Office of Institutional Research and Planning in collaboration with each academic division.

Supporting Documents:

Supporting Document 3.5.1a Board of Regents Academic Affairs Handbook 2.04.04

(www.usg.edu/academics/handbook/section2/2.04/2.04.04.phtml)

Supporting Document 3.5.1b Board of Regents Academic Affairs Handbook 2.04.04

(www.usg.edu/academics/handbook/section2/2.04/2.04.phtml)

Supporting Document 3.5.1c Core Curriculum of ABAC

(www.abac.edu/catalog/2007_2008/core.pdf)

Supporting Document 3.5.1d General Education Outcomes

(www.abac.edu/IR/_index%20related/learningoutcomes.htm)

Supporting Document 3.5.1e Board of Regents in its Academic Affairs Handbook

(www.usg.edu/academics/handbook/section2/2.04/2.04.01.phtml)

Supporting Document 3.5.1f ABAC Policy Manual, Institutional Effectiveness Committee

(www.abac.edu/sacs/Docs/PolicyManual/PolicyManual05_06.htm#_Toc119230802

Supporting Document 3.5.1g Learning Outcomes and accompanying Assessment Results for courses

(www.abac.edu/IR/_index%20related/learningoutcomes.htm)

Supporting Document 3.5.1h Board of Regents Policy Manual 307

(www.usg.edu/regents/policymanual/300.phtml)

Supporting Document 3.5.1i ABAC Catalog 2007-2008

(www.abac.edu/catalog/2007_2008/AcademicPolicy.pdf)

Supporting Document 3.5.1j CAAP Test Results

(www.abac.edu/IR/Docs/AssessmentResults/CAAP_TestResults.htm

3.5.3 The institution defines and publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs. (Undergraduate Program Requirements)

Requirements for all ABAC academic programs are published in the ABAC Catalog 2007-2008: transfer program requirements and career technical program requirements. The general education components, ABAC’s core curriculum, were developed under the guidelines posted in the University System of Georgia Academic Affairs Handbook and on the USG webpage.

Any change to the institution’s core curriculum must be approved by the institution’s Curriculum Committee, which is under the direction of the Vice President for Academic Affairs, and then must be approved by the University System of Georgia Council on General Education. Any change to the other areas of the institution’s academic programs requires approval from the institution’s Curriculum Committee.

3.6.1 The institution’s post-baccalaureate professional degree programs, and its master’s and doctoral degree programs, are progressively more advanced in academic content than its undergraduate programs. (Post-baccalaureate Program Rigor)

Comment: Not applicable

3.6.2 The institution structures its graduate curricula (1) to include knowledge of the literature of the discipline and (2) to ensure ongoing student engagement in research and/or appropriate professional practice and training experiences. (Graduate Curriculum)

Comment: Not applicable

3.6.3 The majority of credits toward a graduate or a post-baccalaureate professional degree are earned through institution offered by the institution awarding the degree. In the case of graduate and post-baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns a majority of credits through instruction offered by the participating institutions. (Institutional Credits for a Degree)

Comment: Not applicable

3.6.4 The institution defines and publishes requirements for its graduate and post-graduate professional programs. These requirements conform to commonly accepted standards and practices for degree programs. (Post-baccalaureate Program Requirements)

Comment: Not applicable

3.7.1 The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline in accordance with the guidelines listed below. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. (Faculty Competence)

The Board of Regents of the University System of Georgia outlines the minimum qualifications for faculty employment in the Board of Regents Policy Manual 803.0102.

Minimum employment qualifications for all institutions and all academic ranks within these institutions shall be:

1. Consistent with the Southern Association of Colleges and Schools' requirements for institutional accreditation;

2. Evidence of ability as a teacher.

3. Evidence of ability and activity as a scholar in all other aspects of duties assigned

4. Successful experience (this must necessarily be waived in the case of those just entering the academic profession who meet all other requirements); and

5. Desirable personal qualities judged on the basis of personal interview, complete biographical data, and recommendations.

In the University System, all full-time faculty appointments, non-tenure track faculty appointments, appointments for retired faculty, and promotion actions require Board of Regents approval.

Faculty on staff or recently employed for the BAS program are shown on the Faculty Roster. Selecting “Relevant Academic Degrees…” (Column 3) of an individual faculty member will display the transcript.

Supporting Documents:

Supporting Document 3.7.1a Board of Regents Policy Manual (www.abac.edu/IR/Docs/USGcontent/usgCS3.7.1.htm)

Supporting Document 3.7.1b Board of Regents, Academic Affairs Handbook (www.abac.edu/IR/Docs/USGcontent/usg3.7.1.htm)

Supporting Document 3.7.1c Board of Regents Policy Manual (www.abac.edu/sacs/Docs/USGcontent/USG CS 3.7.1(3).htm)

3.7.1d Faculty teaching baccalaureate courses: doctor’s or master’s degree in the teaching discipline or master’s degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline). At least 25 percent of the discipline course hours in each undergraduate major are taught by faculty members holding the terminal degree – usually the earned doctorate – in the discipline.

All 3000- and 4000-level courses are being taught by faculty with at least a master’s degree in agriculture. Over 80% of the courses in the Turfgrass and Golf Course Management degree will be taught by a faculty member with a doctorate in agriculture. Over 50% of the courses in the Diversified Agriculture degree will be taught by a faculty member with a doctorate in agriculture.

Courses taught Spring Semester 2008:

Turfgrass and Golf Course Management

HORT 3240 Weed Management, Dr. John Settimi, Ph.D. Agronomy

HORT 3310 Best Management Practices in Turfgrass, Dr. Eddie Seagle, Ed.D. Agricultural Education-Turfgrass

HORT 3520 Computations in Turfgrass Maintenance, Dr. Eddie Seagle

Diversified Agriculture

FRSC 3311 Agriculture and Resource Management, Kip Hall, M.S. in Forestry

AECO 3800 Food and Agriculture Marketing, Dr. Renata Elad, Ph.D. in Agricultural Economics

AECO 3430 Agricultural Financial Management, Dr. Renata Elad
AGRP 3319 Weed Management, Dr. John Settimi, Ph.D. in Agronomy

3.13.1 The institution complies with the policies of the Commission on Colleges. (Policy Compliance)

Abraham Baldwin Agricultural College complies with all policies of the Commission on Colleges (COC) policies applicable to the institution. Reports and Profiles have been submitted by the deadlines and dues and expenses have been paid in a timely manner.

ABAC meets the requirements of the policy on integrity and accuracy of institutional representation. ABAC operates with integrity in all matters. The institution has followed the policy on substantive change for accredited institutions of the COC.

ABAC moved from Level I to Level II to offer the Bachelor of Applied Science degree in Turfgrass and Golf Course Management and in Diversified Agriculture in June 2007.

3.14.1 A member or candidate institution represents its accredited status accurately and publishes the name, address, and telephone number of the Commission in accordance with Commission requirements and federal policy. (Publication of Accreditation Status)

Abraham Baldwin Agricultural College publishes the address and telephone number of the Commission on Colleges of the Southern Association of Colleges and Schools in the ABAC Catalog 2007-2008:

“Abraham Baldwin Agricultural College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia, 30033-4097, Telephone (404) 679-4501) to award Certificates and Associate Degrees. Inquiries to the Commission should relate only to the accreditation status of the institution, not to general admission information.”

This statement is being amended to include the Bachelor of Applied Science Degrees in the 2008-2009 catalog due spring 2008.

Supporting Document:

Supporting Document 3.14.1a ABAC Catalog 2007-2008, General Information Section (www.abac.edu/catalog/2007_2008/GenInfo.pdf)

D. Assessment of Compliance with Section 4: Federal Requirements

4.1 The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates. (Student Achievement)

Abraham Baldwin Agricultural College uses an array of assessment strategies to evaluate student success as it relates to the College’s mission. Course completions rates, state licensing examination pass rates, and job placement rates reflect the promotion of ABAC’s mission of high levels of student learning and University System access for a varied student body. The College also uses assessment data from the University System level. Indicators such as retention rates of first-time, full-time degree seeking students, graduation rates, pass rates on the Regents’ exam, and pass rates on licensure/certification exams are evaluated as a measure of student achievement. Data from these reports permit ABAC to compare its performance and progress with that of other system-wide institutions, most importantly the regional access instituitons such as Darton, South Georgia College, and Waycross College, which are located within our geographical area.

ABAC uses assessment data for the University System of Georgia available in the 2005-2006 Information Digest to direct its efforts in addressing first-year retention rates, associate degree graduation rates, college preparatory curriculum deficiencies, and Regents’ exam pass rates.

The ABAC Office of Institutional Research and Planning website provides a number of program/institution satisfaction measurements, including those on advisor assistance, ABAC 1000 instructor effectiveness, and graduate employment, along with student opinion surveys. ABAC uses this information to refine and revise course content and provide on-going faculty development opportunities. In addition, individual programs conduct self-studies and self-evaluations at the division level. Frequently, these reviews cite student success rates in completing courses and programs as critically important indicators. Statistics reflecting college accomplishments, enrollment, gender, and ethnicity assist faculty in focusing course and program learning outcomes to improve student achievement and enhance academic excellence. See ABAC’s online Fact Books.

Course repetition and completion rates combined with student performance rates on licensing exams assist programs in evaluating student success. Pass rates on national and/or state licensing exams are also useful predictors of students’ success in their field. For example, graduates in the Associate of Science in Nursing program take the NCLEX-RN exam. In 2004, 102 ABAC graduates sat for the exam for the first time. Of these 102, 93 passed on the first attempt, representing a 90% pass rate. The first time pass rate for the past five years has ranged from a high of 97.7% in 2001 (n=41/43) to a low of 84.2% in 2000 (n=43/51). The overall pass rate equals 90.2% (n=296/329). These pass rates indicate that Abraham Baldwin Agricultural College’s nursing students are achieving the program outcomes and retaining the knowledge necessary to be successful in their chosen career.

ABAC also uses job placement rates as an indicator of student success. The data produced by the Office of Institutional Research through a survey administered at graduation ceremony practice by the Director of Alumni Relations tracks graduates’ plans after graduation.  Of the 254 students completing surveys during 2005 (Spring and Fall graduations), 106 indicated they planned to be employed after graduation.  Of those 106 respondents, 76 were employed.  The majority, 89%, reported that they were working in a field “somewhat” or “very related” to the field in which they majored.  Only 29 (27%) were still seeking employment, a group that included nursing students, who must pass the licensure exam before becoming employed.  Division-specific data are maintained by several academic areas for their self-studies and program reviews.

Student achievement and the success of academic programs are reflected in the data collected and analyzed by the Office of Institutional Research. Survey results are posted for use by the College and various academic areas at the Institutional Research Survey web pages. Program planning and curriculum revision by divisions and departments are enhanced by the availability of this data. Available surveys include those on Baldwin Library Satisfaction, ABAC 1000 Instructors, Graduates, and Advising, along with The Student Opinion Survey, which is administered every three years.

The Graduate Survey, last administered spring 2005, reported that 77.6% (n=152/118) of the graduates felt that their Abraham Baldwin Agricultural College education prepared them for employment. Of the remaining respondents, 2.6% (n=152/4) answered no, 10.5% (n=152/16) answered maybe, and 9.2% (n=152/14) had no response. The fall 2003 Student Opinion Survey solicited the opinion of day and evening students, both on campus and at the Moultrie center. Overall the results indicated that 87% (n=543/472) of the day students and 85% (n=141/119) of the evening students felt that their Abraham Baldwin Agricultural College experience was excellent/good.

Supporting Documents:

Supporting Document 4.1a Assessment data from the University System level

(https://dss.usg.edu:3377/portal/page?_pageid=903,1,903_53317&_dad=portal&_schema=PORTAL)

Supporting Document 4.1b University System of Georgia 2002-2003 Information Digest (www.usg_stats/info_digest/2002/)

Supporting Document 4.1c ABAC’s Office of Institutional Research & Planning website (www.abac.edu/ir)

Supporting Document 4.1d Comprehensive Program Reviews(www.abac.edu/sacs/Docs/CompProgReviews/comp_prog_reviewsIndex.htm)

Supporting Document 4.1e ABAC’s online Fact Book. (www.abac.edu/IR/IR/FactBook/)

Supporting Document 4.1f Office of Institutional Research & Planning Survey web pages. (www.abac.edu/IR/IR/Surveys/index.htm).

Supporting Document 4.1g Georgia Board of Nursing Rules and Regulations for Nursing Schools

(www.sos.state.ga.us/acrobat/PLB/Rules/chapt410.pdf)

Supporting Document 4.1h National League of Nursing Accreditation Commission approved Programs of Nursing

(www.nlnac.org)

Supporting Document 4.1i Programs of Nursing approved by the Georgia Board of Nursing

(www.sos.state.ga.us/acrobat/ExamBoards/RN/schools/pdf)

4.3 The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Publication of Policies)

ABAC’s Institutional Policies website provides links to the most frequently used institutional and University System of Georgia policies. In addition to this site, policies for specific areas are provided below.

Academic Calendar

The official Abraham Baldwin Agricultural College academic calendar is published in the 2007-2008 ABAC Catalog 2007-2008. The academic calendar is also available through the on-line ABAC Catalog and from the Office of the Registrar’s webpage.

Supporting Documents:

Supporting Document 4.3a On-line College Calendars (www.abac.edu/registrar/calendars/calendar_academic.htm)

Supporting Document 4.3b ABAC Office of the Registrar (www.abac.edu/registrar/Calendars/calendar_academic 04-06.htm)

Grading Policies

College policies regarding grades are published in the Abraham Baldwin Agricultural ABAC Catalog 2007-2008, which can also be accessed through the online ABAC Catalog. The grading policy for the College is based on the grading policy published in Section 2.05 of the University System of Georgia Academic Affairs handbook.

Supporting Documents:

Supporting Document 4.3c The Grading System in the ABAC Catalog

(www.abac.edu/catalog/2007_2008/AcademicPolicy.pdf)

Supporting Document 4.3d University System of Georgia Academic Affairs handbook (www.usg.edu/academics/handbook/section2/2.05.phtml)

Refund Policies

The Abraham Baldwin Agricultural College refund policy is based on the Board of Regents’ refund policy. (Board of Regents Policy Manual, 704.05) The College policy is published in the ABAC Catalog 2007-2008, and can also be accessed through the online catalog.

Supporting Documents:

Supporting Document 4.3e:

Board of Regent’s Policy Manual, 704.05 (www.usg.edu/regents/policymanual/700.phtml)

Supporting Document 4.3f:

ABAC's Refund Policy in the ABAC Catalog 2007-2008.

(www.abac.edu/catalog/2007_2008/ExpFees.pdf)

4.4 Program length is appropriate for each of the institution’s educational programs. (Program Length)

The University System of Georgia has specified criteria for program length of all degree programs for all levels in the USG Academic Affairs Handbook, reflecting Board of Regents Policy 303.06, which requires at least 60 credit hours for all Associate of Arts and Associate of Science degrees and 120 hours for bachelors programs. The same section of the Academic Affairs Handbook states that the Board of Regents allows up to 70 credit hours for Associate of Applied Science degrees and a maximum of 120 hours for the bachelors. There is a requirement of 21 hours of general education for AAS degrees. In addition, the Board of Regents Policy states “a baccalaureate degree program must require at least 21 semester hours of upper division courses in the major field and at least 39 semester hours of upper division work overall.”

The ABAC Catalog 2007-2008 gives College Transfer Program information with number of hours required, as well as Career Technology Program information, and Bachelor of Applied Science Program information that reflect compliance with these policies. Certificate programs range from 18-33 hours of program length at ABAC in keeping with Board of Regents stipulations for certificates. The 2008-2010 Catalog will reflect the requirements for the BAS degrees. The 2007-2008 Catalog was published prior to SACS approval of the BAS degrees.

Some programs at ABAC receive special accreditation by accrediting bodies within the discipline that include program length criteria. For a list of accrediting bodies, see ABAC Catalog 2007-2008.

Supporting Documents:

Supporting Document 4.4a USG Academic Affairs Handbook Section 2.18.01: Policy/Associate Degrees

(www.usg.edu/academics/handbook/section2/2.18/2.18.01.phtml)

Supporting Document 4.4b ABAC Catalog 2007-2008

(www.abac.edu/catalog/2007_2008/trans.pdf)

Supporting Document 4.4c ABAC Catalog 2007-2008

(www.abac.edu/catalog/2007_2008/tech.pdf)

Supporting Document 4.4d ABAC Career Technology Programs (www.abac.edu/certificate

Supporting Document 4.4e ABAC Catalog 2007-2008
(www.abac.edu/catalog/2007_2008/

Supporting Document 4.4f USG Academic Affairs Handbook Certificate Programs

(www.usg.edu/academics/handbook/section2/2.03/2.03.02.phtml)

Supporting Document 4.4g ABAC Catalog 2004-2006

(www.abac.edu/catalog/2004_2006/General%20Information/accreditation_and_memberships.htm)

4.5 The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Student Complaints)

Abraham Baldwin Agricultural College has instituted and widely publicized procedures for handling and resolving written student complaints.

The systematic procedures by which students may formally file written complaints and grievances involving such issues as disputed grades, sexual harassment and racial discrimination, financial aid appeals, and the access and disclosure of academic and non-academic data are specifically explained in the ABAC Catalog 2007-2008 and Student Handbook. (See additional links below.) An aggrieved student may have his or her complaint adjudicated by a College administrative officer or mediator, by the student judiciary committee or student hearing panel, or by the appellate mechanisms of the College or the Board of Regents, the governing body of the University System of Georgia Bylaws of the Board of Regents, Section VIII.

In some instances, College policy may require that several academically related issues and concerns are handled initially at the departmental level; this is especially the case for grade appeals. However, having failed to resolve the issue at the lowest level, an aggrieved student is informed of his or her appellate rights as expressed in the Student Handbook, where an explanation of the process that is relevant to the student’s specific complaint is provided. When appropriate, some procedures governing specific complaints are resolved by designated standing committees, whose duties and responsibilities are contained in the ABAC Policy Manual, Chapter I - Organization and Administration, Standing Councils and Committees. For example, the Academic Review Committee is designated to review and to decide issues regarding readmission appeals; the Student Financial Aid Committee handles student appeals to reinstate financial aid awards.

The College has also instituted procedures to handle non-academic complaints and grievances. When the need arises, the College will direct the complainant to the appropriate administrative officers. For example, a student who feels subjected to any type of sexual harassment is directed to the Director of Student Development or the Vice President for Student Affairs. Students who feel they have been subjected to racial harassment may contact the Vice President for Student Affairs and/or the Dean of Student Life and Housing. The guidelines and instructions for such matters are published in the ABAC Catalog 2007-2008 and the Student Handbook.

Supporting Documents:

Supporting Document 4.5a ABAC Catalog 2007-2008 References:

Sexual Harassment, 2007-2008 ABAC Catalog (www.abac.edu/catalog/2007_2008/StuServices.pdf)

Supporting Document 4.5b Racial Harassment, 2007-2008 ABAC Catalog (www.abac.edu/catalog/2007_2008/StuServices.pdf)

Supporting Document 4.5c Grade Appeals, 2007-2008 ABAC Catalog (www.abac.edu/catalog/2007_2008/AcademicPolicy.pdf)

Supporting Document 4.5d Suspension Appeals, 2007-2008 ABAC Catalog (www.abac.edu/catalog/2007_2008/AcademicPolicy.pdf)

Supporting Document 4.5e Student Handbook References (www.abac.edu/ses/handbook/harassment.htm)

Supporting Document 4.5f Administrative Appeals (www.abac.edu/studentservices/handbook/appeals.htm)

Supporting Document 4.5g Bylaws of the Board of Regents, Section VIII (www.usg.edu/regents/bylaws/#VIII)

Supporting Document 4.5h Examples of Grade Appeals (www.abac.edu/sacs/Docs/StudentAppeal/Grade/grade_appeal_index.htm)

Supporting Document 4.5i Examples of Academic Review Appeals (www.abac.edu/sacs/Docs/StudentAppeal/Academic%20Reviews/academic_review_index.htm)

Supporting Document 4.5j Policy Manual: Chapter I - Organization and Administration, Standing Councils and Committees (www.abac.edu/aa/policymanual/Policy_Manual.htm#_Toc119230774)

Supporting Document 4.5k Examples of Financial Aid Appeals (www.abac.edu/sacs/Docs/StudentAppeal/FinancialAid/Financial_Aid_index.htm)

Supporting Document 4.5l Examples of Non-Academic Complaints (www.abac.edu/sacs/Docs/StudentAppeal/Harassment/harassment_complaint_index.htm)

4.6 Recruitment materials and presentations accurately represent the institution’s practices and policies. (Recruitment Materials)

Student recruitment materials produced by Abraham Baldwin Agricultural College, including the Admissions website, the College Catalog, and recruiting brochures produced by the Public Relations Office is consistent with one another and accurately represent the College practices and policies of both recruitment and admissions. The Institution also produces a DVD overview of the College programs and extracurricular opportunities. PowerPoint and other visual presentations are prepared annually by the recruiting staff and are approved by the Coordinator of Recruiting to ensure that the content accurately represents the College. All print recruitment materials are approved by the Public Relations Director in order to assure that content accurately represents ABAC and the institution’s policies.

Supporting Documents:

Supporting Document 4.6a ABAC Admissions Website (www.abac.edu/admissions/index.html)

Supporting Document 4.6b ABAC Catalog (www.abac.edu/catalog/2007_2008/index.cfm)

Supporting Document 4.6c PowerPoint Presentations and Recruiting Brochures (www.abac.edu/admissions/IR/index.htm)

4.7 The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. (Title IV Program Responsibilities)

Abraham Baldwin Agricultural College is in compliance with its program responsibilities under Title IV of the Higher Education Amendments of 1998 and can provide documentation to support that judgment of compliance. To accommodate BAS students, the College applied for and was granted an increase level of offering in September 2007. The policies, procedures, and guidelines administered by the Office of Financial Aid are subject to annual audits to ensure that they satisfy the audit and review standards established by the U.S. Department of Education and the State of Georgia. Such confirmation was provided in documents issued by the U.S. Department of Education (dated December 16, 2003) and the Georgia Student Finance Commission (dated May 12, 2004). A subsequent Georgia Finance Commission program review is scheduled in February 2008 as part of the three-year cycle of review.

Supporting Documents:

Supporting Document 4.7a Higher Education Amendments of 1998 (www.ed.gov/policy/highered/leg/hea98/index.html)

Supporting Document 4.7b U.S.Department of Education Approval Notice (www.abac.edu/ir/sc/scandocs/fin_aid_approval_20070921.pdf)

Supporting Document 4.7c Documents issued by the U.S. Department of Education dated December 16, 2003 (www.abac.edu/sacs/Docs/fed4-8-US-Dept-Education-Letter.pdf)

Supporting Document 4.7d Documents issued by the Georgia Student Finance Commission dated May 12, 2004 (www.abac.edu/sacs/Docs/Financial%20Aid%20Letters.pdf)