About

Institutional Accreditation

Accreditation Statement

We are proud to be an accredited community college here to help you meet your education and career goals.

Our accreditation to award associate degrees comes from the Southern Association of Colleges and Schools, Commission on Colleges (SACSCOC), and it’s an important part of who we are as a college.

Not only does accreditation help us provide you with financial aid options, it also means that since we are accredited to award associate degrees, your degree will automatically be recognized and accepted by all public or private four-year colleges and universities.

Why it is important

Bluegrass Community and Technical College is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate degrees. Bluegrass Community and Technical College also may offer credentials such as certificates and diplomas at approved degree levels.

Questions about the accreditation of Bluegrass Community and Technical College may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC’s website www.sacscoc.org.

Note: The Commission is to be contacted only if there is evidence that appears to support an institution's significant non-compliance with a requirement or standard.

Licensure Disclosure

BCTC offers courses, certificate programs, diplomas, and associate degrees that may lead to licensure or certification that is required for employment in your state.

See the KCTC Licensure Disclosure page for more information.

Assessment

Mission Statement

Assessment is a steady source of essential information. It helps us improve student success and foster excellence in teaching & learning.

The Assessment Office works with program coordinators to:

Identify expected outcomes
Assess the extent of achievements
Provide evidence of improvement based on analysis of the results

Assessment Goals

To foster a culture of assessment as a necessary response to increased demands of accountability with an understanding that assessment is a continuous process of quality improvement.
To respond to accreditation demands, specifically Southern Association of Colleges and Schools (SACS) Core Requirements and Comprehensive Standards and program specific accreditation criteria.
To promote excellence in teaching and learning by serving as a facilitator for training, assessment resources and processes.
To provide feedback and reporting of assessment plans as they relate to student learning outcomes.
To develop, implement, and improve the assessment process.

Assessment Model

Assessment is an ongoing process.

It determines the effectiveness of our programs by:

Gathering information
Reviewing findings
Using this information to understand and improve student learning and success

graphic of assessment model

The assessment model above outlines the process used at BCTC. It develops a culture that involves assessment and results to make continuous improvements. Students are the ultimate beneficiaries of this process.

Assessment Process

Identify the Outcome
- In collaboration with faculty in your department/area, review the curriculum competencies, discuss and determine the outcomes you plan to assess.
- Each technical program will need to select 3 student learning outcomes.
Plan the Assessment
- Working with faculty in your department/area, discuss and determine appropriate assessment methodology and criteria for success (benchmarks).
- The method of assessment should be consistent. If the method of assessment is a project, all instructors should use the same project and rubric for grading.
Perform Assessment
- Use the AIM System to maintain outcome assessment and progress.
- Record results in AIM.
Review Results
- Gather and summarize the data collected.
- Present the results to other faculty in your department/area.
Use Results for Improvement
- Work with faculty in your department/area to review the results, identifying how the results will be used to improve student success.
- Describe plans or recommendations to improve student learning. How can we best address the problem?
  - Additional emphasis/more time on specific topics.
  - Change in delivery method.
  - Additional lab time.

Background - Technical Program Health Review Process

The program review processes at Central Kentucky Technical College (CKTC) and Lexington Community College (LCC) demonstrated proactive approaches in each of their program review procedures. Both institutions used systematic processes to evaluate the vitality, currency, effectiveness and efficiency of each technical program.

Central Kentucky Technical College's process involved an annual "self-study" review of each program with a presentation by the program coordinator to College leadership. The presentation described the contributions made by the program to the College mission and goals along with a review of trends as they evolved. Recommendations from College leadership were utilized by each program coordinator to develop action plans and strategies that enhanced and improved the viability of the curriculum and program.

Lexington Community College used a five-year cycle process that involved a comprehensive five-year review/self-study report. A review team that included outside experts, reviewed the self-study, interviewed students, graduates, faculty, employers, and advisory committee members. Their exit report to College leadership and the program coordinator and faculty identified program strengths and recommendations for improvements. Program coordinators and faculty used this information to develop action plans to improve their curriculum and programs.

Bluegrass Community and Technical College, as a consolidated institution of CKTC and LCC, implemented a five-year cycle review process for all technical programs in 2005-2006. This program review process was modified to a two level, annual program health review in 2008-2009.

BCTC Annual Health Review Process

Currently, all technical programs are reviewed annually utilizing five-year trend data (e.g. program enrollment, persistence, graduation rates, employer satisfaction, alumni satisfaction, and licensure pass rates, when applicable). Upon review of the data, program coordinators identify strengths of the program, issues requiring continued attention, and describe how the previous year's recommendations are being used for improvements. This information is reviewed by the appropriate Assistant Dean, Dean, and the Academic Vice President.

When a more in-depth analysis of a specific program has been identified, a level two program health review is initiated. A review team is appointed to evaluate the specific issues of concern. The review committee recommendations are submitted to the program coordinator and college leadership as action plans and strategies are developed to strengthen and improve the program.

CPE Program Review Process

CPE Five Year Program Review Process (new window)

The Council on Postsecondary Education (CPE) requires all existing programs to undergo review every five years with the reviews of each program at the local colleges within KCTCS being submitted during the same review cycle.

2013-2014 Health and Nursing Programs
2014-2015 Business Services (and IT)
2015-2016 Manufacturing
2016-2017 Transportation, Distribution, and Logistics
2017-2018 Energy (and Miscellaneous)

In addition to the BCTC Annual Health Review and the CPE Five-Year Program Review process, information obtained from program productivity, advisory committees, graduate surveys, alumni surveys, and employer surveys all provide additional data about the efficiency and effectiveness of the various programs at BCTC.

2017-2018 Energy (and Miscellaneous)

Definitions
Site under construction. Information coming soon.

Measures

Direct vs. Indirect
Advisory Questionnaire

Closing the Loop
Site under construction. Information coming soon.

CHE Program Review
Site under construction. Information coming soon.

References and Tutorials

Hutchins, P. What New Faculty Need to Know About Assessment (2011)

FAQ's
Site under construction. Information coming soon.

SLO Assessment Rubric
Site under construction. Information coming soon.

General Education Competencies and Assessment

As a part of the Kentucky Community and Technical College System (KCTCS), Bluegrass Community and Technical College (BCTC) strives to fulfill the general education requirements of all KCTCS schools.

Kentucky is a LEAP state (Liberal Education for America's Promise) and KCTCS schools, including BCTC have adopted the LEAP Essential Learning Outcomes as a framework for General Education.

General Education Competencies:

Students should prepare for twenty-first century challenges by gaining:

Knowledge of human cultures and the physical and natural worlds through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts.
Intellectual and practical skills, including
- inquiry and analysis
- critical and creative thinking
- written and oral communication
- quantitative literacy
- information literacy
- teamwork and problem solving
Personal and social responsibility, including
- civic knowledge and engagement (local and global)
- intercultural knowledge and competence
- ethical reasoning and action
- foundations and skills for lifelong learning
Integrative and applied learning, including synthesis and advanced accomplishment across general and specialized skills.

BCTC assesses general education competencies at the course level using a three-year assessment cycle (seen below). Faculty within each discipline plan and conduct assessment activities, report results, and, use results of assessment to improve student learning. The BCTC General Education Committee provides oversight of the assessment process.

BCTC General Education Assessment Implementation Plan
Year 1 (2018-19)	Year 2 (2019-20)	Year 3 (Spr. 2018; 2020-21)
Written and Oral Comm. COM 252	Written and Oral Comm. ENG 101 COM 181	Written and Oral Comm. ENG 102 COM 281
Quantitative Reasoning MAT 150 (Fall) MAT 170 (Spring)	Quantitative Reasoning MA 111(Fall) MA 113(Fall) MA 114 (Spring)	Quantitative Reasoning MAT 126 MAT 160 STA 210
Arts & Humanities ANT 130 HIS 240 HUM 120 MUS 100 PHI 100	Arts & Humanities ART 100 ENG 281 HIS 101 HIS 109 HIS 120 HUM 121i THA 101	Arts & Humanities HIS 108 PHI 120 WGS 201
Natural Science BIO 137 (Fall) BIO 139 (Spring) CHE 120 CHE 125L EST 150 PHY 201(Fall) PHY 202L (Fall) PHY 203(Spring) PHY 204L(Spring)	Natural Science BIO 112 BIO 113L BIO 225 CHE 170 (Fall) CHE 175L (Fall) CHE 180 (Spring) CHE 185L (Spring) EST 160 PHY 231(Fall) PHY 241L (Fall) PHY 232 (Spring) PHY 242L (Spring)	Natural Science AST 191 AST 192 AST 195L BIO 120 BIO 121L BIO 135 CHE 140 CHE 145L GEO 130
Social & Behavioral Science COM 101 GEN 140 ECO 101 FAM 252 FAM 253	Social & Behavioral Science ECO 201 (Fall) ECO 202 (Spring) GEO 152 GEO 160 POL 101 PSY 223	Social & Behavioral Science ANT 101 FAM 252 FAM 253 PSY 110 SOC 101 WGS 200

Year/Semester above indicates when the assessment activity should be conducted/administered.

BCTC General Education Assessment Implementation Plan

A recommended process for assessment using ANT 130 from the above plan

Spring, 2018 - Plan assessment activity
Fall 2018 - Conduct assessment activity
Spring 2019 - Review/analyze results of assessment; develop strategy for improvement
Fall 2019 - Implement strategy for improvement and re-assess; develop final report

Notes

The responsibility for HUM 121 was moved from the Anthropology/Geography/Sociology area to the Humanities area in Fall 2018. Because of this change, HUM 121 was moved from Year 1 of the assessment cycle to Year 2 to allow faculty responsible for conducting assessment ample time to plan and assess.