Policies, Procedures, and Style
for the 1999-2001 Self-Study
December 1999
Table of Contents
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Table of Contents
Introduction Section I.
Committee Members Section II.
Section III.
Section IV.
Section V.
Section VI.
Section VII.
Section VIII.
Section IX.
Appendix A.
Appendix B.
Appendix C.
In the spring of 1999 Northern Virginia Community College began the process of organizing for a self-study, as mandated by the Southern Association of Colleges and Schools (SACS). The Administrative Council selected a Steering Committee, named a chair for the Steering Committee (See section 1.10.), and designated the structure and composition of the other committees which will work under the Steering Committee to carry out the self-study (See 2.20.). In the fall semester the Steering Committee staffed the committees and selected William Harrison as editor of the self-study report.
This self-study is a requirement of SACS for reaffirmation of accreditation. It requires that we conduct a systematic evaluation of all aspects of our College and its operations to be sure that we are in compliance with the criteria for accreditation. This self-analysis is also an opportunity for us to review and refine our mission, to check our direction, and, if necessary, to redirect ourselves. We must evaluate our educational programs, faculty, educational support services, administrative processes, physical resources, and financial resources. We must analyze all our institutional policies and practices. We must assess our institutional effectiveness. The self-study process will culminate in a report, which will serve not only as a guide to the visiting committee but also as a planning document. Where the self-study recommends changes or discovers problem areas, we will need to effect those changes or develop processes to address the problems.
Policies, Procedures, and Style for the 1999-2001 Self-Study is intended as a guide to the individual committees as they begin to organize their activities and start the process of gathering and analyzing data and preparing their reports.
The requirement that we engage in a rigorous self-analysis is healthy and constructive. It mandates that we pause to consider our goals and the ways we achieve them. We should welcome this opportunity to step back and look at ourselves, to congratulate ourselves on our strengths, and to remedy our weaknesses.
Harriet "Cammy" White
Chair, Steering Committee
1999-2001 Self-Study
Policies and Procedures
Section IV
4.10 Coordination and Editorial Role of Steering Committee and Self-Study Editor All policies and procedures of the self-study derive their standing from the responsibility vested in the Steering Committee to coordinate a comprehensive institutional evaluation consistent with the purposes and spirit of the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). 4.10.11 All self-study committees work under the supervision of the Steering Committee. 4.10.12 The Steering Committee shall establish a working calendar and adopt a timetable for the successful completion of the self-study. The calendar will contain appropriate deadlines for committees to submit ongoing reports to the Steering Committee, culminating in the final report. 4.10.13 Jurisdictional questions between committees or differences in opinions arising from the self-study will be resolved, if necessary, by the Steering Committee. 4.10.14 Under the direction of the Steering Committee the self-study editor will establish appropriate policies and procedures relevant to the committees' reports. When necessary the editor will eliminate redundancy, correct errors of style, and coordinate a felicitous union of the various committee reports into a comprehensive report according to SACS standards. If the editor discovers an apparent error of fact, conclusion, or recommendation inconsistent with SACS standards, the editor shall not change matters of fact, conclusion, or recommendation without a comprehensive review by the Steering Committee and the committee which submitted the report under review. Neither the Steering Committee nor the editor will alter a report in a substantive way without consulting the committee which authored it. 4.10.15 If a committee chair or member fails or is unable to perform his or her duties, it is the responsibility of the Steering Committee to recommend the removal of the individual from office and to nominate a replacement to be approved by the president. 4.10.16 If a committee chair or member resigns, the Steering Committee will nominate and forward the name of a replacement for the approval of the president. 4.11 Roles of Committee Chairs and Committees 4.11.11 It is the responsibility of the committee chairs to keep informed of self-study policies and procedures and the SACS criteria appropriate to their committees. 4.11.12 The committee chairs shall keep the Steering Committee fully and currently informed of developments in the assignments and activities of their committees, and shall send the chair of the Steering Committee approved copies of minutes from each meeting. All committees must use electronic mail. 4.11.13 The committee chairs shall maintain adequate files (including but not limited to minutes, documents, survey instruments, uncompiled data, and all draft reports) to be made available to the SACS Visiting Committee upon request and to be stored with the records of the self-study. 4.11.14 Chairs of the committees may participate fully in committee discussions and deliberations and may vote. 4.11.15 Committee meetings should be scheduled well in advance and at times that encourage the best attendance at meetings. Members unable to attend a meeting should advise the chair in advance of the meeting. Committee minutes should indicate the absence or presence of committee members. It is the responsibility of the chair to establish an agenda prior to each meeting and to arrange for the distribution of an agenda and the minutes of the prior meeting in advance of the scheduled meeting. 4.11.16 Each committee shall select a notetaker who will prepare the minutes of each meeting and see that approved copies are filed with the chair of the committee and with the chair of the Steering Committee for distribution to Steering Committee members. Minutes should reflect attendance, action, and decision information. 4.11.17 Each committee and chair shall follow the self-study calendar and deadlines as set by the Steering Committee. Each committee chair is responsible for developing a working calendar to ensure that committee work proceeds in a timely way and that committee members are aware of deadlines for their work. Committee calendar dates should be consistent with dates in the Steering Committee's calendar. The committee chair must forward one copy of her or his committee's calendar to the chair of the Steering Committee and one to the self-study editor. 4.11.18 The Steering Committee shall select an assistant editor to serve as a liaison with the Steering Committee editor and as a coordinator of the committee's report-writing effort. The duties of the assistant editor include 4.11.18.11 Becoming familiar with the guidelines in Policies, Procedures, and Style for the 1999-2001 Self-Study and communicating these to his or her committee to facilitate the writing of the committee's report. (The assistant editor acts as a writing resource person for the committee but does not necessarily write the committee's report.) 4.11.18.12 Checking the drafts of all committee outlines and reports prior to their submission to the Steering Committee to ensure their completeness, accuracy, and adherence to Policies, Procedures, and Style. 4.11.18.13 Serving as a liaison with the self-study editor to resolve questions about organization, writing, style, and form. 4.11.19 Each committee chair should cooperate with other chairs to eliminate duplication of effort and coverage. The Steering Committee will provide preliminary report outlines submitted by each committee to all the chairs as an aid to reduce duplication. 4.11.20 Committee reports should conform to the style and format set by the self-study editor under the direction of the Steering Committee. The self-study editor may set additional guidelines as needed for the purposes of continuity and coherence in the final report.
4.12 Budget 4.12.11 Duplication 4.12.12 Supplies 4.12.13 Travel 4.12.14 Equipment 4.12.15 Telephone/FAX 4.12.16 Computer support 4.12.17 Clerical help 4.12.18 Contractual Services 4.13 The Steering Committee may adopt further policies and procedures to provide for efficient planning and execution of the self-study.
Collecting Data and Using the Office of
Institutional Research (OIR)
Section V
5.10 Period to Be Covered by the Self-Study Data for the self-study should come from the periods July 1, 1990 through June 30, 2000 for fiscal years and 1990-91 through the 1999-00 for academic years. 5.11 Surveys The Steering Committee is attempting to improve the response rate and eliminate duplication by limiting the number of surveys to one per constituency (i.e., one each for faculty, administrators, classified, students, alumni). Therefore, all committees planning to use surveys should submit to the chair of the Steering Committee the following information: a draft of all questions, item-by-item explanations of the information each question is intended to elicit, a description of the population to be surveyed, and the date the survey will be completed. The above survey information should be submitted on both paper and disk in Word 97. Prior to submitting their draft questions, committees may wish to consult directly with the Director of Institutional Research (323-3129) for help in developing their surveys and for information on how OIR will tabulate and analyze the raw data according to the established procedures.
5.12 Data 5.12.11 OIR Assistance The Director of OIR (323-3129) has been designated as the OIR liaison to assist with the self-study. Before requesting special data, committees should check the lists of "OIR Research Briefs" and "OIR Listing Focus on NVCC" to determine if the data they want already exist. If not, they should complete a copy of the "Office of Institutional Research Request for Information" form and send it through the Steering Committee. 5.12.12 Computer Information Services (CIS) Contact the operations manager of CIS (323-3278) for assistance. Budget Office The Budget Director (323-3125) can provide financial information. 5.12.14 Facilities, Planning, and Services The director (323-3120) of this office will assist committees seeking information in this area. 5.12.13 Human Resources The Human Resources Director (323-3361) is the contact person for personnel information. 5.13 Confidentiality of Data Since the findings of the committees conducting different phases of the self-study might seem sensational if taken out of context, while the self-study is in progress, everyone involved is to regard raw data as confidential. Self-study committees should direct requests for data to Ms. Cammy White, Chair of the Steering Committee, and she will forward the request to George Gabriel, the director of OIR. Under no circumstances are data to be disseminated beyond committee membership. Requests for information about the self-study or its findings from outside the College are to be directed to the College information officer.
Content Guidelines for Committee Reports
Section VI
6.10 Each self-study committee shall conduct a thorough appraisal of that aspect of Northern Virginia Community College outlined in its charge. At the very minimum the committee's report is required to address each "must" statement in the relevant section of Criteria for Accreditation (1998-90 edition). For example, in section "4.4 Faculty" the statement, "An institution must show that it has an orderly process for recruiting and appointing its faculty", requires the Faculty Committee to address this issue. Each report should also deal with "should" statements, such as "This process [recruiting and appointing faculty] will normally involve the development of a pool of qualified candidates and the interviewing of those who appear to be the best qualified".
The committee's report must study the planning, goal-setting, operations, and assessment/evaluation loop(s) in its area. Connections among the phases should be documented. Recommendations, suggestions, and college proposals may address the process as well as the subject (i.e., educational programs, faculty, etc.) being studied.
6.11 Based on its research and professional judgment, each committee will probably develop ideas for improving the institution. The College will address these ideas in its action plan. Each idea must be classified in one of three categories: Recommendations. These ideas are based on the College's failure to comply with the "must" statements in the Criteria for Accreditation. The visiting committee in its report to the Commission on Colleges of the Southern Association of Colleges and Schools must write recommendations when the institution fails to comply with "must" statements. In its response to the commission the College must address in writing the recommendations in the visiting committee's report. As soon as a committee decides to make a recommendation because the College is in violation of an accreditation criterion, the committee should notify the Steering Committee immediately so it can take corrective action.
Suggestions. The purpose of suggestion statements is to correct the College's failure to follow the suggestions in the Criteria for Accreditation. Suggestions in the College's self-study will probably correspond to the suggestions made by the visiting committee in its report. The College does not have to make a written response to the suggestions in the visiting committee's report.
College proposals. These ideas for improving the College are not based on statements in the Criteria for Accreditation but are solutions to problems discovered by the committees.
All recommendations, suggestions, and College proposals must be supported by data and follow logically from a lucid analysis of the data. Recommendations, suggestions, and college proposals should be feasible considering the purpose of the institution, the laws which govern it, and its budget. 6.12 Each report should reflect the following content guidelines: 6.12.11 Cross Reference of "Must" Statements and Report Each "must" statement assigned to a committee from the Criteria for Accreditation must be listed with the inclusive page numbers referring to the place in the committee's report where that "must" statement is discussed. 6.12.12 .Introduction This section should identify the committee's purpose/charge, the scope of its report, the collection methods and sources of its data, and other appropriate information. 6.12.13 Body Each committee's written report should clearly and concisely reflect the study described in sections 6.10 and 6.11 above. See section 7.12.12 for important information about organizing the body of the report. 6.12.14 Conclusion The summary conclusion should recap main findings: strengths and weaknesses, evaluation process and results, and directions for the College's future consistent with data. The conclusion should not repeat the recommendations, suggestions, and college proposals. 6.13 The self-study process will result in the completion of the following documents. 6.13.11 Self-Study The report to be completed in fall 2001 will consist of descriptive and explanatory data addressing all "must" and "should" statements in Criteria for Accreditation; information about the planning-goals-operations-evaluation cycle; and appropriate recommendations, suggestions, and college proposals. 6.13.12 Executive Summary This document to be completed in fall 2001 will summarize the complete self-study. Each committee will summarize its own report. The summary will include the main points of the committee's report; an overview of the planning-goals-operations-evaluation cycle in the committee's area; a list of its recommendations, suggestions, and college proposals; and, where appropriate, updated information in a separate subsection of its summary. 6.13.13 Action Plan The action plan will consist of all recommendations, suggestions, college proposals; references to where they appear in the self-study; a list of the College offices/individuals assigned to handle the ideas; and actions taken at the time of the printing of the document. This document will also be completed by fall 2001. 6.13.14 Institutional Response This report will be completed in spring or summer 1992 following the receipt of the SACS Visiting Committee's final report. The institutional response will consist of an updating of the action plan with an additional section addressing specific recommendations and suggestions made by the SACS committee. The response should be authored by the Administrative Council, the Steering Committee, and self-study committee chairs. 6.13.15 Follow-up Study The necessity for a follow-up study a year (spring 2003) or more after the institutional response will be determined by the SACS Committee on Criteria and Reports. If such a study is required, it should include an updating of the action plan and a section addressing specific SACS concerns. It should be written jointly by the Administrative Council, the Steering Committee, and self-study committee chairs.
Organization Guidelines for
Committee Reports
Section VII
7.10 The self-study report will be published in separate volumes following as closely as possible the order of Criteria for Accreditation, 1998. 7.11 Each self-study committee's report must be arranged in the following order:
- Title page
- Contents
- List of Figures
- List of Tables
- Cross Reference of "Must" Statements and Report
- Introduction
- Body
- Conclusion
- List of Exhibits
- Works Cited
- Appendices
7.12 Organization of Report Elements 7.12.11 Introduction 7.12.12 Body Wherever possible, the report must use the same titles in the same order as found in the Criteria for Accreditation. For example, the report of the Educational Program Committee would use the headings in its section: Undergraduate Admission, Undergraduate Completion Requirements, etc. The committee may discuss additional issues under appropriate headings. The section of the report which discusses planning, goal-setting, operations, and evaluation/assessment must be clearly identified. All recommendations, suggestions, and College proposals shall appear in the text of the report immediately after the data and explanation which justify them. They need to be identified by category (recommendation, suggestion, College proposal), typed in bold face, and indented five spaces from the left margin. (In the finished self-study all of these statements will be numbered sequentially in three different categories.)
A figure is a graph, a chart, a line drawing, a map, or a photograph. Figures should be numbered consecutively (e.g., 4-1, 4-2, etc.) with the number and title or caption underneath. A table is data arranged in rows and columns. Tables should also be numbered consecutively but separately from figures. The number and title of a table should be above it with the source indicated underneath.
Whenever possible tables and figures (graphs) should be located in the report near the text which refers to (by number and page) and explains them. Titles, headings, and contents should be clear so that tables and figures are understandable independent of the text.
The text must explicitly refer to an appendix included at the end of the report, for example, "(See appendix 3-A.)."
Style & Form
Section VIII
8.10 Sources for Style and Form 8.10.11 The MLA [Modern Language Association] Handbook for Writers of Research Papers (3rd ed.) is the source for documentation style. When the MLA Handbook provides no information or models, use Kate L. Turabian's A Manual for Writers of Term Papers, Theses, and Dissertations. 8.10.12 The Prentice-Hall Handbook (10th ed.) is the authority for sentence structure, grammar, punctuation, capitalization, and other matters of style. 8.10.13 Webster's Ninth Collegiate Dictionary is the source for vocabulary and usage. 8.10.14 Guidelines for Nonsexist Use of Language in NCTE Publications (Revised, 1985) will help writers avoid sexual bias in their reports. 8.11 Form for Report Elements 8.11.11 Title Page This page should contain the committee's name centered about the middle of the page. Closer to the bottom of the page should be the list of committee members with the chair at the top. The assistant editor should also be identified. Each person's position at the College (faculty, classified, administrator, student), rank, job title (biology, business manager), and address (Alexandria Campus, ELI, College Staff) should be indicated. List the name and membership of any subcommittees formed within the committee's structure. See Appendix C, Sample 1. 8.11.12 Table of Contents This feature should list section numbers, subtitles, and page numbers for principal sections of the report. This list should be followed by headings for exhibits (not individually listed) and works cited. The last item in the table of contents should be a list of appendices by letter and title. See Appendix C, Sample 2. 8.11.13 Lists of Figures and Tables Immediately following the contents is a page with two separate lists. The first is a list of figures (i.e., graphs), which should be headed "Figures," and the second is a list of tables, which should be headed "Tables." Each list should be numbered separately with the section and item number (e.g., 4-1, 4-2, etc.) on the left, the title in the middle of the line, and the page number on the right. See Appendix C, Sample 3. 8.11.14 Cross Reference of "Must" Statements and Report This element of the report is a list of page numbers referring to the places in the committee's report where its assigned "must" statements from Criteria for Accreditation are discussed. The inclusive page numbers should be listed in a column on the left with the "must" statements opposite them on the right. 8.11.15 Exhibits This section is a list of documents such as catalogs, class schedules, OIR reports, and policy manuals which the committee used in preparing its report but which are too long to be included as appendices. The list should include those works which the SACS Visiting Committee members might want to consult during their reaccreditation visit. Works, such as the Handbook of the Illuminating Engineering Society, which are only tangential to the report, do not need to be given an exhibit number or included on the list of exhibits. In the body of the report each mention of an important source document should be followed by its exhibit number enclosed in parentheses, for example:
(Exhibit 5), (Exhibit 3-7).
Someone on each self-study committee should be designated to collect and number exhibits listed on the committee's own list and to provide these to the self-study editor at the time the second drafts are due.
8.11.15.12 The committee list of exhibits will be unique to each report. Works should be numbered and listed in the order that they are referred to in the report. The number should consist of the committee volume number and the exhibit number as shown below. The committee list of exhibits should appear on the same page immediately following the master list. 8.11.16 Works Cited This alphabetical list of all works cited (i.e., mentioned in a parenthetical citation) in the report should be prepared according to the guidelines in Chapter 4 of the MLA Handbook for Writers of Research Papers (3rd ed.) 8.11.17 Appendices Appendices might include raw data, memos, brief reports, and other information relevant to the committee's report but too lengthy to be included in the body. All appendices should be referred to in the text of the report by letter, for example "(See appendix 3-A.)." The appendices should then be arranged in alphabetical order (i.e., reflecting the order in which they are referred to in the report) just after the works cited. The top of the first page of each appendix should be titled with the appropriate letter and the same descriptive title listed in the table of contents. Each page of the appendix should be labeled with its letter in the lower right corner, for example, "Appendix 3-A." See section 8.14.13 concerning the page numbering of appendices.
8.12 Parenthetical Documentation The sources of all quotations, summaries, and paraphrases must be acknowledged. The origin of information and ideas which are not common knowledge should also be indicated. Please use the parenthetical citation system described in Chapter 5 of the MLA Handbook. Footnotes should be used sparingly and only to provide brief supplemental information. Do not use endnotes. 8.13 Avoiding Sexism in Writing See Guidelines for Nonsexist Use of Language in NCTE Publications (Revised, 1985) on the self-study reference shelf at the circulation desk of a campus library or in Dean Bassett's office for more information on this topic. 8.13.11 Writers should avoid using sex-linked words, such as mankind and the common man, when referring to all people. They should substitute humanity, human beings, or people for mankind and the average person or ordinary people for the common man. Words--for example, chairman/chairwoman--with sex-based variants should be replaced by gender-free synonyms, such as chair, head, or chairperson.
8.13.12 Authors should avoid the generic he and his. Editing suggestions:
- Eliminate the singular pronoun. Change "The average student is worried about his grades" to "The average student is worried about grades."
- Change the noun and pronoun to the plural. Edit "Give the student his grade right away" to "Give the students their grades right away."
- Make limited use of he or she as a substitute for he; replace "Each student will do better if he has a voice in the decision" with "Each student will do better if he or she has a voice in the decision."
8.13.13 Writers should use only professional titles, such as Dr., and no sex-based titles, such as Mr., Miss, Ms, or Mrs. 8.14 Page Numbering 8.14.11 All page numbers should be Arabic numerals centered at the bottom of pages. In the final copy of the report each page number should be preceded by the report volume number and a hyphen. For example, if the Purpose Committee's report is the third volume of the self-study, its pages will be numbered 3-1, 3-2, 3-3, etc.
8.14.12 Each appendix should have its own sequence of page numbers. In the final copy of the report each appendix page number should centered at the bottom of the page and should consist of the volume number, the appendix letter, and the page number. For example, the appendices of the Purpose Committee might be numbered 3-A-1; 3-B-1, 3-B-2, 3-B-3; 3-C-1, 3-C-2, etc. The volume numbers, appendix letters, and hyphens will have to be typed in manually. (Remember to type the appropriate footer [i.e., Appendix 3-A] in the lower right corner of each page.) 8.15 Capitalization 8.15.11 Authors should follow the rules in the Prentice-Hall Handbook for Writers (10th ed.). When rules are unclear or do not cover a particular situation, please consult the editor. 8.15.12 The exact titles of offices (e.g., Continuing Education), instructional divisions (e.g., Communications and Human Studies Division), and committees (e.g., Steering Committee) will be capitalized. However, in the body of the report do not capitalize job titles such as coordinator of Institutional Research and assistant division chair for history.
Data Processing Requirements for Reports
Section IX
9.00 Producing the self-study on computers using word processing and spreadsheet software should make the tasks of writing and, especially, revising much easier. The final copy of the study will be attractively printed using the desktop publishing features of MS Word and a laser jet printer. 9.10 Word Processing (MS Word) The Editor, Mr. Harrison, will provide the committees with standards and procedures.
NVCC Self-Study Proposed Budget 1999-2000
Appendix A.
Account # 1-65110
Description Allotted
Personnel (Reassigned time) $24,388.00
1123 Editor 3,230.00
1123 Chair 15,488.00
1141 P14 Clerical 5,670.00
Equipment & Supplies $8,100.00
2212 Computers 5,000.00
2224 Supplies 3,100.00
Travel (incl Registration) $5,900.00
1223 3 Rep to SACS 4,800.00
1223 Observation by Chair 1,000.00
1223 SACS Visit 100.00
Office of Institutional Research Publications
Appendix B. Part I
OIR Research Briefs Available at the Time of the 1989-91 Self-Study
No. RB 1989-09
October 1989Annual Cost Per FTEs 1987-88 and 1988-89 - Dan Ries No. RB 1989-08
September 1989Summer 1989 Course Enrollment Analysis - Dan Ries No. RB 1989-07
June 1989Mailing Zip Codes of NVCC Students Fall 1984 to Fall 1988 - Brandon Cushing No. RB 1989-06
April 1989NOVA’s Market Share in State Higher Education Enrollments, Fall 1987 - Brandon Cushing No. RB 1989-05
May 19891988 High School Graduates Enrolling at NVCC Summer and Fall Terms, 1988 - Brandon Cushing No. RB 1989-04
April 1989Successful Course Completion as Determined by Final Grades Analysis - Dan Ries No. RB 1989-03
April 1989Direct Instructional Cost Per FTES FY 1983 through FY 1988 - Dan Ries No. RB 1989-02
April 1989Profile of First-Time and Returning Students at Northern Virginia Community College Fall 1984 to Fall 1988 - Brandon Cushing No. RB 1989-01
February 1989New Students in Fall 1987: Who Did and Did Not Return in Fall 1988? - Dan Ries No. RB 88/89-04
November 14, 1988Recruitment of 1987 High School Graduates to NVCC No. RB 88/89-03
August 11, 1988Summer 1988 Analysis of Course Enrollments by Discipline No. RB 88/89-02
August 1988Analysis of Program Placed Students - Early 1980’s vs. Late 1980’s Info No. RB 88/89-01
July 1988NVCC Transfers to the University of Maryland College Park No. RB 87/88-06
April 27, 1988Trend Report - How Long Does It Take to Graduate? No. RB 87/88-05
April 14, 1988Trend Report - Trends in Cost Per Student By Discipline, 1982-87 No. RB 87/88-04
April 4, 1988Trend Report - 1980’s Student Enrollment Trends at NVCC No. RB 87/88-03
March 25, 1988Trend Report - Trends in Enrollments of Students on Visa Status No. RB 87/88-02
March 15, 1988Trend Report - 1980’s Trends in Enrollments by Discipline No. RB 87/88-01
March 8, 1988Trend Report - 1980’s Trends in Graduates by Campus and by Major Field Category No. RB 86/87-08
August 24, 1987NVCC Transfers at the University of Maryland - Dr. Henry M. Doan No. RB 86/87-07
June 11, 1987Migration of 1986 High School Graduates to NVCC - Joe Williams No. RB 86/87-06
April 1, 1987The Impact of the Tuition Reduction in Fall 1986 of the VCCS and NVCC No. RB 86/87-05
March 18, 1987A Longitudinal Study of Student Retention Fall 1979 Thru Fall 1985 No. RB 86/87-04
November 10, 1986Marketing Activities and Summer 1986 Enrollment at NVCC No. RB 86/87-03
August 29, 1986Educational and Employment Status of the 1984-85 Graduates - Joseph Williams, Dr. Henry M. Doan No. RB 86/87-02
September 2, 1986How Well Do Former NVCC Students Perform at James Madison University? No. RB 86/87-01
August 15, 1986The Causes of Student Absenteeism in NVCC - Lynn E. McCutcheon, Dawit Tek