WNCC 2010 Self-Study Report - Western Nebraska Community ...

Western Nebraska Community College
Self-Study Report
2010
Understood
The place to be ...
Valued
Supported
Empowered
Unified
Enriched
wncc.edu
800.348.4435

Western Nebraska Community College
Self-Study Report
February 2010
Submitted to the
Higher Learning Commission (HLC) of the
North Central Association of Colleges and Schools
30 North LaSalle Street, Suite 2400
Chicago, Illinois 60602-2504
By
Western Nebraska Community College
Scottsbluff Campus
1601 East 27 th Street, Scottsbluff, NE 69361
Alliance Campus
1750 Sweetwater Avenue, Alliance, NE 69301
Sidney Campus
371 College Drive, Sidney, NE 69162

Introduction
A yellowed newspaper photograph from 1966 displays a group of young men and women surrounding a
sign. Two pose with shovels in hand, having just planted a marker declaring that the spot on which they
stand will one day become the home of their proud creation: Scotts Bluff County College. The photograph
features no College administrator or even local businessmen. No one wears a suit. Pictured instead are
the faithful, motivated members of two volunteer Student Action Committees who really saved their faltering
institution and created the basis for the community college which still thrives today. Through their own
initiative and on their own time, working under the guidance of an eager young faculty member, they
canvassed the surrounding counties to coalesce support to sustain their college, which had begun in 1926,
faltered, and then reopened again in 1929. They marched, called people, and campaigned at local events
and County Commissioner meetings. They held rallies and parades and made news. Not everyone,
including some local politicians, backed their initiative to refashion their college into a new, independent
entity, but they persisted, nonetheless.
In 1965, the future looked extraordinarily bleak for the local college after a four-year liberal arts Parson’s
“satellite school” had recently opened. Fortunately, the steadfast students kept the doors of their junior
college open by getting it converted to a county entity and by gaining the passage of a $1.7 million dollar
bond issue (a prodigious feat now, much less nearly a half-century ago). Only a few years after the
grassroots effort of the Student Action Committee members, the four-year school had closed, although
some of the students stayed in the area and now send their children, and sometimes themselves, back to
the community college which survived the threat of closure. The photograph underscores the success of
these students to maintain their college, and that tradition and spirit still pervades this small, rural college
45 years hence.

Chapter 1
TABLE OF CONTENTS
HISTORY AND GEOGRAPHIC SERVICE REGION OF WESTERN NEBRASKA COMMUNITY
COLLEGE ....................................................................................................................................... 3
Chapter 2
SUMMARY OF THE ACCREDITATION HISTORY OF WNCC ......................................................11
THE SELF-STUDY PROCESS AND REPORT CREATION AND ORGANIZATION ......................12
ORGANIZATION OF THE REPORT ..............................................................................................13
Chapter 3
RESPONSE TO THE CHALLENGES OF THE 2000 TEAM REPORT ...........................................17
CHALLENGE 1: ASSESSMENT PLAN .................................................................................................17
CHALLENGE 2: INSTITUTIONAL EFFICIENCY .....................................................................................18
CHALLENGE 3: MARKETING PLAN ....................................................................................................19
RETENTION ................................................................................................................................21
SUPPORT SERVICES ...................................................................................................................23
CHALLENGE 4: EXPANDED COURSE OFFERINGS ...............................................................................24
CHALLENGE 5: FACULTY AND STAFF RETIREMENTS .........................................................................26
CHALLENGE 6: HANDICAP ACCESSIBILITY ........................................................................................28
CHALLENGE 7: HOURS OF OPERATION FOR ACADEMIC SUPPORT SERVICE ........................................29
OBSERVATIONS AND POSSIBLE STRATEGIES TO ADDRESS NEEDS ..................................30
ENROLLMENT .................................................................................................................................30
COURSE OFFERINGS AND STUDENT ADVISING ..................................................................................31
CHANGES AND UPDATES SINCE THE 2000 SELF-STUDY PROJECT .....................................31
Chapter 4
FEDERAL COMPLIANCE ..............................................................................................................35
CREDITS, PROGRAM LENGTH, AND TUITION ......................................................................................35
STUDENT COMPLAINTS ...................................................................................................................36
TRANSFER POLICIES .......................................................................................................................38
VERIFICATION OF STUDENT IDENTITY ...............................................................................................38
TITLE IV PROGRAM AND RELATED RESPONSIBILITIES ........................................................................39
INSTITUTIONAL DISCLOSURES AND ADVERTISING AND RECRUITMENT MATERIALS .................................41
RELATIONSHIP WITH OTHER ACCREDITING AGENCIES AND WITH STATE REGULATORY AGENCIES ..........42
PUBLIC NOTIFICATION OF THE COMPREHENSIVE EVALUATION VISIT AND THIRD PARTY COMMENTARY ...42
Chapter 5
CRITERION 1: MISSION AND INTEGRITY ..................................................................................45
CORE COMPONENT 1A ................................................................................................................45
Western Nebraska Community College
Page i

MISSION STATEMENTS ....................................................................................................................45
MISSION EVIDENCED IN STRATEGIC PLANNING ..................................................................................47
PROGRAM-LEVEL PLANNING ............................................................................................................47
INTERNATIONAL STUDENTS .............................................................................................................48
CORE COMPONENT 1B ................................................................................................................48
ECONOMIC DIVERSITY ....................................................................................................................48
SERVICES TO THE HISPANIC COMMUNITY .........................................................................................48
VETERANS UPWARD BOUND & UPWARD BOUND PROGRAMS .............................................................49
STUDENT ORGANIZATIONS ..............................................................................................................49
RESIDENCE LIFE ............................................................................................................................49
DIVERSITY IN COURSE OFFERINGS ..................................................................................................50
DIVERSITY OF FACULTY AND STAFF .................................................................................................50
COMMUNITY ACTIVITIES ..................................................................................................................50
CORE COMPONENT 1C ................................................................................................................50
OPEN ACCESS POLICIES .................................................................................................................51
ADA POLICIES AND COMPLIANCE ....................................................................................................51
DIVISION OF ACADEMIC ENRICHMENT ...............................................................................................52
SUPPORT FOR THE COLLEGE SERVICE AREA ....................................................................................52
OUTREACH EDUCATION/CORPORATE ACADEMIES .............................................................................52
DISTANCE LEARNING ......................................................................................................................53
ITV SYSTEM IMPROVEMENTS ..........................................................................................................54
CORE COMPONENT 1D ................................................................................................................54
DEVELOPMENT OF THE CURRENT WNCC SHARED GOVERNANCE STRUCTURE....................................54
ADMINISTRATIVE STRUCTURE ..........................................................................................................55
PRESIDENTIAL POSITION .............................................................................................................55
INTERVIEW SUMMARY .................................................................................................................55
COMMUNICATION SURVEY ...............................................................................................................56
CORE COMPONENT 1E ................................................................................................................56
INTERNAL CONSTITUENCIES AND THE INSTITUTION ............................................................................57
THE WCCA BOARD OF GOVERNORS ...........................................................................................57
THE WNCC FOUNDATION ...........................................................................................................58
FISCAL AFFAIRS .........................................................................................................................58
FACULTY AND STAFF ..................................................................................................................59
STUDENTS .................................................................................................................................60
WNCC LEGAL POLICIES .............................................................................................................60
ATHLETICS .................................................................................................................................61
EXTERNAL CONSTITUENCIES ..........................................................................................................61
COMMUNICATION AND NOTIFICATION ............................................................................................61
OVERSIGHT AGENCIES ................................................................................................................62
SUMMARY .....................................................................................................................................62
FINDINGS FOR CRITERION ONE .................................................................................................63
Page ii
Western Nebraska Community College

Chapter 6
CRITERION 2: PREPARING FOR THE FUTURE .........................................................................67
CORE COMPONENT 2A ................................................................................................................67
STRATEGIC PLANNING ....................................................................................................................67
FACILITIES PLANNING .....................................................................................................................68
TECHNOLOGY PLANNING .................................................................................................................69
DISTANCE LEARNING PLANNING.......................................................................................................70
ACADEMIC PROGRAM PLANNING ......................................................................................................71
BUSINESS AND INDUSTRY PLANNING ................................................................................................72
SECURITY AND SAFETY PLANNING ...................................................................................................73
CORE COMPONENT 2B ................................................................................................................74
FINANCIAL RESOURCES ..................................................................................................................74
STATE AID AND THE LEGISLATURE ...................................................................................................75
CHALLENGES PRESENTED BY THE STATE FUNDING FORMULA AND NEBRASKA INTERNAL CONFLICTS ....75
THE WNCC FOUNDATION ...............................................................................................................77
SIDNEY ENDOWMENT ASSOCIATION ................................................................................................78
TUITION AND FEES ......................................................................................................................78
PHYSICAL RESOURCES ...................................................................................................................80
MAINTENANCE CHALLENGES AND FACILITIES PLANS ..........................................................................80
HUMAN RESOURCES ......................................................................................................................81
INSTITUTIONAL CHANGE AND SHARED GOVERNANCE .....................................................................83
STUDENTS IN THE SERVICE REGION .............................................................................................83
ENROLLMENT BY CAMPUS LOCATION ...........................................................................................85
UNDER–SERVED STUDENT POPULATIONS .....................................................................................86
SENIOR CITIZENS .......................................................................................................................86
OTHER STUDENT GROUPS AND ACTIVITIES ...................................................................................86
INTERNATIONAL STUDENTS......................................................................................................86
INTERCOLLEGIATE ATHLETICS ..................................................................................................87
CORE COMPONENT 2C ................................................................................................................87
ASSESSMENT OF STUDENT LEARNING ..............................................................................................87
COURSE PLACEMENT INSTRUMENTS .................................................................................................87
PERFORMANCE REPORTS ...............................................................................................................87
INSTITUTIONAL RESEARCH ..............................................................................................................89
EVALUATION OF ADMINISTRATORS, STAFF, AND FACULTY MEMBERS .................................................90
ADMINISTRATORS AND STAFF MEMBERS ......................................................................................90
FULL–TIME FACULTY MEMBERS ...................................................................................................90
ADJUNCT FACULTY MEMBERS .....................................................................................................90
REDUCTION IN FORCE PRACTICES – REVIEW OF ACADEMIC UNITS .................................................91
CORE COMPONENT 2D ................................................................................................................91
BUDGET PLANNING AND CONSTRUCTION ..........................................................................................92
SUMMARY .....................................................................................................................................93
FINDINGS FOR CRITERION TWO ................................................................................................94
Western Nebraska Community College
Page iii

Chapter 7
CRITERION 3: STUDENT LEARNING AND EFFECTIVE TEACHING .........................................97
CORE COMPONENT 3A ................................................................................................................97
THE ASSESSMENT INITIATIVE AT WNCC ..........................................................................................97
ASSESSMENT HANDBOOK ...............................................................................................................98
GENERAL EDUCATION .....................................................................................................................99
GENERAL EDUCATION PURPOSES ....................................................................................................99
GENERAL EDUCATION REQUIREMENTS .............................................................................................99
GENERAL EDUCATION PROGRAM GOALS ..........................................................................................99
GENERAL EDUCATION ASSESSMENT ..............................................................................................100
PROGRAM–LEVEL ASSESSMENT ....................................................................................................101
COURSE–LEVEL ASSESSMENT .......................................................................................................102
INSTITUTIONAL–LEVEL ASSESSMENT ..............................................................................................102
CAAP TESTS ...............................................................................................................................102
CCSSE SURVEY .........................................................................................................................103
CCFSSE SURVEY .......................................................................................................................104
ASSESSMENT WEBSITES ...............................................................................................................105
CORE COMPONENT 3B ..............................................................................................................105
VALUING AND SUPPORTING EFFECTIVE TEACHING ..........................................................................105
TEACHING AND LEARNING SURVEYS ..............................................................................................106
SALARY AND OPPORTUNITIES FOR CONTINUING EDUCATION ............................................................106
JOB DESCRIPTIONS ......................................................................................................................107
AWARDS AND RECOGNITION ..........................................................................................................108
MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS ..............................................................................108
PROFESSIONAL DEVELOPMENT FUNDS ...........................................................................................108
CORE COMPONENT 3C ..............................................................................................................109
CAMPUS LEARNING ENVIRONMENTS AND SUPPORT SYSTEMS ........................................109
COUNSELING SERVICES ................................................................................................................109
ACADEMIC ADVISING ....................................................................................................................110
CAREER ASSISTANCE AND INTERNSHIP CENTER .............................................................................110
FIRST–YEAR EXPERIENCE COURSE ...............................................................................................110
COUGAR BOOKSTORE ...................................................................................................................110
INTERACTIVE TELEVISION SYSTEM .................................................................................................111
ONLINE LEARNING ........................................................................................................................111
ACADEMIC COMPUTING SYSTEM ....................................................................................................112
INSTITUTIONAL COMPUTER SERVICES ............................................................................................112
CAMPUS SAFETY ..........................................................................................................................113
HAZARDOUS MATERIALS AND WASTE DISPOSAL .............................................................................114
CAMPUS SECURITY ......................................................................................................................114
MULTIPLE LEARNING ENVIRONMENTS .............................................................................................115
EVIDENCE OF EFFECTIVENESS OF LEARNING ENVIRONMENTS ..........................................................117
STUDENT SUCCESS AFTER TRANSFER ...........................................................................................117
Page iv
Western Nebraska Community College

CORE COMPONENT 3D ..............................................................................................................118
SCOTTSBLUFF CAMPUS ................................................................................................................118
MAIN BUILDING .........................................................................................................................118
ATHLETIC FACILITIES/RESOURCES .............................................................................................118
LIBRARY ..................................................................................................................................118
MUSIC FACILITIES .....................................................................................................................119
MATH CENTER .........................................................................................................................120
WRITING CENTER .....................................................................................................................121
SMARTTHINKING ONLINE TUTORING SERVICE ..............................................................................122
CLARK N. WILLIAMS MULTI-CULTURAL LEARNING CENTER ............................................................122
ILAC .......................................................................................................................................122
READING LAB ...........................................................................................................................123
SUPPLEMENTAL INSTRUCTION ...................................................................................................123
APPLIED TECHNOLOGIES BUILDING ...............................................................................................124
WELDING ...............................................................................................................................124
AUTOMOTIVE TECHNOLOGY .....................................................................................................124
AUTO BODY ............................................................................................................................125
THE JOHN N. HARMS ADVANCED TECHNOLOGY CENTER ................................................................125
NURSING ................................................................................................................................126
THE GUADALUPE CENTER ............................................................................................................126
ALLIANCE CAMPUS ......................................................................................................................127
THE POWERLINE POLE FACILITY ..............................................................................................127
SIDNEY CAMPUS ..........................................................................................................................127
COSMETOLOGY ......................................................................................................................128
AVIATION MAINTENANCE .........................................................................................................128
SUMMARY ...................................................................................................................................129
FINDINGS FOR CRITERION THREE ...........................................................................................130
Chapter 8
CRITERION 4: ACQUISITION, DISCOVERY, AND APPLICATION OF KNOWLEDGE ............133
CORE COMPONENT 4A ..............................................................................................................133
WCCA BOARD POLICY .................................................................................................................133
ADMINISTRATIVE POLICY ...............................................................................................................133
FACULTY MEMBERS ......................................................................................................................133
FACULTY SCHOLARSHIP AND STUDENT INVOLVEMENT IN SCHOLARLY WORK .....................................134
DEGREE PROGRAMS ....................................................................................................................134
A LIFETIME OF LEARNING .............................................................................................................135
CHILD DEVELOPMENT CENTER AND YOUTH CAMPS .........................................................................135
DISCOVERY LAB ...........................................................................................................................136
DISTANCE LEARNING CONSORTIUM ................................................................................................136
THREE4FREE PROGRAM ...............................................................................................................136
HIGH SCHOOL CAREER ACADEMIES ..............................................................................................136
ADULT EDUCATION AND ESL SERVICES .........................................................................................137
COMMUNITY EDUCATION ...............................................................................................................137
GOLD CARD MEMBERSHIP AND WELLNESS ACTIVITIES ....................................................................138
Western Nebraska Community College
Page v

EMERITUS DISTINCTION ................................................................................................................138
CORE COMPONENT 4B ..............................................................................................................138
GENERAL EDUCATION ...................................................................................................................138
STUDENT ADVISING ......................................................................................................................139
STUDENT AWARDS .......................................................................................................................140
STUDENT PUBLICATIONS ...............................................................................................................141
OPPORTUNITIES FOR CO-CURRICULAR INVOLVEMENT ......................................................................141
STUDY–ABROAD OPPORTUNITIES ..................................................................................................143
INTERNATIONAL STUDENT ENROLLMENT AND CONTRIBUTIONS .........................................................143
LIFELINK–NEBRASKA PROGRAM .................................................................................................... 144
CORE COMPONENT 4C ..............................................................................................................144
PROGRAM REVIEWS AND PROGRAM CERTIFICATIONS ......................................................................144
TRANSFER AND ARTICULATION AGREEMENTS .................................................................................145
CCSSE DATA RELATED TO LIVING IN A DIVERSE WORLD ................................................................146
THE DIVISION OF SOCIAL SCIENCE STUDENT LEARNING SURVEY ......................................................146
TECHNOLOGICAL PROFICIENCY .....................................................................................................147
CORE COMPONENT 4D ..............................................................................................................147
HIRING AND EVALUATION PROCESSES ...........................................................................................147
DATA ACCESS .............................................................................................................................148
CODE OF ETHICS AND COPYRIGHT LAW .........................................................................................149
ACADEMIC FREEDOM ....................................................................................................................149
ACADEMIC INTEGRITY STATEMENTS AND THE STUDENT CODE OF CONDUCT ......................................150
ACADEMIC INTEGRITY ...............................................................................................................150
HONOR CODE ..............................................................................................................................150
INFORMATION TECHNOLOGY RESOURCES POLICIES AND ONLINE COURSES ......................................151
SUMMARY ....................................................................................................................................151
FINDINGS FOR CRITERION FOUR .............................................................................................152
Chapter 9
CRITERION 5: ENGAGEMENT AND SERVICE .........................................................................157
CORE COMPONENT 5A ..............................................................................................................157
PROGRAM ADVISORY COMMITTEES ................................................................................................157
REGIONAL COLLABORATIONS ........................................................................................................157
CAMPUS AND COMMUNITY EVENTS ................................................................................................158
FINE ARTS FESTIVAL ....................................................................................................................158
MUSICAL EVENTS .........................................................................................................................159
EDUCATIONAL THEATRE OFFERINGS ..............................................................................................160
FORMAL SAMPLING MEASURES .....................................................................................................160
EMSI REPORTS ..........................................................................................................................160
CLARUS CORPORATION SURVEY OF SERVICE–AREA NEEDS ............................................................160
CLASS CLIMATE SURVEYS .............................................................................................................160
CORE COMPONENT 5B ..............................................................................................................161
Page vi
Western Nebraska Community College

EXTRA–CURRICULAR FUNCTIONS ..................................................................................................164
ATHLETICS ...................................................................................................................................165
ANNUAL EMPLOYEE–BASED COMMUNITY SERVICE PROJECTS ..........................................................165
STUDENT–BASED ACTIVITIES .........................................................................................................166
TITLE IV TRIO PROGRAMS ...........................................................................................................166
STUDENT SUPPORT SERVICES .................................................................................................167
UPWARD BOUND .....................................................................................................................167
VETERANS UPWARD BOUND ....................................................................................................167
CORE COMPONENT 5C ..............................................................................................................168
ARTICULATION AGREEMENTS FOR TRANSFER EDUCATION ...............................................................168
PANHANDLE HEALTH ACADEMIES ...................................................................................................168
CABELA’S CORPORATE UNIVERSITY PARTNERSHIPS ........................................................................168
POWERLINE PARTNERSHIPS ..........................................................................................................169
P–16 INITIATIVE ...........................................................................................................................169
FACULTY AND STAFF MEMBER PARTICIPATION IN CULTURAL EVENTS ...............................................169
CORE COMPONENT 5D ..............................................................................................................170
SELECTED RESULTS FOR STUDENT AND COMMUNITY SATISFACTION SURVEYS .................................171
GOLDEN & ASSOCIATES SURVEY REPORT ......................................................................................171
CHEYENNE COUNTY VISION 2020 ..................................................................................................171
CCSSE ......................................................................................................................................171
SUMMARY ....................................................................................................................................173
FINDINGS FOR CRITERION FIVE ...............................................................................................174
Chapter 10
DOCUMENT SUMMARY AND REQUEST OF CONTINUED ACCREDITIATION .......................177
Chapter 11
INSTITUTIONAL SNAPSHOT ......................................................................................................181
STUDENT DEMOGRAPHY ...............................................................................................................181
STUDENT RETENTION AND PROGRAM PRODUCTIVITY ......................................................................183
FACULTY DEMOGRAPHY ...............................................................................................................184
INSTRUCTION RESOURCES (LIBRARY) ............................................................................................186
INSTITUTIONAL FINANCIAL DATA ...................................................................................................187
ACTUAL UNRESTRICTED REVENUES ..........................................................................................187
ACTUAL UNRESTRICTED EXPENSES ...........................................................................................187
APPENDICES .......................................................................................................................191
ROLE AND MISSION, PHILOSOPHY AND VISION .........................................199
Western Nebraska Community College
Page vii

LIST OF TABLES AND FIGURES
TABLE 3-1 FIVE-YEAR ENROLLMENT HISTORY ..................................................................................21
TABLE 3-2 FALL TO SPRING RETENTION RATES: FALL 2004–SPRING 2008 ......................................21
FIGURE 3-3 FALL TO SPRING RETENTION .......................................................................................22
TABLE 3-4 FALL TO FALL RETENTION RATES: FALL 2004-FALL 2008 ...............................................22
FIGURE 3-5 FALL TO FALL RETENTION ...........................................................................................22
TABLE 3-6 ONLINE CLASS OFFERINGS 2003-2008 ..........................................................................24
TABLE 3-7 HATC ENROLLMENT 2004-2008 ...................................................................................26
TABLE 3-8 HOURS OF OPERATION FOR ACADEMIC SUPPORT SERVICES .............................................29
TABLE 4-9 DEGREE/AWARD REQUIREMENTS ..................................................................................35
TABLE 4-10 CREDIT COURSE CONTACT TO CREDIT HOUR CONVERSION RATIO .................................36
TABLE 4-11 STUDENT LOAN DEFAULT RATE 2002-2007 ..................................................................39
TABLE 4-12 FINANCIAL AID APPEAL PROCESS 1998-2000 ................................................................39
TABLE 4-13 ACCREDITATION AND COLLEGE ATTENDANCE STATEMENTS ...........................................41
TABLE 4-14 PROGRAM ACCREDITATIONS ........................................................................................42
FIGURE 5-15 ONLINE COURSE ENROLLMENT 2000-2008 .................................................................53
FIGURE 6-16 OCCUPANCY TOTALS OF CONESTOGA AND PIONEER HALLS .........................................68
TABLE 6-17 ACADEMIC PROGRAM CHANGES ..................................................................................71
TABLE 6-18 WNCC FOUNDATION FUNDS .......................................................................................78
TABLE 6-19 PER CREDIT HOUR CHARGES TO STUDENTS 2004-2009 ...............................................79
TABLE 6-20 FACILITIES RENOVATION OR NEW CONSTRUCTION 2000–2009 ......................................80
FIGURE 6-21 FACULTY DEGREE ATTAINMENT LEVEL .......................................................................82
FIGURE 6-22 ADMINISTRATIVE/PROFESSIONAL STAFF EDUCATIONAL LEVELS ....................................82
TABLE 6-23 RETIREMENT ELIGIBILITY .............................................................................................83
TABLE 6-24 FALL 2008 ENROLLMENT BY RESIDENCY/ORIGIN ...........................................................84
TABLE 6-25 STUDENT AVERAGE AGE FALL SEMESTERS 2002–2008 ...............................................84
TABLE 6-26 STUDENTS BY GENDER ...............................................................................................85
TABLE 6-27 ENROLLMENT BY CAMPUS LOCATION ............................................................................85
TABLE 6-28 COLLEGIATE ASSESSMENT OF ACADEMIC PROFICIENCY (CAAP) RESULTS 2003–2009 ....88
FIGURE 6-29 CAAP RESULTS 2003-2009 .......................................................................................88
TABLE 6-30 EFFORT RATE ON CAAP TEST ....................................................................................88
TABLE 6-31 GRADUATE TRACKING REPORT 2007 ............................................................................89
TABLE 7-32 HIGHLIGHTS OF ASSESSMENT ACTIVITIES .....................................................................98
TABLE 7-33 ASSESSMENT ACTION PLAN 2009-2010 ....................................................................101
TABLE 7-34 SPRING 2008 CAAP RESULTS ..................................................................................103
FIGURE 7-35 COMMUNITY COLLEGE SURVEY OF STUDENT ENGAGEMENT WNCC ...........................103
FIGURE 7-36 FACULTY SALARY MOVEMENT PER YEAR ..................................................................107
TABLE 7-37 INSTITUTIONAL MEMBERSHIP AND PROFESSIONAL ASSOCIATION EXPENDITURES ...........108
TABLE 7-38 2008–2009 CLASS SECTIONS BY INSTRUCTIONAL METHOD .........................................115
TABLE 7-39 SECTIONS TAUGHT BY INSTRUCTOR TYPE ...................................................................116
FIGURE 7-40 DIRECTED STUDY AND ILAC SECTIONS ....................................................................116
FIGURE 7-41 SEMINAR & WORKSHOP SECTIONS ...........................................................................117
TABLE 7-42 STUDENT ACHIEVEMENT RATES ON LICENSURE EXAMS ...............................................117
TABLE 7-43 CIRCULATION BY PATRON TYPE .................................................................................119
Page viii
Western Nebraska Community College

TABLE 7-44 MATH CENTER STATISTICS ........................................................................................120
TABLE 7-45 WRITING CENTER STATISTICS ....................................................................................121
TABLE 7-46 ILAC TUTORING CONTACT HOURS ............................................................................123
TABLE 7-47 COSMETOLOGY STUDENT ENROLLMENT 2005–2009...................................................128
TABLE 8-48 AOS DEGREE AWARDS 2003–2009 .........................................................................135
TABLE 9-49 ADVISORY COMMITTEES .............................................................................................157
TABLE 9-50 GUADALUPE CENTER ACTIVITIES ...............................................................................161
TABLE 9-51 HATC STUDENT SERVICE BY TRAINING TYPE .............................................................161
TABLE 9-52 ALLIANCE CAMPUS HIGHLIGHTS .................................................................................162
TABLE 9-53 SIDNEY CAMPUS HIGHLIGHTS ....................................................................................163
FIGURE 9-54 DUAL–CREDIT ENROLLMENT FALL 2004–2008 ........................................................163
TABLE 9-55 2007 CCSSE LEVELS OF STUDENT SATISFACTION IN PERCENTAGES—ALL STUDENTS .172
TABLE 11-56 DEGREE–SEEKING FULL– AND PART–TIME ENROLLMENT BY CLASS LEVEL .................181
TABLE 11-57 STUDENTS BY DEGREE–SEEKING AND NON-DEGREE SEEKING STATUS .......................181
TABLE 11-58 AGE RANGE OF STUDENTS (DEGREE-SEEKING) .........................................................181
TABLE 11-59 NUMBER OF STUDENTS BY RESIDENCY (DEGREE–SEEKING) ......................................181
TABLE 11-60 APPLICATIONS AND ACCEPTANCES (DEGREE-SEEKING) ..............................................182
TABLE 11-61 STANDARDIZED PLACEMENT TEST MEAN SCORES FOR PROSPECTIVE STUDENTS ........182
TABLE 11-62 PERCENTAGE OF STUDENTS APPLYING FOR FINANCIAL ASSISTANCE ...........................182
TABLE 11-63 NUMBER/PERCENTAGE OF DEGREE-SEEKING STUDENTS RECEIVING
FINANCIAL ASSISTANCE ...........................................................................................182
TABLE 11-64 TUITION DISCOUNT RATE ........................................................................................183
TABLE 11-65 PERCENTAGE OF FIRST-TIME, FULL-TIME UNDERGRADUATE STUDENTS RETURNING ....183
TABLE 11-66 NUMBER OF STUDENTS EARNING A DEGREE .............................................................183
TABLE 11-67 GRADUATES BY COLLEGE/PROGRAM FOLLOWING IPEDS CIP CODES ........................184
TABLE 11-68 FULL–TIME FACULTY BY DIVISION (SUBJECT AREA OF INSTRUCTION) ...........................184
TABLE 11-69 FULL– AND PART–TIME FACULTY MEMBERS BY RACE/ETHNICITY & GENDER ...............185
TABLE 11-70 FULL– AND PART–TIME FACULTY MEMBERS BY HIGHEST DEGREE EARNED .................185
TABLE 11-71 FACULTY MEMBER HEADCOUNT BY IPEDS CLASSIFICATION ......................................186
TABLE 11-72 CONSTITUENTS USE OF RESOURCES .......................................................................186
TABLE 11-73 LIBRARY DEMOGRAPHICS ........................................................................................187
TABLE 11-74 INSTITUTIONAL FINANCIAL DATA ...............................................................................187
FIGURE A-75 WNCC SERVICE AREA ...........................................................................................191
TABLE B-76 ASSESSMENT ACTIVITIES SUMMARY 2003–2009 ........................................................192
TABLE C-77 FACULTY AND ADMINISTRATIVE STAFF MEMBER SCHOLARSHIP ....................................194
FIGURE D-78 WNCC ORGANIZATIONAL CHART ............................................................................196
Western Nebraska Community College
Page ix

DISTRICT 1
DISTRICT 2
DISTRICT 3
DISTRICT 4
DISTRICT 5
AT-LARGE
WESTERN NEBRASKA COLLEGE AREA
BOARD OF GOVERNORS
Merlyn L. Gramberg
Jecca R. Ostrander
Jack L. Nelson
Dennis W. Miller, Jr.
L. Paul Leseberg
Richard G. Stickney
Darrell E. Roberts
Timothy H. Daniels
Jacqueline M. Cervantes-Guzman
Jane Wisniewski
M. Thomas Perkins
District 1
District 2
Garden
Kimball
District 3
District 4
Cherry County: Merriman, Russell, King, Mother Lake, Cody, Barley, Gillaspie, Lackey,
portion of Wells Precincts
Dawes County: All Precincts
Grant County: All Precincts
Sheridan County: All Precincts
Sioux County: All Precincts
Cheyenne County: All Precincts
Deuel County: All Precincts
County: All Precincts
County: All Precincts
Box Butte County: All Precincts
Morrill County: All Precincts
Scotts Bluff County: Highland, Castle Rock B Precincts
Banner County: All Precincts
Scotts Bluff County: Fanning, Ford A & B, Funston, Gering Rural, Gering I, Gering II,
Gering III, Gering IV, Kiowa-Lyman, Mitchell Rural, Mitchell I Mitchell II, Morrill,
Roubadeau, Terrytown, Castle Rock A Precincts
District 5 Scotts Bluff County: Scottsbluff 1, Scottsbluff 2, Scottsbluff 3, 4, Scottsbluff 5,
Scottsbluff 6, Scottsbluff 7, Scottsbluff 8, East Winter Creek, West Winter Creek,
Minatare, Dewey-Tabor Precincts
At-Large All
Voting Precincts
Page x
Western Nebraska Community College

SELF-STUDY COMMITTEE MEMBERS
STEERING COMMITTEE
Garry Alkire
Laurie Alkire
Mary Barkeloo
Susan Dickinson
Roger Hovey
Jackie Jacobsen
INTERNAL
CONSULTANTS
Garry Alkire
Dave Groshans
SITE COUNSULTANTS
Royce Ammon &
Tammy DuBray
Eileen Ely &
Susan Verbeck
Dave Groshans &
Loretta Uhrich
Dan Kinney &
Teri Lucas
Kathy Shirley &
Patrick Leach
Deanna Volkmer &
Mandi Raffelson
RESOURCE ROOM
Rhonda Brower
Colin Croft
Jackie Jacobsen
Paul Jacobsen
Taylor Rogers
RECORDING
SECRETARIES
Sandra Carlin
Tammy Henkel
EDITOR
Loren Bell
STUDENT
LEARNING/ASSESS-
MENT CONSULTANT
Laurie Alkire
RESOURCE STAFF
Mary Barkeloo
Dave Groshans
Roger Hovey
Coral Richards
INSTITUTIONAL
SNAPSHOT
Mary Barkeloo
Joan Green
Roger Hovey
Sheila Johns
FACILITY PREPARATION
Randy Allen
Robby Betzold
Vickie Bott
Michelle Coolidge
J.D. Deloney
Dan Emrick
Michelle Gentry
William Knapper
Linda Leisy
Rob Ommen
Carol Ann Rabago
Starla Rutan
Ken Schommer
Rebecca Thompson
Randy Wickard
Larry Yarnall
FOOD SERVICE
Kent Bell
Cathy Bornschlegl
Aimee Cervantes
Maggie Cooper
Rene Davis
Denise Doggett
Max Nelson
Lynette Schnleicher
Susan Vanderveen
PHOTOS/GRAPHICS
Mindy Burbach
Mark Rein
Holly Sterkel
CRITERION ONE
Co-Chairs
Veronica Miller
Judy Smith
Guy Wylie
Recording Secretaries
Teri Lucas
Cherry McKimmey
Members
Michael Bueide
Nan Carver
Rich Cecava
Al Combs
Dixie Davis
Hallie Feil
Katie Fiscus
Aaron Gayman
Candi Grasmick
David Harnish
Alice Hemingway
Anne Hippe
Rebecca Jorgenson
Becky Kautz
Tammie Kleich
Bob Kraft
Regina Kuhns
Doug Mader
Linda Mattern-Ritts
Giovana Melo
Ce Merrigan
Dave Nash
Deb Ostdiek
Patricia Siegfried
Susan Stephenson
Margaret Weeks
Merrillene Wood
Western Nebraska Community College
Page xi

CRITERION TWO
Co-Chairs
Dan Kinney
William Knapper
Scott Schaub
Recording Secretary
Ruth Taylor
Members
Todd Anderson
Cynthia Armstrong
John Berge
Terry Brostrom
Shirley Cannon
David Cauble
Larry Collins
Brian Downer
Tammy DuBray
Andy Hunzeker
Mike Jones
Suzane Karbowski
Olga Katkova
Anabel Malmquist
Susan Martin
Carolyn McConkey
Ruth McKnight
Keith Miller
Andy Newman
Yavette Prater
Julie Slagle
Bill Spurgeon
Carla Stein
Rita Stinner
Lori Stromberg
Marcia Stuckey
Merrillene Wood
Paulette Yarnall
CRITERION THREE
Co-Chairs
Dean Rindels
Kathy Shirley
Peg Wolff
Recording Secretary
Patrick Leach
Members
Corey Batt
Shawn Benton
Darrell Birkhimer
Marsha Blackburn
CRITERION THREE
Members cont.
Paul Bowdre
Kail Bowman
Judy Chandler
Phil Darley
Jeromy Delgado
Margaret Evans
Robyn Iossi
Heidi Jackson
Jeannette Johnson
Brian Joyce
Yelena Khanevskaya
Deb Kildow
Jon Leever
Alice Macht
Linda Williams
Norm Stephenson
Melaney Thomas
Deanna Volkmer
Maria Winn-Ratliff
Amy Winters
Amy Wisnewski
Paula Zikmund
CRITERION FOUR
Co-Chairs
Judy Amoo
Scott Winters
Recording Secretary
Margarita Gurrola
Members
Doug Avis
Donna Berge
Rhitta Bounds
Janie Blaha
Ryan Burgner
Venkat Chegireddy
Brian Croft
Marilyn Dodge
Carolyn Dickinson
Jill Ellis
Mike Hausmann
Jennifer Kinney
Sandy Lockwood
Mary Nielsen
Aletia Norwood
Jeff Pippitt
Kathy Potter
CRITERION FOUR
Members cont.
Willie Quindt
Tom Robinson
Desinh Sayaloune
Gus Seminario
Mark Sinner
Stacy Wilson
CRITERION FIVE
Co-Chairs
Royce Ammon
Mindy Burbach
Deb Sargent
Recording Secretary
Jennifer Araujo
Members
Doug Beezley
Mario Chavez
Janet Craven
Pat Ennis
Rachel Gonzales
Aldo Hall
Grace Hendrickson
Ali Jay
Nat Johnson
Karen Kerschner
Andrew Lenzen
Melissa Marsac
Patrick McKay
Jen Pedersen
Todd Rasnic
Linda Roelle
Bert Sarchet
Yvonne Schlaman
Valetta Schneider
Judy Schnell
Bob Vooge
Chris Wolff
Mary Wuest
Page xii
Western Nebraska Community College

Chapter 1
History and Geographic Region
Chapter 1
History and
Geographic Region
Amanda Furrer
General Studies
Jennifer Brooks
Journalism
Practical Nursing
Billye Castinado
Human Services
“I never graduated from high school, and 30 years later I obtained my GED from
the Learning Center at WNCC in a day and a half. I was offered a scholarship
and completed my degree in Human Services. I was the first person in my
family to receive a college degree. My four sons and my daughter all went
to WNCC as well as three of my granddaughters. My twin grandsons also
enrolled in dual-credit English classes through WNCC while in high school. In
the last 26 years, I’ve taken numerous classes, several with my granddaughter.
I’d be a professional student if it paid!” - Billye Castinado

History and Geographic Service Region of Western Nebraska Community College
Western Nebraska Community College functions as the educational hub of the Panhandle of
Nebraska. The Scottsbluff site (the original location) houses the main campus with outlying
campuses at Alliance, 60 miles to the north, and Sidney, 75 miles to the south. A comprehensive
two-year public institution serving a diverse constituency, WNCC offers opportunities from transferlevel
courses to vocational skills modules—from pre-professional foundations to workforce training.
Scottsbluff lies in the extreme western edge of the Panhandle of Nebraska, about 20 miles east of
the Wyoming border, and about midpoint north and south of the Panhandle (approximately 65
miles north of the Colorado line and 80 miles south of the South Dakota border).
The College’s service area encompasses 12 ½ counties, covering 17,000 square miles with a
population of about 93,000 people. The WNCC district is larger than the nation of Denmark, and it
equals the land area of Massachusetts and New Hampshire combined. The city of Scottsbluff has
a population of roughly 14,000 people, and its neighbor Gering (separated by a river only) has
about 10,000 citizens. Sandwiched between the two larger towns is a small area called Terrytown.
All together, nearly 25,000 people live within this zone, but a many folks live on the fringes, as with
most rural population centers. Scottsbluff-Gering is a major shopping and health-care center for
Western Nebraska and Eastern Wyoming.
The institution presently operating as Western Nebraska Community College was established in
Scottsbluff in September 1926 as an extension of the University of Nebraska. It operated for one
year as Scottsbluff Junior College and then became inactive, later being reopened in September of
1929, this time as part of the Scottsbluff Public School System. The College operated under that
charter until September 1932, when it became a public, two-year institution. In June of 1968, Scotts
Bluff County College became Nebraska Western College, operating as a junior college but fully
established as a recognized institution of higher education in the Panhandle region of Nebraska.
As a result of an active and effective drive by student groups who feared that the College was in
imminent danger of closing, not only did the College gain taxing authority across the service area,
but a modern 110,000 square feet structure was built for the new institution. Students and staff
members scrambled to move into the new Nebraska Western College building in January of 1969.
Adding residence halls, automotive technology facilities, a childcare facility, a shop, a learning
center, and other buildings, the College’s physical assets expanded across time, although that
1969 central structure has remained the anchor of the College in Scottsbluff. During the history of
Nebraska Western College’s growth, two other educational enterprises were developing in Western
Nebraska. Shortly after Nebraska Western College became a public institution, a merger occurred
with those two entities which would reshape the College again.
The Western Nebraska Vocational Technical School was founded in 1965 by the State Legislature
in Cheyenne County at the former Sioux Army Depot, approximately 12 miles west of Sidney,
Nebraska. In October 1966, classes began at the Vocational Technical School. The school
changed its name to Western Nebraska Technical College (WNTC) in 1971, remaining a technical
education institution providing auto and diesel technology instruction, cosmetology, and aircraft
maintenance training to students. Well integrated into the local community even though the
Western Nebraska Community College Page 3

campus was removed from town, the institution matched the rural ethic of the neighboring
community and provided a valuable service to local and also out-of-region students.
In addition, the old Sioux Army Depot had served as Nebraska’s sole ammunitions deport during
WW II, and that location, following the end of the war by only 20 years when the school was first
established, was fondly remembered by community members as a source of employment and as a
marker of the contribution the workers had made to the national struggle. Although located in the
same geographical area of the Panhandle, what was then called WNTC remained relatively
isolated from Nebraska Western College, partly because of its mission and partly because the town
of Sidney lies along Interstate 80, about 75 miles south by southeast of Scottsbluff.
The Alliance School of Practical Nursing originated in 1957 at St. Joseph’s Hospital in Alliance,
Nebraska, carving out classroom space in the basement of the building and providing clinical
experience in the wards. Enjoying success with continuous operation, administrators at the
hospital and in the program eventually wanted to update the curriculum to include the broader
general education requirements that most nursing programs were instituting. In 1979, the school
hired a part-time coordinator and began offering a variety of general education and vocational
classes in conjunction with Nebraska Western College, although the Practical Nursing program
always remained the mainstay. Again, the location of Alliance created a remove from WNCC,
since the town lies about 60 miles north and northeast of Scottsbluff.
Seeking to streamline operations in higher education and to increase efficiency while decreasing
access costs to Nebraska students, the State Legislature formed the Western Technical
Community College Area in 1973, which included Nebraska Western College, Western Nebraska
Technical College, and the Alliance School of Practical Nursing. On July 1, 1978, the Area Board
of Governors organized all three entities into a single college, multiple-site setting. On July 1,
1988, the Board of Governors discontinued the separate campus names and changed the name of
the College to Western Nebraska Community College (WNCC), a formal and final shift in names to
reflect the broadening of the mission of the enterprise and its divergent service obligations.
While the administrative campus at Scottsbluff retained the designation of a campus location, the
Alliance and Sidney sites were called Centers, although each had a Director who managed local
operations and reported to the WNCC President. The new mission of the College as a community
college was outlined by the legislature at that time, shifting primary focus to technical or vocational
education, followed by transfer preparation education, and community service in the various forms
that community colleges in Nebraska and across the nation normally provide. The Western
Community College Area Board of Governors provided oversight, with 11 members being elected
from various regions of the Panhandle, and a single President for the College system was granted
responsibility for all system operations.
According to senior administrators who served during the expansion and unification, it was an
exhilarating but also uneasy coalition at first because the shift in focus to the breadth of the mission
was a challenge to Scottsbluff faculty members who had grown accustomed to a transfer education
curriculum. At least certain Sidney area residents were concerned, believing that they were losing
local control and that the Scottsbluff campus personnel were likely to disregard the history and
value of the technical school’s past. Indeed, subsequent changes such as shifting automotive
technology and auto body repair courses to the Scottsbluff campus rankled even more, although
Page 4
Western Nebraska Community College

the cosmetology and aircraft maintenance programs remained anchored in Sidney. The addition of
the general education courses and increased access for Cheyenne county students was not readily
appreciated by all the local residents. The Scottsbluff faculty members held certain biases as well,
since they had voted unanimously to retain the name Nebraska Western College, only to have the
name changed within a few days. They consequently felt that their accomplishments had perhaps
been under-appreciated.
Fortunately for the residents of the entire Panhandle region of Nebraska, and due to patient
guidance by a long-standing President, the rifts began to heal over time. Like all forced mergers,
there remains a segment of independent history for each of the three institutions, but Western
Nebraska Community College now functions as an integrated unit.
Keeping pace with the changes and growth, a new campus was constructed and opened in Sidney
just south of town in 1995, which helped to increase local access and also signaled a commitment
to the Sidney community by WNCC. In Alliance, WNCC had rented a vacant building downtown
and begun offering courses in the community, most of them taught by adjuncts or a few full-time
faculty members who traveled to Alliance once a week to deliver three-hour block classes. Also
wanting to support the efforts of WNCC to offer expanded services to local residents, the City of
Alliance constructed a new library/College building in 1998. Abandoning its homely and cramped
storefront operation, the College moved into leased space in the present-day structure.
Along the way, the College developed and perfected its connections with the Centers by providing
administrative and student support at each of the locations, either in person permanently or by
rotational visit (such as the Registrar, the Counseling Director, and a representative from the
Financial Aid Office visiting each Center weekly on a predetermined schedule). In instruction, the
greatest gain came from the adoption of interactive television system (ITV) with real-time audio and
video feeds. With the initial construction of three origination rooms, one at each location
(Scottsbluff, Sidney, and Alliance), instructors could offer classes to students across the system
simultaneously. Importantly, instructors also had the ability to originate the course from a remote
site on some days in order to travel to receiving sites to meet the distance students in person.
This ITV system is still a critical component of the instructional delivery plan at WNCC, having been
supplemented by the addition of a separate system linking only the Alliance and Sidney campuses.
Another origination room was created at Scottsbluff capable of interfacing with the local
Educational Service Unit (ESU) 13 system, which allows instructors at the Scottsbluff campus to
connect with up to four area high schools at one time to deliver either college-credit or dual-credit
courses to area high school students.
Given the increase in demand for worker training, retraining and economic development activities,
WNCC established the Center for Business and Individual Training (CBIT), which was housed at a
leased building near Western Nebraska Regional Airport (about 4 miles east of the WNCC main
campus). Although serviceable as a start, the location had the disadvantage of limited space plus
technological and electrical limitations. When a building erected by Sykes Corporation in 1996
directly south across the street from the Scottsbluff campus as a call center became available, the
College conducted a major fundraising drive and purchased the building. It was subsequently
remodeled and opened in 2005 as the John N. Harms Advanced Technology Center of Nebraska
(HATC)—named in honor of the long-time College President, Dr. John Harms. That particular
Western Nebraska Community College Page 5

service area of the College provides short-term, high-impact skills training to assist in job creation
and capacity building for area companies, including leadership training and short-term, high-impact
seminars and business course offerings, computer-based training, and instruction in areas such as
construction trades and hazardous materials. In addition, the building’s configuration allows for
flexible training spaces.
In 2008, a 40,000 square feet addition was added to the existing HATC structure as a result of an
inter-local agreement with the ESU 13. Through this partnership, the ESU gained approximately ¼
of the space in the new addition to house its LifeLink program (designed to serve special-needs
students between the ages of 18 and 21 who no longer attend high school) and its VALTS school
(an alternative school for students unable to attend public schools because of behavioral or
emotional circumstances). WNCC moved its Division of Health Occupations to the HATC building,
providing new nursing labs and classrooms. The instructor overseeing the criminal justice course
offerings also moved his office there later. An important addition made possible by the new
structure are the high and low bay areas, which were designed as configurable open spaces in
which to offer industry sponsored and equipped training.
Also in 2008, the two attendance centers at Alliance and Sidney became formally acknowledged as
campuses, a change which was ratified through the Nebraska Coordinating Commission for
Postsecondary Education. Presently, the institution employs 74 full-time faculty members and a
varying number of adjunct instructors. Full-time employees number about 192, with the total
number of all employees of all classes (including all part-time employees, seasonal workers, and
work-study students) reaching about 425 people. As will be covered later in the Responses to the
Challenges to the 2000 Team Report section of the document, student enrollment numbers have
risen over time until the most recent figures (fall term of 2009) are approximately 1124 full-time and
1179 part-time students, a total of 2,303 students served.
WNCC offers an Associate of Arts degree with 27 emphasis areas and an Associate of Science
degree that has 19 emphasis areas. There are 17 Associate of Applied Science degree programs,
10 diploma offerings, 13 certificates, and four professional skills awards. An Associate of
Occupational Skills degree has also been adopted, primarily designed for students in career and
technical education fields.
With thirty-three separate communities in the Nebraska Panhandle, service can be demanding.
Challenges include community sizes (some are very small), distances between Western Nebraska
Community College sites, industry and employment availability, and, most importantly, a declining
population within the service area. Cheyenne (location of the Sidney Campus) and Scotts Bluff
Counties show modest gains in population, especially in the cities of Scottsbluff and Sidney
respectively, but, overall, the rural towns are growing smaller and the family-owned agricultural
enterprises are lessening in number. Even though the depopulation phenomenon is typical of the
High Plains region in general, its effects increasingly put pressure on the College to maintain
enrollments and sustain growth.
Challenges of distance and declining population density are addressed through the availability of
credit and non-credit course offerings scheduled at locations beyond the three sites, as well as by
distance-learning educational delivery. WNCC provides services through regular credit course
offerings as well as through Business and Industry services, Community and Continuing Education,
Page 6
Western Nebraska Community College

Allied Health Services, and Adult Education. Particularly, as will be seen later in the report,
developing recruitment and retention initiatives are vital to the College’s health.
Although WNCC gets a good share of the high school graduates to matriculate to the College
(21%), when overall high-school enrollment decreases, so does the total number of students going
to college anywhere. WNCC has developed an aggressive plan to expand higher education
opportunities to students still in high school by creating the opportunity for dual-credit offerings at
all of the 21 service-area high schools, some taught by WNCC faculty members through the ITV
system, some by College faculty members at other locations (such as at Scottsbluff High School
and at the Alliance Campus), and some through contracting with the high schools to use approved
high-school teachers. In all cases, the same qualification standards are kept in place, but using the
high school teachers greatly enhances the availability of classes.
Nebraska’s provision that any person delivering instruction to high school students must possess a
valid Nebraska teaching license for secondary education hampers some of these efforts, although
movement is presently underway through the Chief Instructional Officers (CIOs) and the Chief
Executive Officers (CEOs) in the state to change this ruling from the Nebraska Department of
Education. Support is in place within the Nebraska Unicameral to create new guidelines as well.
Eight WNCC instructors already hold licensure, some from previous employment, and a few others
have either renewed or obtained licensure (an effort generally paid for by the College), but the
primary source of dual-credit instruction remains presently with high school adjunct instructors.
Despite the College’s relative geographic isolation, Western Nebraska Community College,
through the mergers mentioned previously, has become a multi-purpose, multiple-site, full-service
institution for terminal career education (vocational degrees, diplomas, and certificates) and the
first two years of college preparation. Chadron State College (CSC), the nearest four-year
institution, lies 100 miles north of Scottsbluff in Chadron, Nebraska, 180 miles from Sidney and 55
miles from Alliance. As may be expected, CSC has satellite offices in Scottsbluff, and it has
offered both on-site and ITV system courses at both Sidney and Alliance. Presently, the ITV
system is being phased out at the two WNCC branch campuses, those students now being served
exclusively through online course offerings from CSC.
Since CSC is a state college (formerly known as a normal school), the emphasis there rests on
teacher education, although it has broadened its range of offerings considerably. Consequently, a
high percentage of WNCC students who choose to pursue careers in public school education can
obtain the bulk of their education through CSC at Scottsbluff (formerly through ITV, and now via
online offerings). Advanced nursing degrees can also be obtained at Scottsbluff through the
University of Nebraska Medical Center campus located at the Panhandle Extension Service.
The nearest other Nebraska community college is headquartered in North Platte, Nebraska, 170
miles from Scottsbluff, 140 miles from Sidney, and 160 miles from Alliance. Universities and
community colleges in the states of Wyoming and Colorado are closer than most other Nebraska
institutions. The University of Wyoming in Laramie, Wyoming, located 150 miles to the southwest
of Scottsbluff, is an important transfer partner to WNCC. A smaller percentage of WNCC students
transfer to the University of Northern Colorado in Greeley, about 135 miles south. Summit
Christian College, a small private institution, operates in Scottsbluff, and the University of Nebraska
(UNL) has an agricultural research station in Scottsbluff, along with agricultural outreach programs.
Western Nebraska Community College Page 7

The University of Nebraska Bachelor of Science nursing program operates at the UNL extension
campus. However, the University of Nebraska system of true university opportunities in Nebraska
is comprised of three entities, the University proper located in Lincoln, the University of Nebraska-
Omaha at Omaha, and the University of Nebraska-Kearney at Kearney, Nebraska. In addition, the
University of Nebraska Medical Center is located in Omaha.
Although these locations provide extended educational opportunities for Panhandle residents, UNL
at Lincoln is still 400 miles to the east, Omaha yet another 50 miles farther to the east (right on the
Iowa border), and even the Kearney location is still in the center of the state, about 290 miles from
Scottsbluff. About 80% of Nebraska’s population lives in the three easternmost counties of the
state, so many residents and students in the Panhandle see themselves affiliated with the region
rather than defined by state boundaries. In fact, the University of Nebraska Cornhuskers football
team may link the Panhandle to Eastern Nebraska more than many other factors.
WNCC is fully integrated into the Nebraska educational system. It belongs to the Nebraska
Community College Association, and the CEO and CIO at WNCC meet bi-monthly with their
respective colleagues from the other six community colleges in Nebraska to discuss operations
and to work on system-wide questions. Nebraska has a cooperative agreement called a Nebraska
Transfer Initiative which guarantees uniformity in the expectations through the use of a common
state-wide master syllabus for most general-education courses. The initiative allows for
transferability of college credit coursework within all higher education institutions in Nebraska, as
well as allowing for the block transfer of an associate’s degree from one school to another.
Individual articulation agreements exist with Chadron State College, the University of Wyoming,
and various other regional and some national colleges and universities to make certain that the
quality and integrity of instruction is upheld, as well as ensuring that students can readily and
consistently matriculate to other colleges as easily as possible.
Page 8
Western Nebraska Community College

Chapter 2
Summary of Accreditation/Self-study Process
Margarita Gurrola
WNCC Financial Aid
Services Technician
AAS Secretarial,
General Studies
Chapter 2
Summary of Accreditation/
Self-study Process
“Being part of the self-study process taught me a good deal about
the institution. Being a fairly new employee, I learned there is a
lot that goes into educating a student. I believe this process is a
very beneficial tool to see how we can better serve our students, the
communities we live, and our employees.” - Margarita Gurrola

Summary of the Accreditation History of WNCC
Since 1990, Western Nebraska Community College has been accredited by the Higher Learning
Commission of the North Central Association after the combination of the campuses of Nebraska
Western College in Scottsbluff and Western Nebraska Technical College in Sidney into one unit.
In 1998, after submission of a change document, an additional NCA action took place when
Western Nebraska Community College received permission to offer associate’s degrees at the
Alliance Center. The accreditation history of the previously separate Colleges is related below.
Nebraska Western College was admitted as a candidate for accreditation in 1970, with
accreditation being achieved in March of 1973. The next visit in 1976 resulted in continued
accreditation for an additional five years, although the 1976 concerns of the review team prompted
WNCC to request another visit. A site visit was made in 1978 to evaluate progress made toward
alleviating the 1976 concerns. The 1978 team recommended the granting of an additional five
years with the next visit scheduled in 1982-83. In October 1982, Nebraska Western College was
visited again and accreditation was granted for a period of seven years until 1989-90.
Western Nebraska Technical College in Sidney was granted candidacy by NCA in December of
1982, with continued candidacy granted in 1985. The institution underwent a comprehensive
examination for initial accreditation in March 1987. However, based on the evaluation team visit
results, accreditation was not achieved and continued candidacy was recommended.
In 1987, the Board of Governors, at the request of the administration and the recommendation of
Dr. Steven D. Crow of North Central Association, moved toward formally merging the two
institutions. A merger request was prepared and submitted to the North Central Association. The
request for a change in its Status of Affiliation Statement to include Western Nebraska Technical
College in Nebraska Western College’s accreditation and to change the name to Western
Nebraska Community College was reviewed by a NCA Evaluator’s Panel. The recommendation
was that the change be approved, and the recommendation was subsequently approved by the
NCA Commissioners at their meeting on June 24, 1988. The merger became official July 1, 1988.
In February 1990, continuing accreditation for the newly combined College was granted for a
period of ten years. A report on low enrollment programs in Sidney was required to be submitted in
1992. That report was accepted by Dr. Stephen Spangehl. Like other colleges accredited
between 1990 and 1995, WNCC was required to submit a report detailing its assessment of
student learning plan in 1995 (since that hadn’t occurred during the site visits to colleges). The
College’s assessment plan was approved in 1996, with no further monitoring required.
Since the last self-study and site visit in 2000, WNCC has been operating under continuing
accreditation. The College was required to provide a progress report on enrollment trends
following the 2000 site visit, due by June 30, 2004. The institution was also granted authority to
award existing degrees through the medium of distance education following the February 2000
review. Having recently applied for continued accreditation, the self-study project and this report
represent WNCC’s preparation for the February 2010 visit by a team of Consultant Evaluators.
Western Nebraska Community College Page 11

The Self-Study Process and Report Creation and Organization
The 2010 NCA/HLC analysis project and this written report represent an interior examination of the
College made by its faculty and staff, but it also represents more. Because it was compiled by
exactly those who serve its students, the study represents a learning odyssey for its participants.
The study was not performed by professional researchers who analyze data for a living, nor was
the report drafted by people who create promotional literature. Instead, classroom instructors,
secretaries, directors, counselors, and division chairs looked at the institution and tried their best to
record, understand, and evaluate what they saw. This written report transmits the perception of the
people who drive the institution at the functional level.
The self-study process began in the spring of 2007 with the appointment by President Eileen Ely of
self-study co-chairs Mary Barkeloo, the Institutional Researcher, and Susan Dickinson, a member
of the faculty from the Division of Language and Arts. They, along with some administrators,
attended the NCA’s annual convention that spring to learn about the new criteria and to plan for the
self-study. After the convention, committee co-chairs were appointed by Dr. Ely to head each of
the five criteria to be covered, and members of the faculty and staff were assigned to a specific
criterion as a member of an investigative team.
The self-study endeavor was a deliberately diffuse process, based upon the premise that equally
important to the institution were not only reviewing processes and results in order to discover
opportunities for improvement and to renew its accreditation but to give its employees a chance to
explore the College in ways they had not previously done—to learn about other areas, other jobs,
and the other people who fill those positions. WNCC had some relatively new faculty members
and new administrators, and it was time that everyone in this rather small school really got to know
how the place works. Obviously, the design was intended to introduce a measure of objectivity
since most of the people charged with understanding, evaluating, and reporting upon an area were
not familiar with it previously.
Throughout the fall of 2007, co-chairs met monthly to familiarize themselves with self-study
process in general and to explore the specific criteria more fully. In January of 2008, trainers for
the Center for Conflict Resolution presented a workshop for committee co-chairs that focused on
increasing participation by committee members and celebrating progress. Additionally, to prepare
for the project, criterion co-chairs attended the NCA/HLC convention in spring of 2008.
During fall 2008’s Inservice days, Dr. Karen Solomon, HLC liaison, came to WNCC to discuss the
purpose for and requirements of the self-study process. After Dr. Solomon’s visit, a steering
committee was created, made up of the College President, the original project co-chairs, the Dean
of Educational Services, the Student Learning and Assessment Coordinator, the Online Learning
and Services Director, and the Registrar. This group met regularly to problem-solve and to check
on the progress of the creation of the document. Eventually, steering committee members were
appointed to spearhead each criterion group as consultants to that area of inquiry.
Over the next two semesters, criterion co-chairs met with their committee members to begin
gathering information for the self-study. The administration created two self-study work days, one
in October of 2008 (at Scottsbluff) and another in January of 2009 (held at the Sidney site),
signaling to the faculty and staff that executive-level leaders at the College understood the
complexity of the task it was asking of them and valued their efforts.
Page 12
Western Nebraska Community College

Structuring the self-study with such a broad base of involvement, while presenting challenges with
regard to scheduling meetings and integrating disparate viewpoints, proved, ultimately,
constructive. Committee members worked across disciplines and formed connections.
Conducting the institutional audit and creating the self-study document was the primary task, but
the secondary effect of engaging the larger community and fostering cooperation is perhaps
equally important. The document was assembled and edited for final copy by the Dean of
Educational Services.
The self-study project has been a difficult but an informative process. Some faculty members, for
instance, had never even been to the campus at Sidney, although it has existed in its present form
since 1995. Employees found policies and procedures of which they had been unaware. Perhaps
the greatest benefit accrued from colleagues coming to appreciate the challenges faced by other
people in doing their jobs well, and with that came a sense of respect and appreciation for all the
other folks working side-by-side to serve students. Naturally, the final written document can serve
as a resource for employees, a comprehensive snapshot of the place and its purpose. In the end,
the long process reminded everyone who worked on the project of why we are here—to influence
lives through education.
Organization of the Self-Study Report
This self-study report begins with an overview of the College’s history and location, its accreditation
history, followed by responses to the 1990 NCA report recommendations. Following those
sections is a chapter detailing compliance with federal regulations. The remainder of the report is
organized around the prescribed five criteria for accreditation. The body of each section is used to
describe and evaluate the College’s resources and to present patterns of evidence that the College
meets the criterion objectives.
Each section closes with a listing of highlighted strengths and existing challenges or opportunities
for improvement. At the end of the document, a brief summary and request for accreditation
renewal is attached. An institutional snapshot is included to provide a graphic summary of key
demographic information, and four appendices include documents such as a service-area map, an
assessment initiative timeline, and a chart of scholarly work performed by faculty members and
administrators at the College. Key documents or sources cited within the report are reproduced in
part or in whole in the electronic resource room. The entire written report is available electronically
on flash drives and in hard-copy print. The document can also be found on the College website
(www.wncc.edu) under the “About” heading and in the A-Z index under the link “self_study.”
Western Nebraska Community College Page 13

Chapter 3
Response to Challenges
Joey Betzold
Career Academy
Criminal Justice
Chapter 3
Response to Challenges
“I’ve wanted to do something in law enforcement since I was little. When
I saw the chance to take college classes in the Criminal Justice field, I
jumped on it. College classes are more challenging, but it’s great to get
my college credit while in high school. This is a great opportunity for me,
and it opened my eyes to other possibilities and jobs I didn’t know existed
in the Criminal Justice field.” - Joey Betzold

Response to the Challenges of the 2000 Team Report
The visiting team of consultant evaluators recommended a ten-year re-accreditation for WNCC in
2000, as discussed earlier in the History of Accreditation section, but, as always, they outlined
some points which College personnel needed to heed for the future. The areas detailed by the
visiting team were addressed by the President, Dr. John Harms, working directly with the
supervisor in each area or with members of his Executive Team to deal with the concerns
expressed by the Consultant Evaluators, and he followed through to be sure that the questions or
potential problems were addressed. Following are the specific issues noted by members of the
visiting team and the institution’s responses to the challenges:
1) The College has developed the foundation for an outstanding student academic
assessment program. However, full implementation must be achieved in all areas.
To facilitate the assessment of student learning activities at WNCC, the College has a fulltime
faculty member given teaching assignment release time to serve as the Student
Learning and Assessment Coordinator. The Coordinator chairs the Student Learning and
Assessment Committee. Additionally, the Coordinator makes presentations to faculty,
staff, administration, and the Western Community College Area Board of Governors
regarding the assessment of student learning activities and completes an annual year-end
report. Examples of activities relating to assessment are:
1. The monitoring of student achievement in mathematics based on results from the
math common final (required for all courses in the algebra sequence)
2. The creation of an academic division solely responsible for foundational academic
skills in the areas of reading, writing, and mathematics in the spring term of 2008
3. Facilitating discussions about results from the 2007 administration of the
Community College Survey of Student Engagement (CCSSE) and the Community
College Faculty Survey of Student Engagement (CCFSSE)
4. The creation of course competencies for individual course, and a push for the
competencies to be included in each master syllabus and individual course outline
5. The creation of an assessment website
6. The adoption of standardized rubrics to be used in the assessment of general
education goals addressed either totally or partially in different courses offered
within the College curriculum
7. The implementation of a student survey administered after the CAPP tests as an
indirect indicator of students’ perceptions of individual learning in the area of
general education objectives
Western Nebraska Community College Page 17

8. The use of course-level specific assessment projects for different levels of math,
and the analysis of the results by math teachers as a group in order to improve
instruction
9. An increased proficiency in the use of rubrics tailored to specific instructional areas
to standardize the assessment of projects or papers
10. The design and distribution of an Assessment Handbook and an Assessment
Brochure
2) Declining enrollments, small class sizes, liberal staffing, and the threat of declining
financial resources require that the College develop a plan to dramatically increase
efficiency.
Following the recommendation of the former visiting team, WNCC has responded by
implementing strategies which have led to an increase in student enrollment. Examples of
those changes are illustrated below:
1. An Associate Degree of Nursing program was established to meet the nursing
shortage at local health-care facilities. Program enrollment has been excellent,
drawing students from Nebraska as well as Colorado and Wyoming.
2. The Powerline Construction & Maintenance Technology program was added in the
fall term of 2007. This program was established to help meet the predicted
shortage of qualified technicians due to retirements and is currently operating at
capacity (having been recently increased to 20 student slots from 15).
3. The addition of athletic teams has increased enrollment. Men’s and women’s
soccer, baseball, and softball have been added to the existing volleyball and
men’s and women’s basketball team sport opportunities.
4. WNCC has increased efforts at promoting equal access. Enrollment of Hispanic
students has increased from 12% to 17% of full-time students, as of 2008.
5. In the fall of 2008, a new residence hall (Conestoga Hall) at Scottsbluff was built,
allowing more out-of-area students to locate housing.
6. The Business and Individual Training branch established several business
partnerships which have increased enrollment. Key partnerships are with
Cabela’s, Regional West Medical Center, and the Panhandle Health and Human
Services organization.
7. The development of the Associate of Occupational Studies (AOS) was also a
driving factor for increased enrollment. Due to the skill development steps, this
degree provides flexibility for students by allowing them to design individualized
pathways in skills or training emphasis areas they want to pursue.
Page 18
Western Nebraska Community College

To be more efficient in the use of personnel and facility resources, the Dean of Educational
Services monitors student enrollment in courses. Small classes (with fewer than nine
enrolled students) are normally cancelled, and students are assisted in registering for other
classes.
When a faculty member resigns, the vacancy is evaluated to determine whether the
position needs to be filled. As will be discussed in fuller detail in Criterion 2, the College
uses a variety of other strategies to measure and increase efficiency. Program review
procedures (on a 7-year cycle) exist as mandated by the Coordinating Commission for
Postsecondary Education in Nebraska, as well as internal audits performed by the Vice
President of Human Resources and Institutional Development in cooperation with the
President and the Vice President and Dean of Educational Services. The internal audit
consists of the analysis of a report documenting the total number of students served and
the FTE and REU production.
Programs or instructional areas characterized by low production must go through internal
Reduction in Force (RIF) reviews consisting of an appointed committee studying the area
to eventually create a report submitted to the President recommending either program
elimination or support mechanisms being initiated to increase enrollments and efficiencies.
The WCCA Board has recently requested various pieces of information relating to
institutional efficiency such as room utilizations reports (available on the Portal, including
student head counts and FTE and REU production numbers) and instructor/student ratios
as determined by class size. As of the 2008-2009 academic year, the average class size
is 16 across the institution.
The President has commissioned a comprehensive institutional efficiency study to be done
by Dennis Jones from the National Center for Higher Education Management Systems
during the fall term of 2009. Previously, the College has used the services of that
organization to compare the per-student FTE costs at WNCC with comparable institutions
in the region to be sure that the College was in line with other operations. Although the
per-student cost is higher when compared to the other five community colleges within the
state of Nebraska, the study led by Mr. Jones found that the expenses were within the
average range for comparable institutions located in rural areas with similar demographics,
multiple campus locations, and sparse population densities scattered across large
geographical districts.
3) In the light of declining enrollments, an aggressive marketing plan needs to be
implemented to achieve a greater saturation of area high schools and greater
outreach to minority students.
The College has expanded the admissions staff, and those members now visit the 21
service-area high schools on a semester basis. Admissions staff members have also
expanded recruitment efforts to Colorado, Wyoming, and South Dakota. Students are
given WNCC materials such as a recruiter’s business card, a Cougar View packet, a
Financial Aid Guide, and a Prospective Student Card. WNCC utilizes its integrated
software for contacting prospects and subscribes to a Hobson’s enrollment system.
Western Nebraska Community College Page 19

WNCC has a booth at the Scottsbluff County Fair and the Box Butte County Fair, as well
as at numerous job fairs, expos, or community events held within the region.
A Principal/Counselor Conference is scheduled annually to inform secondary personnel
about WNCC and benefits the College offers high school students. The following is a
sample list of specific marketing and recruitment activities:
1. Educational Planning Conferences and College Fairs are attended, as well as
conferences. Students contacted during this activity are entered in the recruitment
database and a follow-up letter to the prospective student is sent. The Admissions
Counselor is responsible for student follow-up.
2. Senior Welcome Day is a fall activity for high school seniors who are invited to the
WNCC campus for a day to take eCompass entrance exams, to learn about
student life, the FAFSA form, and applying for admissions and scholarships.
3. Cougar Preview Day is a spring semester activity at the Scottsbluff Campus for
juniors from the Nebraska Panhandle, Northeastern Colorado, and Eastern
Wyoming. The activity gives students an opportunity to receive information from
representatives from the admissions and financial aid offices, as well as student
organizations. Sidney and Alliance campus programs and student organizations
are also represented.
4. KnowHow2Go is a spring semester activity for seventh, eighth, and ninth grade
students at the WNCC campus closest to the student’s home location. The goal of
the event is to get students excited about attending college and to prepare them to
make the transition.
5. Additional activities include Tech Day Visits, Sophomore Career Day, GED Open
House, Health Occupations Open House, Independent Living Conference, and
Financial Aid Nights.
Marketing tools include a Cougar View packet, FAFSA information cards, a Financial Aid
Guide, Campus Visit Postcard, New Student Orientation (NSO) Postcard, emails about
sport updates, program-specific At-A-Glance full-color flyers. Admissions staff members
work closely with the College Relations office regarding marketing tools, newspaper ads,
and events. The Admissions website provides links to information about admission
requirements, a registration check-list, financial aid, scholarships, key contacts, and new
student orientation, besides information about athletic, musical, and theatrical events.
A bi-lingual staff member coordinates multi-cultural student recruitment and marketing.
There is also a Multi-Cultural Student Recruitment Day designed for juniors and a Multi-
Cultural Education, Health, and Leadership Conference held annually.
As is explained later in this report, the enrollment for students who self-report as of
Hispanic origin has risen to approximately 17% of student enrollment in the academic year
2008-2009, although that number has dropped to 14% at the start of the 2009-2010 year.
Page 20
Western Nebraska Community College

The College has seen a steady increase in enrollment over the last few years. Part of this
gain derives from effective and deliberate recruitment plans, and part of it likely reflects a
slumping local and national economy. Although our region is less affected than other parts
of the country (rural agricultural zones reflect economic downturns more slowly but then
recover more slowly, in general), good jobs are hard to find locally. The following chart
lists the WNCC system enrollment history over the previous five years:
Table 3-1 Five-Year Enrollment History
Semester Full-time Part-time Total
Fall 2009 1124 1179 2303
Fall 2008 984 1986 2970
Fall 2007 949 1358 2307
Fall 2006 903 1025 1928
Fall 2005 872 1350 2222
The chart above indicates a substantial increase in the part-time numbers during the fall of
2008, mostly driven by a corporate partner’s (Cabela’s) increased demand for training due
to new store openings. In 2009, the economic situation has curtailed store openings and
training provided by industry partners, thus lessening enrollments. WNCC seeks to find
ways to attract more students from outside the area and to improve retention, although
enrollment is stable and recently growing again.
Retention
Particularly, the College wants to increase retention rates, which are at times below the
national average, given that the national figure from fall-fall, as reported by ACT, is 53.6%.
The primary concern relating to retention is individual student success, since most
students who are not retained simply stop their educational path (at that time, at least). It
also appears that retention is a critical factor for an institution with a shrinking area
populace from which to draw. The following charts display the retention rates for fall to
spring and fall to fall (for first-time, full-time students) in the last five years:
Table 3-2 Fall to Spring Retention Rates: Fall 2004—Spring 2008
Fall 04-
Spring 05
Fall 05-
Spring 06
Fall 06-
Spring 07
Fall 07-
Spring 08
Fall 08-FT
Students
Spring 09
Retained
Fall 08-
Spring
09
Scottsbluff 81.4% 72.2% 78.8% 78.4% 290 235 81.0%
Alliance 68.0% 61.5 % 68.0 % 76.2% 22 20 90.9%
Sidney 80.7% 73.0% 81.4% 55.8% 52 37 71.2%
Total 80.3% 71.8% 78.4% 75.7% 364 292 80.2%
Western Nebraska Community College Page 21

Below are the same results reported in graphic form:
Figure 3-3 Fall to Spring Retention
100.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Scottsbluff Alliance Sidney Total
Fall 04 to Spr 05
Fall 05 to Spr 06
Fall 06 to Spr 07
Fall 07 to Spr 08
Fall 08 to Spr 09
The carry-over to spring or second-semester classes is fairly strong, although it is
sometimes variable as well. Recent improvements for the Fall 2008 to Spring 2009 terms
is heartening, but the College still intends to improve the figures in order to ensure even
more seamless and predictable progression along an educational path.
The Fall to Fall Retention chart below demonstrates the greater concern for the College,
overall as a system, as well as the rates at different campuses, as illustrated below:
Table 3-4 Fall to Fall Retention Rates: Fall 2004—Fall 2008
Fall 04-
Fall 05
Fall 05-Fall
06
Fall 06-
Fall 07
Fall 07-
Fall 08
Fall 08-FT
Students
Fall 09
Retained
Fall 08-
Fall 09
Scottsbluff 50.2% 40.4% 55.3% 54.2% 286 159 55.6%
Alliance 48.0% 61.5 % 32.0% 56.3% 17* 9 52.9%
Sidney 61.4% 40.5% 64.4% 32.7% 55 29 52.7%
Total 51.9% 41.3% 54.8% 50.8% 358 197 55.0%
80.0%
60.0%
40.0%
20.0%
0.0%
Figure 3-5 Fall to Fall Retention
Scottsbluff Alliance Sidney Total
Fall 04 to Fall 05
Fall 05 to Fall 06
Fall 06 to Fall 07
Fall 07 to Fall 08
Fall 08 to Fall 09
The College incorporates several strategies to address retention, discussed directly below.
In 2008, a College Success class was reinstituted, specifically designed for students who
take at least one developmental-level course. Unfortunately, not enough data exists yet to
see whether or not this class will help students succeed overall. The division which
Page 22
Western Nebraska Community College

houses the business courses created a very similar course called the Freshman Seminar,
designed more for business students.
Support Services
Seeking to aid student success and to increase the potential for retention, the College
provides a variety of TRIO programs and tutors in nearly all subject areas, both services
available in the Independent Learning and Assessment Center located in the Clark N.
Williams Multicultural Learning Center building located across the parking lot west of the
main campus building. As well, a full-service Math Center and Writing Center are located
within the main building. Online tutoring is now available through SmartThinking, a
national tutoring service selected because of the range of subjects in which tutoring is
available and because of the qualifications of its trained staff members who understand
tutoring via an electronic medium.
Usage logs are kept in all tutoring locations, and Writing Center and Math Center staff
members survey students regularly to ensure that their needs are being met. The Writing
Center Director has developed authentic measures to compare writing samples in order to
understand how the dedicated labs (compulsory attendance of one hour per week) for
writing students enrolled in developmental-level writing courses improve student learning.
During the labs required for students enrolled in either Basic Writing or Developmental
Writing, tutors assist students in reviewing topics currently being studied in their class or
on writing-related projects of any type (such as working on a writing assignment from a
different course).
A lab component was added to the Basic Math course (1 hour per week), facilitated by the
classroom instructor. During the lab period, students receive tips and instruction in study
skills related to mathematics for one-half of the time. The rest of the session is reserved
for individual tutoring or one-to-one assistance from the instructor.
WNCC is developing an intrusive advising model with the hiring of a new volleyball coach
who assists part-time with international student advising and also provides developmentallevel
counseling/advising. The hope is that the individualized attention can help avoid
students going adrift early in the term or who feeling overwhelmed.
An early alert system (an XACT Report) is available to all faculty members on their Portal
through an automated form. Keyed to a roster for each class, the report can be launched
for any student. The information is routed automatically to whoever is qualified to address
issues like academic or attendance concerns, a personal counseling recommendation, or
any other type of situation which can be described in the notes section.
Financial aid, counseling, or advising personnel receive the XACT message, depending
upon the type of information contained in the report. Attempts are made to contact the
student to work with him or her to solve the problems. The electronic communication
system is universally available, and each campus also has a full-time employee who works
in the student services area.
Western Nebraska Community College Page 23

The above support systems, however, do not seem to address adequately the continuing
concern with retention and student success. Many students, who leave the College
without completing a degree, or without at least achieving whatever their educational goal
is at that particular time, cite personal reasons such as work or family obligations or
financial concerns. Employees working in academic support and various areas of student
services try to ensure that students can avail themselves of various forms of financial
assistance such as grants, loans, and scholarships, and several opportunities exist for
either work study or student employment. While WNCC cannot control external events, it
can seek to provide maximum support systems to facilitate student success. All campuses
have access to similar services through a rotational visiting plan for employees working in
the admissions, financial aid, and counseling/advising offices.
4) The faculty and administration must become more flexible and creative in
responding to the needs of the institution’s constituents through such means as
modular course offerings, extended day classes, expansion of the CBIT, and
weekend college offerings.
The College has benefited from changes in the modes through which instructors deliver
courses, as will be discussed at greater length in this section as well as in Criterion 3
(pages 112-113). Not only has the schedule been spread across time to increase access
for students with busy schedules, but flexibility in course formats has increased.
A significant change, which has increased access for local learners from within the
extended area as well as for students even nationally, has been the offering of online
classes. The following chart illustrates the growth in this area:
Table 3-6 Online Class Offerings 2003-2008
Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
0 323 3 25 4 16 5 32 5 87
In addition to increased convenience and access through online courses, examples like
the Business Division having the Associate of Arts degrees in Business Administration and
Accounting emphasis area options totally online exemplify the College’s approach. The
Health Information Technology (HIT) program through the Health Occupations Division is
also available entirely online. The College now offers evening classes with a 6:00 p.m.
start time that has proven useful to students. Classes are offered over the lunch hour (30
in fall 2009) and during the evening for four days of the week (141 sections in fall 2009).
Weekend class offerings continue to be “tried” but without much success. The Language
and Arts Division has offered Saturday morning sections of English Composition I and II for
a number of years (rotation of fall and spring semesters), and this has been well received
with good enrollment. The Wellness I and II classes were offered on the weekend for a
number of semesters; however, when this class began to be offered online, weekend
enrollment dropped, so the conversion was made to an online offering mode.
Page 24
Western Nebraska Community College

Besides the online courses listed above, classes are offered at a variety of times and in
other configurations in order to make it easier for students with full schedules or work,
athletic, and family commitments. For instance, instructors offer blended classes (½ faceto-face
and ½ online), reaching a total of 27 sections in the fall of 2009.
In addition, more classes are offered as what are termed “compressed” offerings, which
are full-semester courses offered in 8 weeks (½ the usual 16-week teaching semester),
reaching a total of 133 sections in the fall of 2009. Many times, the compressed course
offerings are sequential, so that students can take a part one in the fall and follow up with
the second part of a course or program of study during the spring term. Courses like the
composition sequence of English Composition 1 and 2, or certain business classes, lend
themselves to the back-to-back delivery method.
All together, since 2005, WNCC instructors have offered 1,838 alternative time (outside of
the typical 8-5 day) classes. A few classes, such as biology and physical activity classes
begin at 7:00 a.m. (running for 50 minutes) in order to accommodate students who may
need to take a class before work, or even students who need a science or PE class and
want to take it early in order to free up their schedules during the day. A common practice
is to spread required labs (such as those required for science classes or developmentallevel
English courses and Basic Math) across the schedule in order to increase
accessibility.
Although “prime time” offerings (9:00 a.m.—2:00 p.m.) continue to reflect the highest
enrollments because students evidently prefer to take courses during the day, the
alternative class times serve an important purpose. Some non-traditional students need
evening classes and blended courses because of their schedules. Also, the compressed
offerings have proven successful for sequenced courses for students who desire to accrue
credits as quickly as possible, or for those who learn better in intensive, short-term modes.
WNCC changed its standard eight-week summer schedule in 2002 in order to increase
enrollments, converting to a five-week initial session, which is followed by a six-week
session. Spanning both summer short terms is a ten-week session during which higher
credit hour courses are offered, plus some other courses like math, for which the instructor
prefers the increased time in order to cover the requisite material. The change resulted in
better enrollments, although recent summers reflect a growing pattern of student
preference for online coursework. While the preferred format differs, students continue to
enroll, returning students who want to take summer courses at home, students wishing to
get extra credits, and students wishing to get a jumpstart on a college career.
The number of different offerings through the John N. Harms Advanced Technology
Center (HATC--formerly known as CBIT) has grown. HATC personnel provide training for
employees of area businesses, and they have also created partnerships to provide
employee training through specific corporate academies.
Western Nebraska Community College Page 25

HATC’s end-of-year enrollment is illustrated in the following chart:
Table 3-7 HATC Enrollments 2004-2008
2004-05 2005-06 2006-07 2007-08 2008-09
4211 6283 61 86 8588 7627
5) The College needs to develop strategies to deal with the impact of a significant
number of retirements of faculty and staff in the near future.
In the past ten years, 12 faculty members have retired, and 2 others have passed away
while still employed. In each case, replacement faculty members have been located,
although it has required aggressive searches on the part of the College to attract highquality
instructors to a relatively rural area of the Nebraska Panhandle region. In 2008,
three faculty positions were not filled because the candidates did not meet the interview
committee’s expectations for the type of faculty members that the College wants to secure
for its future. In the summer of 2009, however, those positions were filled by capable
faculty members.
Recently, WNCC has benefited from getting experienced instructors from other areas,
particularly Florida (3 recent hires) who are leaving that state because several large
Florida institutions are shifting to four-year programs (with a subsequent emphasis upon
PhD-prepared faculty members) and also because the WNCC service area provides
quality-of-life enticements.
The Nebraska Panhandle has an interesting landscape, accessibility to outdoor recreation,
a relatively low cost of living and low crime rates, a good environment for raising children,
and many similar amenities to those found in urban areas, besides a seasonable but
relatively stable weather pattern. People in the region are generally known for hospitality
and openness. For residents who want to take advantage of concerts or sporting events
that may only take place in larger cities, Fort Collins, Denver, Casper, and Rapid City are
all within a four-hour or less driving distance. The Scottsbluff-Gering area has various
theatres, art galleries, museums, and shopping outlets, including Target, K-Mart, Wal-Mart,
Herberger’s, Radio Shack, The Buckle, and other chain stores. Residents are able to
attend numerous local but high-quality cultural or entertainment activities.
WNCC’s salary scale is normally in the middle range of a comparative pool used for salary
negotiations. Faculty members can join a teachers’ association (the Nebraska State
Educational Association, part of the National Education Association), for purposes of
salary negotiation and to secure the protections associated with a state and national
educational group affiliation.
It is, however, more difficult to find full-time faculty members to staff openings at the
Alliance and Sidney campuses, since they are both located in much smaller towns without
the number of amenities found at Scottsbluff. However, some people actually prefer the
increased intimacy of living in a small town and so welcome the opportunity. Again
Page 26
Western Nebraska Community College

fortunately, WNCC has found some local residents who are both formally qualified and
interested in joining the teams at the other campuses. Also, there have been nearly no
resignations or retirements at the Sidney or Alliance locations, so the staff is more stable.
Most professional and hourly staff members reside in local areas, since the wages are not
attractive enough to induce people to move to the region; hence, hourly or even
professional staff member openings are normally advertised only locally. Faculty or
administrative personnel position openings are advertised nationally.
Another important strategy developed by WNCC is the “grow your own concept” being
utilized in approximately the last five years. The College has had a strong educational
advancement incentive in place, which prompts individuals to pursue educational
opportunities which can enhance their teaching. Besides this system which rewards
educational attainment by advancement on the salary scale ($750 added to the base
salary for every 6 hours of transcribed credit), WNCC has hired three instructors who
needed to finish their master’s thesis before getting their degree. A provision in the
contract requires the completion within a specified time.
Additionally, the College has paid for some faculty members, specifically nurses, to obtain
their advanced degrees by paying all tuition and fees, plus books. In addition, the faculty
members have been allowed to count the courses toward salary advancement. As
detailed later in the report, this investment has come to over $26,000 in 2008 alone.
Although an additional expense, the strategy means that faculty members are more
professionally qualified and are also loyal to the institution. Presently, there are also three
faculty members actively pursuing terminal degrees in education.
Administrators at the College several years ago (2002) worked hard to find ways to bolster
starting salaries in order to be more competitive in recruiting highly-qualified candidates.
This was accomplished by a one-time stipend to help equalize salaries for people who had
been with the institution for fewer than seven years. A previous cap on the number of
years of other teaching experience which could be counted for initial salary placement (5)
was also removed at that time in order to make salaries more competitive.
Admirably, the senior faculty members voted to change the allocation of salary increases
so that rather than the historical method of splitting the salary pool into percentage raises,
the increase was now distributed as a designated flat amount for everyone and the rest
disbursed as a percentage of base salary. This helped instructors on the lower end of the
pay scale, and it also indicated to them that the institution and fellow colleagues valued
relatively junior faculty members.
Within the last few years, there have been changes in administrative leadership. In 2007,
the Vice President of Student Services and the Dean of Instruction both left to take
different positions at other schools (leaving, it should be noted, at different times and for
different reasons), and in July of 2008, the Vice President of Educational Services
resigned. The Dean of Administrative Services retired in that year as well. A new Vice
President of Student Services was hired but ended up staying less than one and one-half
Western Nebraska Community College Page 27

years before leaving to assume a presidency at another college in a border state (a goal of
his since before coming to work at WNCC).
A Foundation Executive Director was hired and then took a leave after four months to work
on the Obama presidential campaign in Nebraska. After the election, he returned, but then
resigned soon after to take a job at the Department of Agriculture in Washington, D.C.
The Director of College Relations also left, but the position was filled relatively quickly.
The Associate Dean of the Northern Panhandle at the Alliance Campus stepped down to
rejoin the teaching faculty. Of the original President’s Cabinet, only the President, The
Vice President of Human Resources and Institutional Development, and the Executive
Director of IT have remained in place since 2006. The Vice President of Outreach and the
Dean of Educational Services, both appointed in 2007, have remained in their positions.
As a result these changes, some administrators have needed to take on extra loads in
order to maintain institutional functions. Another complication arose when the national
searches for replacement administrators did not produce candidates that members of the
search committees believed were the correct fit for the positions. It took two rounds of
searches to hire the Vice President of Student Services, and the search for a Vice
President of Educational Services stretched for over a year. Obviously, no matter how
talented or experienced the new administrators are, it takes time to learn the system at a
new place, and it takes time to learn the culture of the institution.
Currently, the Associate Dean for the Northern Panhandle position is scheduled to be filled
in November, and a new Vice President of Educational Services came to work in July
2009. The Vice President of Student Services takes office in September of 2009.
Despite the challenges of an administrative staff trying to maintain consistent operations
when short-handed, the College has not faltered, in fact continuing to grow in enrollments
and FTE production. The personnel who have departed have done so for a variety of
reasons as well, two of them for professional advancement opportunities for which they
were recruited rather than having even applied, and at least two others for personal
reasons relating to family situations. As of now, the President’s Cabinet is back to full
force and no resignations are anticipated for a long time, each of the new administrative
officers having committed to a staying at the College. They likely will do so, since the
College is growing and new leaders will have a more influence in configuring WNCC for
the future, which the new Dean of Administrative Services and two Vice Presidents view as
an exciting and gratifying opportunity.
6) Handicap accessibility, including adequate parking areas, should be reviewed and
brought into compliance.
A number of improvements to the physical plant and building zone access points have
been made, as can be seen in the examples listed below.
1. Lighting has been enhanced in the parking lots
Page 28
Western Nebraska Community College

2. In 2006, an ADA compliance consultant was hired to assess the College’s
handicapped accessibility policies and procedures
3. In 2007, a Compensatory Ability Policy was drafted to update the old guidelines
4. Handicapped parking is well marked and available for all WNCC buildings
5. The gymnasium is now completely accessible
6. All former handrail lifts have been replaced, and elevators or lifts have been added
7. A ramp was added to access the Little Theatre at Scottsbluff from the east door
8. The College is now accessible through entrances at all levels at the Scottsbluff
Campus, as well as elevator access to all floors at the Alliance Campus and HATC
9. The redesign of the front entrance to the main building at Scottsbluff will provide
additional accessible parking slots near the front entrance
7) Hours of operation for library, computer labs, and some other service areas should
be reviewed with students to ensure that they are adequate for student needs.
The hours of operation for the various entities which provide on-site academic support
services are designed for maximum access. Naturally, administrative offices are open
whenever the College is open, and support programs are fully staffed for walk-in or
telephone contact from 8:00 a.m. to 5:00 p.m. Each employee has an answering machine
and both internal and external e-mail availability, and the website facilitates College
admission, advising, and course registration. The Math and Writing Centers, the ILAC,
and the computer labs remain open days and evenings when classes are in session.
A fall 2008 survey of library users found that the majority of students found both the
resources and the hours of operation for the library meet their needs. During the fall and
spring semesters, the hours of operation for student-use facilities are as follows:
Table 3-8 Hours of Operation for Academic Support Services
Service Area Day Time
Information Services
Monday – Thursday
Friday
Saturday
08:00 a.m. to 09:00 p.m.
08:00 a.m. to 04:00 p.m.
08:00 a.m. to 05:00 p.m.
Library
Open, Student-Use
Computer Labs
Monday – Thursday
Friday
Saturday
Monday – Thursday
Friday
Saturday
07:30 a.m. to 09:00 p.m.
08:00 a.m. to 04:00 p.m.
10:00 a.m. to 02:00 p.m.
08:00 a.m. to 09:00 p.m.
08:00 a.m. to 04:00 p.m.
10:00 a.m. to 02:00 p.m.
Western Nebraska Community College Page 29

Service Area Day Time
Independent Learning
and Assessment Center
Monday – Thursday
Friday
07:30 a.m. to 09:00 p.m.
07:30 a.m. to 04:00 p.m.
Writing Center
Math Center
Monday – Thursday
Friday
Monday – Thursday
Friday
09:00 a.m. to 06:00 p.m.
09:00 a.m. to 03:00 p.m.
08:00 a.m. to 06:00 p.m.
08:00 a.m. to 03:00 p.m.
Students fill out evaluative surveys about the effectiveness, convenience, and quality of
their visits to the Math Center, the Writing Center, and the Independent Learning and
Assessment Center (ILAC) each semester. Student satisfaction remains consistently
positive, as specific results of student opinions about the operations of these support
services will show when they appear elsewhere later in this report.
As previously mentioned, students can now access Smart Thinking online tutoring services
nearly any time of the day or night. WNCC purchased 5,000 hours of tutoring time spread
across the disciplines which Smart Thinking covers. Any student at any location registered
into a WNCC class may use the service, but it is anticipated that online enrollees are the
most likely to take advantage of the help available, and online instructors inform students
about the opportunity. The service has not been in place long enough to gauge either its
effectiveness or even the extent to which it will be used. However, providing the service
adds an additional dimension of available, multi-discipline tutoring for both online and
traditional students.
Observations and Possible Strategies to Address Needs
Enrollment
In order to maintain viable enrollments and for the good of the students who are not
persisting in their education, the College intends to launch a retention/success initiative in
order to collect more comprehensive information about student success, particularly in the
developmental courses, which, not surprisingly, have the highest attrition rates. Although
WNCC does not participate in the national Achieving the Dream movement, key program
organizers like Dr. Byron McClenney from the Community College Leadership Program at
the University of Texas--Austin urge people at other community colleges to collect the wellpublished
key data points that Achieving the Dream participant institutions use in order to
obtain information to help develop strategies to increase student learning and retention.
When the data collection is implemented, figures relating to the rate of student
advancement into other sequenced classes, success in subsequent developmental
education courses, and the tracking of individual performance into college-level work and
through to graduation or certificate, diploma or degree attainment, will be gathered.
College personnel seek to build a longitudinal data base to use for data-informed decision
making. Particularly, attrition rates are a primary concern, and the hope is that data can
help faculty and staff members create effective strategies that can be implemented when
Page 30
Western Nebraska Community College

gaps in service are identified. Several national models of accurate placement, full support,
intrusive advising, compulsory attendance, and continuous assessment exist which can be
adopted to complete a more comprehensive system to ensure both learning and retention,
and the College wants to borrow from that experience to create more student success.
More extensive information needs to be developed than is available by using an IPEDs
base of first-time, full-time students, since that information does not cover the range of
students at WNCC. The institution has access to various strands of information available
through customizable reports; a more comprehensive system of anticipating the data
needs, in conjunction with an outline of how the data is to be analyzed and the application
of the findings, needs to be developed.
Course Offerings and Student Advising
Instructors need to continue to spread the schedule and to increase modalities. More
blended courses are being offered, and the College has recently developed a Curricular
Improvement Plan which offers innovation grants plus a per-credit-hour stipend for course
creation, course revamping, conversion to online offerings, conversion to ITV delivery, and
other forms of course improvement. As the population continues to decline in the area and
with increased competition from other institutions of higher education that offer alternative
instructional modes just as WNCC does, the College must continue to innovate while still
maintaining the quality of instruction.
The College needs to enhance its advising system to help students navigate the
complexity of offerings, particularly in situations like compressed offerings, where the
contact hours and per-class workload effectively double because the same material and
requirements occur in eight rather than the customary sixteen weeks. Developmental-level
education students can benefit as much or more than any other student faction from better
advising.
Changes and Updates since the 2000 Self-Study Project
Incorporated throughout the document are discussions and information relating to system changes
that have occurred since the last team accreditation visit in 2000. As seen above, changes tied to
the challenges identified by the Consultant Evaluators in 2000 have been covered in the
Responses section. Below is a recap of the primary institutional shifts which are noted later in the
document:
1. President John Harms resigned after 30 years, and Dr. Eileen Ely took office in 2006
2. The John N. Harms Center opened in 2005 to enhance Business and Industry educational
opportunities
3. The Powerline and AD-N programs were added in 2007 in response to business and
industry needs within the service area
4. A new shared governance model was designed and first implemented in 2008
5. Conestoga Hall (a second residence hall) was built and opened in 2008
6. The ESU/WNCC addition to the Harms Advanced Technology Center opened in 2008,
adding new space for health occupations classes and high/low bay training areas
Western Nebraska Community College Page 31

Chapter 4
Federal Compliance
Lucas Dally
Business and Art
Chapter 4
Federal Compliance
“I find WNCC very open and accessible. The instructors are helpful,
especially for someone like me coming back to school after so many
years to get my degree.” - Lucas Dally

Federal Compliance
Western Nebraska Community College maintains federal compliance within its various programs
and completes necessary reporting in the ways explained below.
Credits, Program Length, and Tuition
The College offers associate’s degrees, diplomas, and certificates for the purpose of entry-level
employment, skill development to maintain employment, or for academic transfer to a four-year
institution. Professional skills awards can also be obtained in specific areas. WNCC measures
course completion in terms of semester credit hours, with degree requirements as follows:
Degree
Table 4-9 Degree/Award Requirements
Minimum
Credits
Associate of Arts 60
Associate of Science 60
Award Type
A generalist degree within an emphasis
area
A generalist degree within an emphasis
area
Associate of Applied Science 60 Degree is earned in a specific program
Associate of Occupational Studies 60
Associate Degree Nursing 72
Students earn skill-area credits and obtain
a degree in a specific program
Prepares qualified students with the skills
needed to sit for RN licensure exam
Diploma 42 An award earned in a specific program area
Certificate 24
Professional Skill Award 6
An award earned in a specific vocational
program area
An award earned in a specific vocational
skill area
WNCC has sixteen-week long fall and spring semesters and offers some eight-week course
offerings during these semesters (equal in content and contact time to a full-semester offering).
Additionally, three different summer sessions are available in ten, five, and six-week sessions. The
course offerings in the Business and Individual Training area are often offered in a compressed
format, such as all-day or weekend meetings, to meet the needs of businesses and individuals.
Regardless of the offering format, all courses maintain the contact hours and rigor as outlined in
the master syllabus. WNCC uses a generally accepted ratio formula for contact hour conversion to
credit hours (published in the College Catalog), and as those guidelines are also outlined in the
audit guidelines for credit-bearing classes used for FTE/REU calculation within Nebraska.
Western Nebraska Community College Page 35

The conversion rate from contact to credit hour is shown in the table below:
Table 4-10 Credit Course Contact to Credit Hour Conversion Ratio
Course by Instructional Type
Classroom (traditional lecture style)
Ratio of Contact/Credit Hours
15:1 (15 contact hours = 1 credit hour)
Laboratory (supervised) 30:1
Vocational Laboratory (supervised) 45:1
Clinical (supervised off-site) 45:1
Cooperative Education (internship, practicum,
on-the-job training)
(RR 135)
WNCC practices mandatory placement for English, mathematics, and courses with a reading
prerequisite. The eCompass, a computer-based test available through ACT, is utilized for course
placement. The College offers developmental-level reading, writing, and math coursework for
students needing remedial work prior to taking a college-level class. Courses with a coding
number containing a zero in the fifth and sixth position (four digit alpha plus number XXXX-00XX)
do not count as part of the total credits for any degrees offered at WNCC.
The College Catalog, Cost of Attendance Sheet, and the website list the tuition and fees for
attendance at WNCC, plus additional lab or course fees. The Cougar View packet contains an
overall estimated cost of attendance. Those estimates are also available for WNCC students
through the College Opportunities On-line (COOL) website, as well as through the IPEDS site
through the Standard tuition and fees remain the same for course offerings regardless of
instructional method. Service-area high school students taking dual-credit, concurrent-enrollment,
or high school academy classes pay one-half the current tuition and fee rates. (See Criterion 2,
Core Component 2b, pages 78-79 for tuition/fee history.) Any program specific fees are included in
the course tabloid and in materials delivered to the students before the start of class (i.e. the
Nursing Handbook or, in the case of Aviation, the testing fees are listed in the WNCC Catalog).
Student Complaints
Students have the right to be heard at WNCC. Accordingly, the WCCA Board has policies
specifying a way in which students can register a complaint. In the majority of cases, a student
discusses issues with the instructor, and if that does not resolve the issue, the student is directed
by the instructor, or anyone else whom the student may ask, to speak with the Division Chair.
From there, the Chair may set up a mediated meeting, or he or she may refer the issue to the Dean
of Educational Services. Alternative to this process, however, is the formal system where the
student is granted the ability to contact the Student Services or the Educational Services offices
directly. Below is the opening section of the policy which provides the basis for direct contact with
the Dean of Student Services to lodge a complaint:
60:1
Page 36
Western Nebraska Community College

ARTICLE VII - STUDENT RIGHTS GRIEVANCES
WNCC recognizes the importance of maintaining an environment that preserves the
academic freedom and civil rights of its faculty, staff, and students. Each student has the
right to file a grievance on any abridgement of her/his rights by any staff/faculty member in
accordance with the abridgements outlined in Clause 1 below.
SECTION A - Procedures
A student who questions abridgement of her/his rights should make an appointment with
the Dean of Student Services to discuss the issue. Such a meeting must be initiated by the
student within three (3) weeks after the alleged abridgement has occurred.
Clause 1 - Abridgements
1. Discrimination - Treatment by a faculty/staff member directed toward a student
because of her/his race, color, religion, ethnic origin, gender, age, disability, marital
status, or veteran status.
2. Violations of WCCA Board of Governors policies.
3. Unjust Treatment - Evidence of a pattern of negative behavior including but not limited
to: verbal abuse in class or elsewhere on campus or nonfulfillment of an obligation to
teach class.
Students who wish to file a grade appeal normally notify the Instructor or the Chair of an academic
division, who then arranges for the student to discuss the process with the Dean of Educational
Services. If the student has followed the procedures outlined below, a meeting is held at which
three faculty members from a division other than the one in which the course is offered hear from
the student and the instructor to determine whether or not there is a basis for change. The final
decision on action is left up to the Vice President.
ARTICLE VIII - GRADE APPEALS
Every student has the right to appeal the final grade in a course, in accordance with the
stipulations outlined below. Such an appeal must be initiated by the student no later than
three weeks after the day grades are mailed.
SECTION A - Preliminary Procedure
A student who questions a course grade must:
1. Discuss the matter with his/her instructor. Clerical errors are usually handled in this
manner, with the instructor signing the correction of official records. If the student
believes the problem is not resolved, the student shall then
2. Visit with the appropriate Division Chairperson or the Assistant Division Chairperson to
discuss the issue. If the concern still remains unresolved, the student may
Western Nebraska Community College Page 37

3. Elect to file a written Grade Appeal at the Dean of Instruction's office for referral to the
Peer Review Committee. A formal Grade Appeal may not be filed until steps 1 and 2
above have been completed (RR 136).
Individual files are kept in the offices of the Vice President of Student Services or the Vice
President of Educational Services (new titles since the policy was written). The maintenance of a
single comprehensive student complaint log has lapsed with the lack of continuity in the Vice
President of Student Services position at WNCC.
Currently, the entire judicial code is being revised to clarify and streamline the process. A
procedural guide has been developed for grade appeal processes, and a detailed guide for actual
judicial hearings already exists in policy. However, a clearer pathway for the complaints, concerns,
or comments to be received will be developed, and a central file will be created to aggregate the
complaints so that they can be reviewed to check for patterns.
Transfer Policies
Information about transfer of credits to other institutions and the ability of students to transfer credit
hours into the College to satisfy program or degree requirements can be found in a number of
readily accessible publications, and in handouts available at specific locations, such as:
1. WNCC Catalog (pages 59-60)
2. Student Planner 2009-2010 (page 5)
3. Cougar View packet (page 6)
4. Transfer Advisor’s office
5. Registrar’s office
The Registrar makes the determination for course substitutions for equivalent courses or about
elective credits. In many cases, a consultation is made with a Division Chair or a content expert
from the faculty about whether a course which is not identical in name or in content description can
be used to fulfill a learning equivalency and thus count into the program.
Verification of Student Identity
The College uses an assigned login and password for students taking online classes. For
proctored examinations, the student must first present a photo identification card. To enhance our
academic integrity efforts, WNCC is investigating ways improve the validation of online student
identity. Initially introduced by Blackboard/WebCT as a system enhancement in October, 2009, the
Axiom Identify-X system will be tested in the spring term of 2010. This system verifies the identity
of student via a random and periodic system prompt that ties the student name and address to
publically available databases.
According to the system information provided by Blackboard officials, “On a random basis (as
determined by the institution) students are prompted to enter their first name, last name and full
address. Acxiom Identify-X then queries public databases to generate challenge questions from
more than 100 available question types. Information pulled from these databases is publicly
available. Identify-X allows colleges and universities to confirm student identity in advance of high-
Page 38
Western Nebraska Community College

stakes and other course assessments.” Information about the security system can be accessed at:
http://www.blackboard.com/support/Extensions/Extension-Details.aspx?ExtensionID=10128
Title IV Program and Related Responsibilities
The College remains in compliance with the Higher Education Reauthorization Act. A history of the
student loan default rate is as follows:
Table 4-11 Student Loan Default Rates 2002-2007
Fiscal Year
Default Rate
2002 8.7
2003 12. 0
2004 11.6
2005 14. 8
2006 9.6
2007 12. 5
The Financial Aid office has established a number of measures which are used prior to distribution
of Pell Grant funds, a primary tool being electronic attendance reporting. Instructors, including
adjunct instructors, complete an attendance roster at four points during each semester, and
students must be shown as being still engaged in the class before Pell awards are released.
During the 2000 evaluation site visit, WNCC was going through a financial aid appeal. A summary
of the appeal process follows:
Table 4-12 Financial Aid Appeal Process 1998-2000
Year Transaction
WNCC receives notification that an Institutional Review Specialist with the U.S.
Department of Education will complete an on-site review. The review will evaluate the
institution’s administration of Student Financial Assistance programs. In May, the review
1998 is conducted. On June 25, WNCC receives a report that outlines 18 findings that need
to be corrected. WNCC personnel correspond with the Department of Education,
provide documentation, work with consultants, and develop policies and procedures to
address the issues.
The College hires a consultant to assist with policies and procedures, staffing levels,
training, computerization of record-keeping, and integration of the Department of
Education reporting requirements and institutional computer systems. WNCC responds
1999 to the Final Program Review Determination Letter. During the balance of the year,
College staff members correspond with the financial aid consultant, the College’s
attorney, and the Department of Education to resolve the issues related to the
evaluation findings.
The College receives a Final Settlement Agreement and Order of Dismissal between
WNCC and the U.S. Department of Education. Since 1998, WNCC has had several
2000 staff changes in the Financial Aid department. The College now has an integrated
software system which has contributed to a better tracking process for attendance and
the distribution of funds, and the former problems have been solved.
Western Nebraska Community College Page 39

The College has been in complete compliance on all Financial Statements reports (audits
performed by Countryman and Associates, P.C.) for the past three years, receiving unqualified
auditor reports. The last finding was in 2006, relating to work-study student employment/class
enrollment conflicts, and in 2005, there was a required adjustment to the process for student
budget adjustments. WNCC has procedures in place to address the former findings.
The College’s audit is conducted annually in accordance with Government Auditing Standards
issued by the Comptroller General of the United States and particularly as related to the
requirements described in the U.S. Office of Management and Budget (OMB) Circular A 133
Compliance Supplement. The annual audits focus on specific accounting activities, which are:
1. The certification of reimbursable full-time equivalent (FTE) student enrollment and
reimbursable education unit (REU) as required by Nebraska Statutes. (Audits for the
past two years are included in the materials provided to the evaluation team.) (RR 140)
2. The financial statement review of the College’s finances which includes the Statement of
Net Assets; the Statement of Revenues, Expenses, and changes in Net Assets; and the
Statement of Cash Flows (RR 137).
The auditing agency reports results and any findings to the College administration and the Board of
Governors, and, subsequently, written audit reports are officially accepted by the Board. The
annual reports are maintained by the Dean of Administrative Services.
The Campus Crime Statistics report is compiled by the Institutional Researcher and submitted to
the U.S. Department of Education each year. The results are made available to internal and
external constituents through a pamphlet distributed internally and to students. In compliance with
The Crime Awareness and Campus Security Act of 1990, known as the Jeanne Clery Disclosure of
Campus Security Policy and Campus Crime Statistics Act, or Clery Act, WNCC annually provides
its Campus Safety Report.
The report, titled “2008 WNCC Campus Security and Safety Report,” is available on the website at
http://www.wncc.net/about/consumer_information. The data for the document is available from
Student Services or the U.S. Department of Education website at http://ope.ed.gov/security. The
graduation completion rate report is available from Student Services, as well as the Integrated
Postsecondary Education Data System (IPEDS) of the National Center for Educational Statistics,
accessed by students going to the College Opportunities On-line website and searching for the
institution by name, as well as at http://nces.ed.gov/ipeds to locate the IPEDS Data Feedback
Report 2009. In addition, graduation statistics specifically related to athletes are available in the
annual Western Nebraska Community College Athletic Department Overview report (RR 138).
Students are advised about the location of both of these reports through publication in the WNCC
Catalog 2009-2011(page 38), the Student Planner 2009-2010 (page 13). Electronic copies of the
Campus security and Safety Report can be accessed through the WNCC website by locating
Campus Security link of the A-Z index, then to by clicking on the title 2008 WNCC Campus
Security and Safety Report.
Page 40
Western Nebraska Community College

Institutional Disclosures and Advertising and Recruitment Materials
The College Relations office is responsible for the College’s advertising. For the most part,
publications reference WNCC’s accreditation status with The Higher Learning Commission,
including that organization’s address and telephone number. Although the institution includes the
affiliation in most public hardcopy documents and on the website, it is not currently appearing in all
student publications, such as on the At-A-Glance program brochures. Starting in the fall of 2009,
program-specific materials will also contain an accreditation statement and contact information.
Information about services and statements of affiliation with the HLC, as well as materials related
to other sources of information relating to college choice and selection, along with College policies
relating to the disclosure of confidential data, can be found in the following documents:
Table 4-13
Accreditation and College Attendance Statements
Statement of non-discriminatory policies
and HLC accreditation, including contact
information for HLC
OR
Statement declaring HLC accreditation,
including contact information for HLC
WNCC Catalog
Cougar View packet
Career Academies Handbook
Dual Credit Guidelines Handbook
Adjunct Faculty Handbook
Faculty and Staff Handbook
WNCC website under About WNCC link
Family Educational Rights and Privacy Act
Disability Services WNCC Catalog (page 42)
Equal Opportunity statement on all syllabi
Cougar View packet (page 10)
Satisfactory Academic Progress WNCC Catalog (page 31)
Student Planner (page 3)
Athletic Handbook (attachment of NJCAA
Eligibility Rules, Article V, from the current
NJCAA Handbook
Attendance Policy Student Planner 2009-2010 (page 11)
WNCC Catalog (page 61)
Individual course syllabi or course outlines
Student Athlete Handbook (10)
Cost of Attendance
Cougar View packet (handout insert)
WNCC Catalog (page 25)
IPEDS information on COOL website
National Center for Educational Statistics site
Western Nebraska Community College Page 41

Contractual Relationships
WNCC facilitates the delivery of online courses in transcription from Career Step, LLC, based in
Provo, Utah. Career Step is registered under the Utah Postsecondary Proprietary School Act (Title
13, chapter 34, Utah Code) and has received formal approval from the Association for Healthcare
Documentation Integrity (AHDI). A diploma is available with successful completion of the course of
study. WNCC does not grant credit or any certificate, diploma, or degree for the work, and the
College is clear to distinguish coursework in the College’s Health Information Technology program
from the facilitated classes.
WNCC has agreed to facilitate truck-driver training offered by the SAGE Corporation,
headquartered at Camp Hill, Pennsylvania. All training and any certification or award related to the
completion of the training will rest with the Sage Corporation, and WNCC provides no credit or
transcripted coursework for program completion.
Relationship with Other Accrediting Agencies and With State Regulatory Bodies
Western Nebraska Community College’s regional accreditation is with The Higher Learning
Commission of the North Central Association. Individual program accreditations are listed below:
Table 4-14 Program Accreditations
Program
Nursing (Practical) and
Associate’s degree (AD-N)
Aviation Airframe & Power
Plant Maintenance
Automotive Technology
Health Information
Technology (formerly the
Health Information
Management Services)
Cosmetology
Approval/Accreditation Agency
Nebraska Board of Nursing and the National League for Nursing
Accrediting Commission (NLNAC); the AD-N program is in
candidacy status; PN is fully accredited
Approved by the Federal Aviation Administration
National Automotive Technicians Education Foundation (NATEF)
Commission on Accreditation of the Allied Health Educational
Programs (CAAHEP), in cooperation with the Council on
Accreditation of the American Health Information Management
Association (AHIMA)
Nebraska Department of Education, Nebraska Department of
Health, the Nebraska Board of Cosmetology, and the Nebraska
Health and Human Services Credentialing Division
Public Notification of the Comprehensive Evaluation Visit and Third Party Commentary
To meet the federal guidelines for third party comments, WNCC takes the following steps:
• Posts the self-study full-text on WNCC’s website (2000 and 2010 reports)
• Advertises in newspapers within the service area about the evaluation visit and the
accreditation process, along with an invitation for interested citizens to send written
comments to HLC/NCA at the Commission’s address (RR 139)
• Forwards copies of the notices to the Assistant Director for Legal and Governmental
Affairs as soon as the notices are published in the three area newspapers
• Places copies of the publications in which notice appeared in the team resource room
• Reviews written comments forwarded to the institution and the team
Page 42
Western Nebraska Community College

Chapter 5
Criterion 1: Mission
Lupe Oliva
General Studies
“I came back to school because I needed a change of direction and
greater job opportunities. I have three children and I’m a single parent.
I’ll graduate in May of 2010 with a degree in general studies and later on
I’ll continue my studies in nursing at WNCC.” - Lupe Oliva
Chapter 5
Criterion 1

Criterion 1: Mission and Integrity
The organization operates with integrity to ensure the fulfillment of its
mission through structures and processes that involve the board,
administration, faculty, staff, and students.
Core Component 1a: The organization’s mission documents are clear and
articulate publicly the organization’s commitments.
Mission Statements
Western Community College Area’s Board of Governors has adopted statements of philosophy
and vision, role and mission, and educational purposes that together broadly define the
organization’s mission. The institution’s mission is communicated both internally and externally via
the College’s website, catalog, promotional materials, policy and procedure manuals, and other
documents. Various academic departments and campus groups also promote the institution’s core
beliefs via a reiteration of the main mission or through statements which reflect and reinforce
WNCC’s philosophy. The mission is crucial to decision-making, goal–setting, and working with
constituents. It serves to focus committees and councils within the shared governance structure.
The College’s mission, philosophy, and vision statements define the various internal and external
constituencies the organization intends to serve, and they clarify WNCC’s commitment to quality
education and training. The opening paragraph of the mission statement, adopted in 1973, sets
the tone for the institution’s student-centered approach to education:
Western Nebraska Community College shall be a student centered, open access
institution primarily devoted to quality instruction and public service, providing
counseling and other student services intended to promote the success of a
diverse student population, particularly those who have been traditionally
underserved in other educational settings (RR 1).
The Message from the President on the website emphasizes commitment to students as the
primary core of College operations by indicating that “there is no greater mission than equal access
and opportunity for students,” going on to state one of the major tenets of the College’s purpose:
Belief in the inherent right of every person to an opportunity for education commensurate
with the individual’s potential and interest. We offer a comprehensive program, which
includes academic and technical courses as well as general education for transfer to a
baccalaureate-granting institution or preparation for entry to the job market (RR 2).
WNCC’s philosophy, mission, and vision statements are published in the first chapter of the
College Catalog (RR 3). The mission statement appears under the About WNCC website
navigation link. WNCC’s Mission Statement and Philosophy are also available to the general
public primarily in the following documents:
Western Nebraska Community College Page 45

Board Policy Manual
College Catalog
Assessment of Student Learning Handbook
Policy and Procedure Manual of the Athletic Department
Health Occupations Student Handbook
Faculty and Staff Handbook
Adjunct Instructor Handbook
Handouts posted in the institution
The Board Policy Manual is available publicly in both hard-copy format and online through the
WNCC website at this link (RR 4).
The practice of the assessment of student learning at WNCC is directed by the role and mission
that defines the institution as a student-centered and open access institution committed to teaching
and learning for a diverse population; therefore, the Assessment of Student Learning Handbook
provides a philosophy and purpose for assessment, echoing the institution’s philosophy in
emphasizing student learning and improving academic achievement (RR 5).
The institution’s commitment to and reliance upon its role and mission is also seen in the
documents published by a variety of its programs. For instance, The Policy and Procedure Manual
of the Athletic Department, in addition to publishing policies and procedures set forth by the
National Junior College Athletic Association, also lists WNCC’s Philosophy and Role and Mission
Statement (RR 6).
Likewise, The Health Occupations Student Handbook refers students to the College Catalog as the
“primary contract between the student and WNCC” (RR 7). It further reproduces the mission
statement and provides a division-level mission statement that reflects WNCC’s overall values and
practices.
Mission statements from various academic support units reflect WNCC’s core mission, including
ones created by these service areas:
Registrar’s Office
Financial Aid Office
Counseling Center
Library
Tutoring Services at the Independent Learning and Assessment Center
TRIO programs: Student Support Services, Supplemental Instruction, Upward Bound
Veterans Upward Bound
Career Assistance Office
Although the College’s mission statement and the full-length vision and philosophy statements are
meaningful and articulate positively the underlying intention and attitude of the College, the length
of those documents may make them somewhat unwieldy. There is certainly no intention nor need
for WNCC to veer from the mission, philosophy, or vision encapsulated in those documents, but a
shorter, more memorable text would be both more powerful for reading and more readily
Page 46
Western Nebraska Community College

memorable. When a new institutional plan is developed, it would be a natural time for the recasting
of the mission’s core guiding documents into a more streamlined and emphatic phrasing.
Mission Evidenced in Strategic Planning
The “Blueprint for Success: A Strategic Plan for Western Nebraska Community College,”
established to guide the College from 2000-2004, was based on the mission documents (RR 8).
The Blueprint became most widely known throughout the College because of “The Seven
Initiatives” identifying strategic targets of concentration for both service and recruitment/growth
which were developed as action items to focus the College’s recruitment/expansion efforts. The
initiatives are listed below:
1. Program Development
2. International Student Market
3. Hispanic Student Market
4. Colorado /Front Range Market
5. Senior Citizens Market
6. Technology
7. Business and Individualized Training
In reality, the target initiatives, since they were folded into the essential purposes of the College,
have continued to shape the emphasis of the College beyond 2004, and faculty and staff members
strive still toward improving performance in the areas identified in the plan.
Members of the President’s Cabinet held a planning retreat to review the Blueprint for Success in
October of 2006 (RR 9). During the session, Cabinet members revisited the seven initiatives and
created action plans to follow through on the intentions. Since the former Blueprint for Success
and the derived service and recruitment targets remained central to the College’s function, a
replacement plan was not developed at that time. The Board of Governors had also been invited to
participate more fully in the creation of a new, more comprehensive strategic plan capable of
meeting the needs of constituents and stakeholders throughout the district. As well, board
members wanted to emphasize the valuing of diversity by establishing guidelines which would
make that attitude a publicly explicit part of the culture.
Consequently, a new plan is slated to be drafted at some time in the fall of 2009 or early 2010,
grounded primarily in a community-needs survey currently being administered by Clarus
Corporation. The Western Community College Area Board of Governors will be involved directly in
the creation of the new strategic plan, providing overall direction for the College so that the
individual area plans can fit under the general umbrella.
Program-level Planning
As detailed in the Responses section previously, WNCC works to develop existing programs and
add new programs that fit within its role and mission. The Powerline Construction and Maintenance
Program on the Alliance campus is one example. This program, build from industry demand,
draws students from Nebraska, Colorado, and Wyoming. Two-thirds of the 2008 graduates were
from Nebraska and took jobs in western Nebraska.
Western Nebraska Community College Page 47

An Associate’s Degree of Nursing degree was developed in 2006 after a study conducted in 2005
by the Clarus Corporation indicated that a significant number of health care employers in the
Panhandle and along the Front Range of Colorado needed to hire personnel, although the number
of qualified applicants would not be adequate to meet the projected need. The intent of the
program is directly tied to the authorizing language to prepare individuals for immediate entry into a
specific occupation or career (RR10).
International Students
The impetus to reach out to international students has proven successful. The 2006-2007
academic year marked the highest number (51) of international students on campus (RR 11). The
institution had reached a point at which it could not expand the number of international students
without additional resources; therefore, in spring of 2008, an employee was assigned to become a
part-time international student adviser to assist the registrar and the director of ESL studies. The
international student market is still a viable opportunity for the College.
Core Component 1b: In its mission documents, the organization recognizes
the diversity of its learners, other constituencies, and the greater society it
serves.
Western Nebraska Community College maintains a clear and definite mission and a commitment to
the diversity of its students, faculty, and staff. This commitment is communicated in documents
that are foundational to the institution.
Economic Diversity
WNCC’s mission documents are clear about equal access to education, and toward that end the
institution assists low-income students who could not otherwise attend college. Many of these
students are first-generation learners. The socioeconomic diversity of WNCC’s students is
evidenced by the fact that 68% of students receive some type of financial aid (RR 12).
Expenditures for need-based aid in 2007-2008 were $3,079,176, compared to $251,033 allocated
toward ability-based need. Of the 2,344 students enrolled in the 2007-2008 academic year, 1,117
applied for federal financial aid, and 297 of the applicants were eligible for “Automatic Zero EFC”
calculation, which indicates the lowest income and the highest need. According to this same
report, nearly two million dollars of federal grant aid was disbursed in 2007-2008.
Services to the Hispanic Community
The College’s commitment to the “success of a diverse student population, particularly those who
have been traditionally underserved” is embedded in its philosophy statement and flourishes in its
actions. The area’s Hispanic population (approximately 25% of the populace) contributes to the
cultural diversity and is valued by the institution. Efforts to reach out to the Hispanic community in
the form of bi-lingual marketing materials and targeted recruitment efforts have led to an increase
in the percentage of full-time students reporting an Hispanic origin. The percentage increased from
8% in the spring of 2000 to 14.4% in the spring of 2008, and in one year (from fall of 2007 to fall of
2008) the percentage grew from 14.4% to 17.1% (RR 13). That figure has dropped again to 14%
in the early fall reporting of 2009.
Page 48
Western Nebraska Community College

The passage of Initiative 424 in Nebraska, a piece of legislation designed, according to its
proponents, to end affirmative action, do away with quotas, and to end racial or gender preference,
has made addressing the needs of specific ethnic groups more difficult. Now, the emphasis must
be upon open access rather than identifying particular gender or ethnicity characteristics in order to
shape programming. However, the College’s service area contains many citizens of Hispanic
ancestry or from a Spanish-speaking background, so inclusive programs or projects designed to
increase the accessibility to higher education or to enhance educational attainment can still help to
meet the needs of populations typically under-represented in higher education.
In the fall term of 2008, a Student Services Outreach Coordinator, the Institutional Researcher, the
Vice President of Outreach Education, the Vice President of Student Services, and a WCCA Board
Member attended the Governance Leadership Institute on Diversity to better ascertain institutional
effectiveness in providing educational opportunities to the underserved (RR 14). The student
organization United Leaders for Cultural Diversity also supports the retention of minority culture
students and offers opportunities for them to grow academically and to develop leadership skills.
Veterans Upward Bound & Upward Bound Programs
WNCC, through the TRIO program, facilitates educational access through its offering of both the
national Upward Bound program designed primarily to serve first-generation students on a needs
basis. The College offers the Veterans Upward Bound program as a service to military veterans
seeking to re-enter the workforce or to further their educations. As is discussed later in Criterion 5
of this document when these programs are explained in full, the efforts of these programs address
diversity as well, serving representative strata within the local society—socially, economically, or
academically disadvantaged students.
Student Organizations
Some of the seventeen student organizations are primarily social, while others are academic,
professional, recreational, or service-oriented. All students are encouraged to take advantage of
the organizations that meet their individual needs and interests. Any new student organization
must be approved by campus administration and be sponsored by a member of the faculty.
Faculty, staff, and students are invited to attend and participate in these programs, which are open
to all students, and some to community members, the constitution of each group allowing for
diversity in the membership.
Residence Life
The Residence Life Manual, which undergoes yearly revision, addresses diversity with respect to
the residents of on-campus housing. Within the document are included guidelines for “Basic
Interpersonal Rights” and “Basic Roommate Rights” (RR 15). Other areas of diversity addressed
by this document include food services and special diets, complying with health issues and
religious faith and denominational beliefs, medical conditions and the accommodation of
disabilities. The document specifically references anti-discriminatory practices (RR 16).
Diversity in Course Offerings
A variety of courses have been developed by faculty members to address perceived educational
needs and to increase the students’ knowledge of issues in a diverse world. Courses such as
Cultural Anthropology, Mexican-American/Native-American Cultures, Living in a Diverse Society,
World Religions, and Non-Western Art Appreciation have high enrollment levels. In addition to
Western Nebraska Community College Page 49

providing a rich personal understanding of diversity, these courses also ensure that students arrive
at transfer institutions with a requisite background in issues of diversity and global culture.
Diversity of Faculty and Staff
Western Nebraska Community College is dedicated to creating a faculty and staff that reflects a
global community. The composition of employees is evidence of this commitment. At the
administrative level, an executive leader is of Native American descent and one member is from a
Hispanic background, while eight staff positions are filled by people of Hispanic heritage. The
faculty employs two instructors originally from Russia, one from Peru, and one with a Laotian/Thai
background. One coach/student-advising position is held by a Brazilian, and an Indian citizen fills
a WNCC technology position.
Community Activities
Western Nebraska Community College demonstrates a commitment to diversity in its endorsement
and support of numerous community activities such as Earth Day activities, AIDS Walk and hosting
of forums featuring outside speakers and performers. An active Safe Zone group is directed by a
faculty member on campus, and adherence to ADA accessibility guidelines allows the public
access to facilities. WNCC hosted a Native American Pow-Wow in 2008. Annually, the College
sponsors a Senior Wellness event as a service to elder citizens (see Criterion 5).
Core Component 1c: Understanding of and support for the mission pervade
the organization.
The Western Nebraska Community College (WNCC) mission statement in its current form derives
directly from state legislation and has remained the same since 1993. For the past 16 years, the
mission statement has been included in every edition of the College Catalog and a variety of other
documents in both print and electronic form.
Every employee of the College was offered a card containing abbreviated forms of both the
College mission philosophy statements during the fall term of 2008. The cards are designed to be
inserted into the College identification card holder behind the ID badge. This is the most recent
effort to ensure that all employees have seen and are aware of the mission and values of the
College. The complete statements are available in full text for hanging in workspaces or for posting
on bulletin boards.
When new employees are hired, they are given access to a copy of the mission in the online
materials containing College policy. These types of efforts also serve to raise awareness of the
College mission. The interview process used for all professional employees involves questions that
directly address the candidate’s understanding of and willingness to support the role and mission of
community colleges in general, as well as specific aspects of WNCC.
Open Access Policies
The College’s mission statement opens with the statement that “WNCC will be a student-centered
and open access institution.” For many years, admittance to WNCC was open to anyone with a
General Educational Development (GED) or a high school diploma. As larger numbers of adults
sought admission for lifelong learning and increasing numbers of students sought concurrent or
Page 50
Western Nebraska Community College

dual-credit enrollment, the requirement was modified to the possession of a GED or high school
diploma for enrollment beyond 15 credit hours of completed coursework. As a part of its
commitment to accessibility, WNCC maintains GED, Adult Education (AE), and English as a
Second Language (ESL) programs throughout the service area. GED and AE programs are
offered in the following locations:
Harms Advanced Technology Center (HATC)
Scottsbluff County Jail
Workforce Career Center
Guadalupe Center
Lakota Lutheran Center
Mitchell Elementary School
Gordon City Hall
Dawes County Building at Chadron
Bridgeport Public Library.
Students nearing the completion of their GED are encouraged to enroll in college coursework and
are informed about the importance of finishing the GED to be eligible for federal financial aid.
Community ESL programs are conducted at Centro Wesleyano in Scottsbluff, Bridgeport
Elementary in Bridgeport, and on the Scottsbluff campus at the John N. Harms Advanced
Technology Center.
ADA Policies and Compliance
As addressed in the Responses section relating to the previous site-visit team’s charge to improve
access, significant strides have been made in making WNCC more accessible since the last
accreditation. Handrail lifts have been replaced by elevators or floor lifts, making all three floors of
the Scottsbluff campus more easily accessible. Remodeling of the restroom facilities on all three
campuses is now complete. The sidewalks, curb cuts and designated handicapped parking areas
have been improved, and additional handicapped parking spaces have been added. A ramp from
the east parking lot on the Scottsbluff campus has replaced a steep set of steps. The new Pioneer
Hall cafeteria, kitchen, and activity center are accessible. The gymnasium also has wheelchair
access to floor seating and on the upper viewing area.
Since the American with Disabilities Act and its resultant policies and codes not only mean
compliance to standards for facilities but a responsiveness to the needs of the whole student,
WNCC implemented a broader, more inclusive Compensatory Ability Policy in 2007. The College
offers counseling services, and students with documentation regarding the need for learning
accommodations are referred to the WNCC’S Director of Counseling so that faculty members can
make appropriate modifications (RR 17). The Director of Counseling and Advising is a licensed
mental health practitioner who provides services within the scope of his expertise and referral for
other mental health issues.
Division of Academic Enrichment
Developmental-level education has been a topic of inquiry at WNCC since the mid 1980’s, with a
subsequent subdivision of courses into even more specialized offerings to prepare students for the
rigor of college-level courses. Formerly, what was once called remedial education remained
housed in the related academic division. In 2008, WNCC created a separate unit, the Division of
Western Nebraska Community College Page 51

Academic Enrichment, to provide foundations-level courses in reading, writing, and math. Last
year, 1161 students enrolled in 87 sections of developmental-level sections (RR 18).
Support for the College Service Area
In 1974, the Nebraska Legislature authorized the establishment of a statewide independent system
of locally-governed and locally-supported community college areas with the major educational
emphasis on occupational education. The policies and guidelines for the operations of the
Western Community College Area describe the following geographical boundaries:
Western Nebraska Community College will be the educational institution established
by the Board of Governors to operate within the twelve and one-half counties and five
voting districts. The WNCC Area includes counties of Sioux, Dawes, Sheridan, Box
Butte, Scotts Bluff, Banner, Kimball, Morrill, Cheyenne, Garden, Deuel, Grant, and
voting districts in Merriman, Russell, King, Mother Lake, Cody, Barley, Gillespie,
Lackey, and Calf Creek of Cherry County.
In order to serve this large area, two primarily vehicles are used: outreach efforts and distance
education, discussed below
Outreach Education/Corporate Academies
Since 2000, there has been a significant increase in Outreach Education efforts to better serve
students beyond the three campuses. The increased productivity and emphasis on outreach
education prompted the creation in the summer of 2007 of a new administrative position, the Vice
President of Outreach Education.
The WNCC Outreach Education Summary of Activity 2006-2008 presented to the WCCA Board of
Governors documents recent efforts to provide accessibility to traditionally underserved
populations. The report demonstrates greater utilization of Community Coordinators (who serve as
local contacts for the College within area communities) for 2007-2008 than was the case for any
previous year. The Coordinators serve smaller communities by identifying course interests and
then making sure the courses are offered in the community (RR 19).
The employees of various agencies, medical facilities, and corporations have historically been
underserved by higher education due to conflict with work schedules. The creation of corporate
academies has come about to address this issue. The report also demonstrates significant
expansion of the Regional West Corporate Academy and the Panhandle Partnership for Health
and Human Services (PPHHS) Academy.
The Regional West Academy recently offered 129 courses to 1,817 students, and the PPHHS
Academy offered 169 courses to 1,985 students. Both provide offerings in a variety of modalities
and locations throughout the service area. The first Corporate Academy, the Cabela’s Academy,
provided 869 courses to over 27,000 students for the 2007-2008 academic year. While these
headcounts are duplicated, it is clear that Corporate Academies and Community Coordinators offer
significant educational opportunities throughout the service area and beyond.
Page 52
Western Nebraska Community College

Distance Learning
Advances in technology have added options for instructional delivery not available at the time that
the district was first established, so the definition of the term distance learning has broadened from
its initial use to describe the Interactive Television System (ITV) to include not only that medium,
which proves still to be a valuable resource, but to encompass online learning in its variety of
formats. As detailed later in the section about resources available, WNCC has an extensive ITV
system which connects simultaneously the three campuses, as well as the College and up to four
area high schools on another system. A third system operates strictly between the campuses at
Sidney and Alliance. Nearly every full-time and some adjunct instructors offer courses via the ITV
system, and the slots are always filled, providing students with a variety of course offerings, no
matter the location.
Most online courses are offered by core faculty with 23 full-time faculty members having offered at
least one course online by the spring of 2007. A total of 73 different courses have been offered
online. In the spring term of 2007 alone, over 500 individual online learners registered,
representing students from all counties within the service area. Also included were individuals from
29 other Nebraska counties, 217 from other states, and 41 from other countries. Online enrollment
amounts to over 10% of total enrollment, increasing access by reaching isolated, geographicallybound,
rural residents.
Naturally, some students who can easily access one of the campuses, in fact some of whom live in
the residence halls, prefer to take online classes at times. Some students learn better through
electronic delivery of instruction, and others like the convenience of working on their own schedule
and at their own pace. Still others feel as though they can participate more fully or more
comfortably through a virtual although still vital learning experience. The following graph details
the growth of online education at WNCC:
3000
Figure 5-15
Online Course Enrollments
2000-2008
2000
1000
0
2000‐01 2001‐02 2002‐03 2003‐04 2004‐05 2005‐06 2006‐07 2007‐08
Total online sections Total online students Total unique online students
*NOTE: Unique student count represents the unduplicated number of individuals enrolled.
ITV System Improvements
Since the last accreditation visit in 2000, the Interactive Television (ITV) system has also been
upgraded to improve its capabilities. All of the video codecs are now IP based. Video and audio
Western Nebraska Community College Page 53

streams traverse the campus network, as well as the dedicated T1 lines servicing Alliance and
Sidney. A 10 Mbps LAN Extension has been established between the WNCC Network and
Regional West Medical Center. There is now an additional ITV room in the Harms Center with flat
panel monitors and a roving cart that allows video conferencing from other areas of the building.
The College has upgraded its online-learning equipment (two servers) and software so that it may
handle the additional sections and students.
Core component 1d: The organization’s governance and administrative
structures promote effective leadership and support collaborative processes
that enable the organization to fulfill its mission.
Western Nebraska Community College’s structure promotes effective leadership beginning with the
Board of Governors and driven by the Board Policy Manual. The President is assisted by the
President’s Cabinet and a Shared Governance committee structure to enable WNCC to fulfill its
mission and to provide adequate communication and collaborative achievement within the
organization.
Development of the Current WNCC Shared Governance Structure
Early in the presidency of Dr. John Harms, a shared governance structure consisting of major
councils and standing committees was created (RR 20). As a result of this restructuring over the
years, memberships on the councils grew. From 1995 until 2004, the College Council had 14
members, the Educational Services Council had 26 members, the Student Services Council had 16
members, and the Administrative Services Council had 15 members. The memberships continued
to increase until 2005-2006 when the Educational Services Council had 31 members, Student
Services had 26 members, and the Information Technology Committee had 22 members.
President Ely inherited this structure when she took charge in 2006. During her first year with the
College, it became clear to her that the committee structure was no longer promoting leadership as
effectively as she desired. Complaints about the system raised questions about whether or not the
structure was supporting collaborative processes or allowing for meaningful input from faculty and
staff members. In August 2007, Dr. Ely asked that a Shared Governance Survey be made
available to all employees through the WNCC internet portal. Fifty-four employees responded, and
most indicated that they appreciated the concept of shared governance but wished that the system
worked better.
The three primary criticisms of shared governance which emerged from the survey were that
committees were too large, there were too many committees, and the results of committee work
were not always visible to the majority of employees. The two primary strengths that were identified
were the advantage gained by a diversity of perspectives and the sense that all employees could
provide input and have a voice.
In response to the survey results, Dr. Ely appointed a task force led by the Dean of Educational
Services to review and restructure Shared Governance at WNCC in the fall of 2007. That task
force met numerous times and recommended a more compact and efficient system of Shared
Governance that was implemented in the fall term of 2008.
Page 54
Western Nebraska Community College

The College Council now consists of the President as chair and eight voting and six nonvoting
members. Curriculum Council consists of the Vice President of Educational Services serving as
chair, eight voting and ten non-voting members. Student Services Council consists of the Vice
President of Student Services serving as chair, eleven voting members, and eight non-voting
members. Several standing committees, task forces, and event teams were also identified. A
student representing one of the student leadership councils serves as a voting member at each of
the three Councils, the individual student or student group selection left up to the student
organizations.
Administrative Structure
To understand whether the governance structure promotes effective leadership, an interview was
conducted with WNCC President, Dr. Eileen Ely. The following paraphrases of statements made
during the interview represent her views:
• Presidential Position:
Dr. Ely describes her role as the educational head of the College who exercises general
leadership over affairs of the College and brings such matters to the attention of the
WCCA Board that are necessary to keep the members fully informed. The President
carries out the direction given by the Board and has power on behalf of the trustees to
perform necessary administrative functions.
• Interview Summary:
The only limitations to the President’s authority to manage the College are that she may
not violate federal laws, state laws, or Western Nebraska Community College Board
policies. In return, Dr. Ely makes every attempt to keep the Board informed as to
continuous progress in various areas. She also obtains input from the Board, as well as
from members of the President’s Cabinet.
The new administrative structure seems to have improved communications. Dr. Ely indicated that
on occasion Board members have stated that they did not need to know about all actions, some
items being within the scope of the normal College administration functions. According to Dr. Ely, it
appears that with good relations and communications, the Board and administrative have avoided
problems.
In her first year as president, Dr. Ely maintained the existing administrative structure within what
had been called the President’s Executive Team. Based on information gathered in that initial
year, Dr. Ely restructured the organization by adding a new Vice President of Outreach and
switching the Center Director positions at Alliance and Sidney to Associate Dean designations in
the summer of 2007. She also created separate vice-presidential positions for Educational and
Student Services.
In the fall of 2007, Dr. Ely reorganized the Executive Team into the President’s Cabinet. The
President’s Cabinet includes the following members:
Chief Executive Officer
Vice President of Human Resources and Institutional Development
Vice President of Student Services
Western Nebraska Community College Page 55

Vice President of Educational Services
Vice President of Outreach Education
Dean of Educational Services
Dean of Administrative Services
Executive Director of Information Technology
Director of Marketing and Public Relations
WNCC Foundation Director
Dr. Ely’s plan for the College’s organizational governance and administrative structure is
highlighted in the organizational chart, which is presented in Appendix D of this document (RR 21).
Communication Survey
In January of 2009, a 32-question survey intended to gauge the current communication processes
and strategies, as well as to gather information regarding alternative communication methods, was
sent to members of the President’s Cabinet (RR 22). The administrative structure and organization
of the President’s Cabinet had been in place for three semesters before the survey was
administered.
Results from the survey indicate that the new structures are perceived as working and are
supportive of collaborative processes and effective leadership. Members of the President’s
Cabinet have confidence in the restructured administrative and governance system at Western
Nebraska Community College. The equitable administration of policy at all sites surfaced as a
challenge. Also, Cabinet members expressed a need to establish a balance between how much
they work independently within their own department versus how much they share with others.
Teamwork figured as a priority to those who answered the survey, and their commitment to the
College is evident in their answers. As can be expected, the survey points out that teamwork and
trust are sometimes not achieved perfectly, but given that members have worked together for a
relatively short time under this new structure, there is opportunity for improved collaboration.
Core Component 1e: The organization upholds and protects its integrity.
Western Nebraska Community College has been in existence since 1926, but it officially became a
public two-year institution in1932. Throughout those years, there have been challenges—the
shrinking of the rural student population pool, issues of funding, and the task of trying to maintain
integrity and community service. Because the College is relatively isolated from a large population,
its faculty and leadership must be assertive and creative in promoting the College and instilling the
belief among those served that the College is an excellent institution.
The office of Human Resources, with direction from the Board of Governors Policy Manual, sets
standards for hiring all faculty and staff. The College assures a comfortable workplace
environment through a grievance policy, which is made available in the Faculty and Staff
Handbook and on the WNCC website (RR 23).
The mission outlines the need for students to become knowledgeable, responsible and active
citizens of the educational community. They are provided with a Student Handbook, and they
participate in New Student Orientation and are encouraged to connect with student organizations
Page 56
Western Nebraska Community College

to create a bond. Many courses are designed to contain elements of awareness and ethics, and
organized athletics, residence life staff members, and other groups also seek to engage students.
The integrity of the College is evident to constituents through the published minutes of meetings of
the Board of Governors and other council and committees, as well as through advisory board
meetings, civic and charitable activities, the structure and actions of the WNCC Foundation,
collegiate athletics, visits to County Commissioner meetings throughout the service area, public
service by employees and students, and through coverage by the local news media. To uphold the
mission and confirm integrity, WNCC’s policies and procedures are closely monitored by the
President and Cabinet members and the College attorney. WNCC has formal statements about
academic integrity in the catalog and a brief statement on every course syllabus.
Internal Constituencies and the Institution
The WCCA Board of Governors
As elected officials responsible to the constituents of the expansive College district, the students,
the faculty and staff, and the state of Nebraska, it is imperative that the Board of Governors of the
Western Community College Area (Board) maintain integrity and credibility in the governance of
Western Nebraska Community College. The Board’s historical record with maintaining its
responsibility is impeccable.
Nebraska state law provides that the College Area be divided into five electoral districts that are
nearly equal in population and provides that two members be elected from each district. One
member is elected at-large from the entire district. Board members are elected for four-year terms
with a proportional number of members being elected every two years to assure continuity. In
addition, the Board provides for ex-officio membership on the Board for faculty and students from
each campus, for a total of three student members and three faculty members. The ex-officio
memberships provide two-way communication from these two vital segments of the internal public.
Board members are oriented to the College, to the Board, and to “boardsmanship” when members
first join the Board by incumbent Board members, executive administrators, and at special times,
national experts. Board members are encouraged to take part in the Nebraska Community College
Association, the Association of Community College Trustees, and other related professional
organizations. The Board has a long history of members participating in these organizations
As matter of law, policy, and practice, the Board conducts meeting in accordance with Nebraska’s
open meeting requirements. Particularly, this means that the Board provides adequate public
notice to its constituents of the time and place of the meeting, along with a preliminary agenda.
Interested parties are encouraged to attend to speak on issues or concerns and provide input to
the Board members for their deliberation. Further, the Board conducts all voting on issues in open
meetings. Executive sessions are only used for the purpose of protecting the privacy of
individuals, collective bargaining discussions, or briefing the Board on litigation proceedings.
Additionally, all meetings are conducted following established Board policy and Robert’s Rules of
Order. Board policy can only be changed by two-thirds vote and must go through a thirty-day
waiting period.
As an operational practice, the Board asks the College attorney to be present for all Board
meetings in order to provide assistance in the interpretation of state and federal law, legal
Western Nebraska Community College Page 57

implications in decision making on specific issues, and opinions of order pertaining to the handling
of Board matters. In a similar vein, the Board contracts for professional services with a certified
accounting firm that provides consulting services to the College’s financial staff and Board Finance
Committee, professional advice to Board as a decision-making body, and also performs a
comprehensive annual financial and enrollment audit that is presented to the Board. This proactive
approach of using professional legal and auditing services prevents concerns from developing into
much larger issues.
The Board has been sensitive to the need to develop effective communication and positive working
relationships with the President, administrators, faculty, students, and community leaders.
Through the development of special task forces, study committees, and advisory committees, the
Board is able to garner information and opinion from individuals and groups from within the service
area. The Board, however, has adopted the working caveat of requesting all information from the
College organization through the President in order to ensure good organizational communication.
The WNCC Foundation
The integrity of the WNCC Foundation, which operates as a separately incorporated entity, is
upheld through independent auditing procedures on a yearly basis. The most recent auditor’s
report of September 10, 2008, was conducted by Countrymen Associates, P.C. (RR 24). The
Foundation, under new direction in 2008, is undergoing change. The Foundation’s primary mission
is to provide scholarships and program support, and the intent is to work with alumni to identify
spending priorities for Foundation assets, as well as to involve those constituencies in their
fundraising activities. Although the departure of the Foundation director and a delay in hiring a
replacement slowed these efforts somewhat, a new Executive Director has been hired and has
begun to renew efforts. More information appears in Criterion 2 about the structure and function of
the Foundation.
Fiscal Affairs
During the fall of 2008, a new Dean of Administrative Services was hired. This position is directly
responsible for the supervision of WNCC’s fiscal affairs and is governed by the policies and
procedures as listed in the Board Policy Manual (RR 25; RR 26). Yearly audits are filed with the
Nebraska Auditor of Public Accountants in October of each year. Budget revision is done annually
under the direction of the Dean of Administrative Services. WNCC financial statements have been
given an unqualified opinion since 2001. Compliance approvals for major programs (PELL, FWS)
earned unqualified opinions in 2007 and 2008.
In addition to the fiscal budgets, audits are conducted yearly on the Full-time Equivalency (FTE)
numbers submitted for state aid reimbursement. This process begins with each of the six
community colleges sending information to other colleges about its course offerings, including a
coding for class type, credit hours, and reimbursement code (some courses in Nebraska are coded
for higher rates—particularly vocational courses, which count more heavily). The Chief
Instructional Officers get together to review all of the courses, which are then combined into a
master course list. The Chief Financial Officers prepare an audit report compiling the results. The
audit requires a formal vote of approval from them, following the mandated state audit guidelines
for FTE calculation. Results of all audits are sent to the Nebraska Coordinating Commission for
Postsecondary Education.
Page 58
Western Nebraska Community College

Faculty and Staff
The integrity of a College’s employees is a vital component to the success of the institution.
WNCC sustains the integrity of internal constituents, namely faculty, administrative, professional,
and support staff through the direction of the Office of Human Resources and by following policies
and procedures outlined in the Board of Governors’ Policy Manual and the Faculty and Staff
Handbook.
The current Vice President of Human Resources and Institutional Development has been in this
position since 1981, providing stability and knowledge to the operations of the office. WNCC
assures integrity in its hiring practices by following the hiring policies established and published by
the Board of Governors (RR 27). This policy assures consistency and fairness related to
announcements of vacancies, criteria for selection, and procedures for selection, including the
transfer of employees. The selection committee is also given the charge of routinely conducting
reference checks and degree audits for new hires. Additionally, WNCC adheres to federal
guidelines for equal opportunity and prohibits discrimination on the basis of race, color, religion,
national origin, sex, age, disability, marital status, or military veteran status (RR 28).
Employee performance quality for administrative, professional, support, and part-time staff is
maintained through an evaluation process generated through the office of Human Resources.
Yearly collaborative evaluations occur at conferences between supervisees and supervisors in
which attainment or achievement goals set previously are evaluated, along with job performance.
New goals are established and endorsed by both individuals. These staff evaluations are filed in
the Human Resources office.
Faculty evaluations are generated through each Division Chair and reviewed by the Dean and the
Vice President of Educational Services. New full-time faculty members are evaluated each
semester during the first two academic years of employment. Veteran full–time faculty members
were originally scheduled to be evaluated every sixth semester, although the College attorney has
recently recommended that these evaluations should be conducted only on an as-needed basis
(need being based upon a reasonable cause such as a number of serious student concerns). All
evaluations for full-time faculty members are kept in individual personnel files housed in the Office
of Human Resources. Adjunct instructors are also evaluated. Those evaluations are kept in files
at the Dean of Educational Services area.
Faculty and staff policies and procedures are found in the Board of Governor’s Policy Manual
available on line via the WNCC homepage, www.wncc.edu and in the Faculty and Staff Handbook,
which informs the internal constituency of the organizational structure, shared governance
structure, council and committee organization chart, policies and procedures, faculty professional
responsibilities and academic freedom, educational service departments, and student support
services. The Faculty Handbook, revised in fall of 2008 and generated through the Educational
Services office, preserves the integrity of WNCC by specifically stating the institution’s
expectations, policies and procedures in one convenient document applicable to both faculty and
staff. The manual is also available online.
The Dean of Educational Services handles complaints and grievances from instructional personnel.
According to the Dean, most complaints are handled at the lowest level possible. The Vice
President of Human Resources indicated that to the best of his knowledge WNCC has had four
Western Nebraska Community College Page 59

formal grievances filed since the academic year 2000-2001. That number does not include
grievances that are resolved informally. There is no official documentation kept on informal
resolutions. Additionally, this does not include complaints that do not qualify as a grievance under
the specific policies (RR 29). Grievances are handled according to timelines as defined in the
Faculty Grievance Procedures.
In 2007, to assess WNCC as an institution of integrity, the College chose to utilize the Community
College Survey of Student Engagement (CCSSE) to benchmark effective educational practices in
community colleges. The survey focuses on teaching, learning, and student success. Results
from it allow colleges to monitor performance related to the learning environment and to student
service (RR 30). The survey was conducted again in the spring term of 2009, and, as with the first
survey results, items will be reviewed. Comparisons will also be made to the 2007 data, to begin
longitudinal analysis.
Although the primary benefit from the survey will derive from the longitudinal data available in time,
the short-term benefit derived from survey results which were discussed at various forums within
the College, raising awareness of key facets of teaching/learning dynamics and stimulating intrainstitutional
and intra-departmental discussions among faculty and support area employees. A
further discussion of the CCSSE results relating to student learning is found in Criterion 3 of this
document, and a section about the rating of services provided to students appears in Criterion 5.
Students
The Student Planner is published annually through the Student Services office and includes
information and policies about student services, sexual harassment, academic requirements,
academic integrity, activities and organizations, counseling services, disability services, advising,
and residence life. Hard copies are distributed to students the first week of classes and at student
orientations. To further support and protect the rights of students, if the need arises, students are
given the chance to formally file a grievance. The Vice President of Student Services’ office is
responsible for the investigation and process of student grievances, except for grade appeals,
which are handled by the Dean of Educational Services. Descriptions of additional student
recourses are available at the following URL: (RR 31).
WNCC Legal Policies
The organization’s integrity is upheld through the observance of relevant laws and regulations
specific to community colleges. According to the College attorney, the Board of Governors and the
administration have put in place appropriate board policies addressing the mission and the
importance of relations between the College and state and federal government agencies (RR 32).
The Board of Governors has also passed a similar policy concerning College relations with the
state legislature.
The College does not discriminate on the basis of color, race, religion, national origin, sex, age,
disability, marital status, or military veteran status, as is defined by law in employment, admissions
to, or operation of its educational program and activities as prescribed by state and federal law
regulations and executive orders (RR 33). As set forth by policy and maintained by the philosophy
of the institution, WNCC has an institutional commitment to providing equal educational
opportunities for qualified students with disabilities in accordance with state and federal laws and
regulations including the American Disabilities Act (ADA) and section 504 of the Rehabilitation Act
of 1973 (RR 34).
Page 60
Western Nebraska Community College

Athletics
WNCC’s Athletic Department monitors the integrity of the athletic programs. In 2005, an employee
was named to be a Compliance Officer whose job it is to ensure that the institution follows policies
set forth in the National Junior College Athletic Association (NJCAA) regulations. Along with the
Athletic Director and the Vice President of Student Services, the Officer is responsible for
monitoring athlete eligibility status, GPA’s, athletic scholarships, funds, booster club activities, and
financial aid eligibility. The information for compliance for NJCAA is located in the Athletic
Director’s office. The Athletic Director and Assistant Athletic Director present a yearly report to the
Board. Past reports indicate that WNCC athletes have a higher overall GPA than other students
(RR 35).
To hold athletes accountable, grade checks are issued every three weeks by the Athletic Director
to each faculty member who teaches student athletes. To maintain a scholarship, an athlete must
maintain a 2.0 GPA, and if an athlete’s GPA falls below that level for two consecutive semesters,
the scholarship is revoked. Also, student athletes who violate academic integrity guidelines have
their scholarships revoked (RR 36).
External Constituencies
Communication and Notification
To support its mission and uphold its integrity, WNCC makes every effort to inform its external
constituents of events, activities, policies, and procedures. The Board of Governors’ minutes are
documented and bound by the Board Secretary. The meetings are open to the public and minutes
are available through newspaper and web publications (RR 37).
The College makes available a copy of the public meeting laws at each Board meeting and hosts
open budget sessions. In addition, regional officials sometimes attend Board meetings, either for
their own knowledge or to provide information. Particularly in regards to the budget calculation and
the local tax levy rate, the College is sensitive to the need to be straightforward with information
that is rightfully available to the public. Each year, a complete budget book listing all restricted and
non-restricted budget allocations, along with a complete balance ledger detailing expenses and
revenue, is created and distributed to administrators, directors, and division chairs. A newspaper
reporter assigned to cover the College and a local radio station reporter attend Board meetings,
and, occasionally, a television reporter documents a portion of a meeting if the station manager
believes that something of interest is going to occur.
The Director of College Relations works closely with the media to inform the public of events at the
College, as well as updates about things like closures, emergencies, or other situations such as a
staged “shooter and hostage” situation carried out in 2008 at the Scottsbluff main campus building
and involving nearly all of the local law-enforcement agencies.
Oversight Agencies
WNCC follows all federal, state, accreditation, and affiliation reporting guidelines for reporting,
including agencies of the federal government associated with the TRIO programs and financial aid,
as well as Nebraska agencies like the Department of Education and the Coordinating Commission
Western Nebraska Community College Page 61

for Postsecondary Education. In addition, the College files necessary reports and updates to the
Higher Learning Commission.
Summary
The College understands its mission, which it has embraced for nearly its entire existence of eighty
years of continuous operation, although that mission has expanded when the mergers added more
elements of vocational and career education. It has broadened again as the College seeks to meet
the education and training needs of business and industry partners. Throughout the process of
expansion and growth, however, WNCC has maintained its integrity. The school declares explicitly
its mission and its commitment to integrity in its public documents, and it follow through on those
principles in practice by the way it treats students, faculty, and staff members, as well as members
of the public.
The Board of Governors and the administrators at the College set the tone for focus on the role of
a community college for WNCC, and the faculty members and staff follow that lead. The College is
structured in a way which allows its employees to fulfill their roles, and they perform those roles
professionally.
Page 62
Western Nebraska Community College

Strengths
Findings for Criterion One
1. WNCC has a long and respected history, and it has a good reputation for integrity and
quality of instruction locally as well as within the state and with other transfer institutions.
2. The Role and Mission of the College is embodied in the attitudes and behaviors of its
employees, and they are made explicit in written documents the College provides.
3. Each WNCC syllabus includes an academic integrity statement.
4. WNCC has created and enhanced student services available online which equalize the
opportunities for all students.
5. The size and number of councils and committees comprising the shared-governance
structure have decreased, and shared governance is a collaborative enterprise.
6. Enrollment numbers of Hispanic origin and international students have increased.
7. The number and scope of online, hybrid, and ITV courses continues to increase, as well as
the number of courses offered in alternative time slots and in alternative modes such as
compressed formats.
8. The numbers of diversity courses has increased.
Challenges/Opportunities for Improvement
1. Minutes of committee and other meetings are not always readily available on the website,
nor is the method to access the minutes well known by all members of the College
community.
2. First-time applicants to the College cannot register for courses through an online
connection. WNCC should ensure that all processes and services available to students
are equivalent, whether the student is on campus or a strictly online enrollee.
3. The College’s instructional staff must continue to be innovative in developing flexibility in
the mode, venue, and format of instruction, while still maintaining instructional and
institutional integrity.
4. The enrollment of self-declared students of Hispanic origin has increased, but the
comparative rate is still lower than the cultural index (17% enrollment compared to 25%
within the local area), so specific programs geared to minority and under-served
populations must be increased in range and scope, in accordance with the new ban on
affirmative action measures.
5. Student retention must remain an institutional priority, both for individual student success
and in order to help stabilize enrollments.
6. A new, sleeker version of the institution’s mission statement, along with more emphatic
and memorable iterations of its philosophy and values, should be created and
disseminated within the College so that they become part of the institutional culture.
7. The College must continue to expand external connections and partnerships in order to
stimulate new ideas, to remain current in curricular offerings and service, and to increase
its financial base.
Western Nebraska Community College Page 63

Chapter 6
Criterion 2: Planning
Chapter 6
Criterion 2
Amy Brown
General Studies
“After five and a half years I’m finally going to graduate. All of my classes
at WNCC have been online. My life is crazy. I have a four-year-old, a
two-year-old, and a one-year-old. I’m married to a soldier. He’s been to
Iraq twice. We’ve moved so many times between Louisiana and Nebraska
– back and forth, forth and back – but no matter where I’ve lived, I’ve
been able to take online classes from WNCC. We’re off to Arizona next,
and I hope to complete a bachelor’s there. I don’t have to worry, I know
all of my credits will transfer.” - Amy Brown

Criterion Two: Preparing for the Future
The organization’s allocation of resources and its processes for evaluation
and planning demonstrate its capacity to fulfill its mission, improve the
quality of its education, and respond to future challenges and
opportunities.
The mission of Western Nebraska Community College (WNCC) has always focused on providing
quality education and support services to a diverse student population. During recent years, WNCC
has witnessed many changes that directly impact higher education. Among these are the
continued evolution of the Internet and electronic media and the emergence of the global economy.
The recent economic downturn has put additional pressure on institutions of higher education to
continue to deliver quality educational programs while relying upon diminishing financial resources.
The College must ensure the institution adapts appropriately to these and future challenges.
Core Component 2a: The organization realistically prepares for a future
shaped by multiple societal and economic trends.
The institution monitors cultural, academic, and economic trends in a variety of ways, both
systematically and informally, such as understanding regional impact through the Educational
Modeling Specialist Incorporated (EMSI) report (formerly CC benefits), as well as using the job
prospect function of that system to survey the potential for graduate employment when considering
program creation or modifications. WNCC continues to use results from numerous reports and
studies to acquire information regarding the current environment in which the College serves. In
the summer of 2009, WNCC authorized a socio-economic impact study (conducted by Clarus
Corporation) in order to begin the revised 2010 strategic planning process. A study of institutional
efficiency by the National Center for Higher Education Management Systems has also begun.
Planning the future by heeding national trends, employees of WNCC participate in the P-16
Initiative designed to create better transitions from high school to college, as well as regional
conferences such as a recent one on wind energy relating to a proposed project in Banner County
(immediately south adjacent to Scotts Bluff County). WNCC administers Carl D. Perkins funds and
belongs to the Nebraska consortium called Partners for Innovation, a state-wide educational
leadership and development group funded by individual associations dedicating 10% of its Perkins
funds. The high school academies and various projects for curricular alignment with high schools
arise from this group.
Strategic Planning
Strategic plans have been updated for major areas of the College such as educational, student,
and outreach services, as well as IT; these plans guide individual units for the next 2-3 years and
will serve partially as a basis for WNCC’s overall strategic plan when a new one is created.
In response to student demand and information gained from studies and surveys like the
Educational Modeling Specialist Incorporated (EMSI) reports, WNCC has implemented many
changes in both facilities and programs since the last self-study, as was described in an earlier
Western Nebraska Community College Page 67

section of this document. Planning and change are continuous processes in areas like facilities,
technology, distance learning, academic programs, business and industry, and safety and security.
Facilities Planning
In identifying and prioritizing future facility improvement projects, WNCC uses a variety of
resources in its planning. Periodically, external entities are solicited to engage in evaluations and
assessments of various aspects of the College. Examples include an assessment of the
mechanical and electrical systems that was conducted in 2002 by an external engineering firm
(RR 38). In 2006, to assess the College’s ADA compliance, an external consultant was hired.
Planning and prioritizing is also driven internally by faculty and staff members through
division/department meetings where issues can be identified and passed through the shared
governance process for further consideration.
The 2003 results of a Student Housing Market Study (RR 39) indicated a need for additional
student housing. In response to the study, construction of Conestoga Hall was completed and the
facility was opened in the fall of 2007. The College can now house over 200 students in the two
residence halls. In 2008, to accommodate the increased on-campus student population, a kitchen
and dining room renovation in Pioneer Hall was completed. Based on occupancy of the residence
halls during the first two years of operation, it appears that the housing decision was sound.
Figure 6-16 Occupancy Rates at Conestoga and Pioneer Halls
Occupancy Totals
120
FA 2005
100
SP 2006
# of Students
80
60
40
20
0
Pioneer
Conestoga
FA 2006
SP 2007
FA 2007
SP 2008
FA 2008
SP 2009
Residence Hall
To support growth and expansion of education tied to local business needs that had been identified
by advanced planning, WNCC relocated its business and individual training operations from
several miles away to a state-of-the-art facility located across the street and south of the Scottsbluff
main campus. This facility, which opened in 2005, was named the John N. Harms Advanced
Technology of Nebraska Center (HATC), in honor of the previous president. This facility has
allowed WNCC to increase its training programs which support local Panhandle businesses.
Page 68
Western Nebraska Community College

An expansion of HATC in 2008 included a high and low-bay area for industry training, the Valley
Alternative Transitioning School (VALTS), Educational Service Unit 13 (which serves and supports
K-12 institutions), the Health Occupations Division, and the Criminal Justice program.
In 2000, the WNCC gymnasium was renovated to ensure that the facility met safety and ADA
standards. The gymnasium is used extensively by the College and external organizations, hosting
a wide variety of events like basketball and volleyball games, tournaments, high schools sporting
activities, graduations, musical concerts and the district music contest, and senior citizen activities.
Planning for necessary changes in instructional technology and preferred learning strategies,
WNCC has renovated and updated several classrooms for technology, including ITV classrooms at
each campus location to reach the greatest number of students. In response to concerns cited by
a laboratory safety consultant (RR 40), a chemical storage room, adjacent to the main building on
the Scottsbluff campus, was completed in 2008. This eliminated storage of potentially hazardous
materials in proximity to classrooms and labs and solved the potential problem of chemical storage
in an area serviced by an aging ventilation system.
Consistent with the long-term goal to expand the international and Front Range student market, the
athletic programs have increased with the addition of softball in 2000, baseball in 2001 and men’s
and women’s soccer in 2002. To accommodate additional staff, WNCC renovated the athletic
department offices and locker rooms in 2004.
Current major projects include the complete remodeling of the main building’s front entrance on the
Scottsbluff campus. These changes will allow improved access, provide additional handicap
parking spots, address water drainage problems, and improve traffic flow and pedestrian safety.
The Dean of Administrative Services heads the Facilities Committee, which develops a prioritized
list of projects and needs for the institution. Proposals from various areas are encouraged and
then discussed, after which those approved are placed in a timeline for development. When
possible, alternative funding sources are explored, or the Dean finds ways to place the projects into
future budgets, specifying budget lines to be used (RR 41).
Technology Planning
WNCC continues to expand its technological capabilities in preparation for the future. Technology
planning is overseen by WNCC’s Executive Director of Information Technology (IT), who led the
formulation of the Information Technology Strategic Plan (RR 42) that guides decision making as
the institution continues to evolve in the age of technology.
Below is a summary of items illustrating WNCC’s ongoing commitment to equip faculty and staff
members with the necessary electronic tools:
1. WNCC replaces each of its nearly 900 computers approximately every 4 years to keep
equipment up-to-date. An annual spring software poll outlines necessary site license
agreements which promote efficient software use. The IT department operates with a
contingency fund for non-budgeted software and/or emergencies.
Western Nebraska Community College Page 69

2. Traditional classrooms continue to be enhanced technologically through the addition of a
computer, overhead projector, DVD/VCR, TV, Elmo, speakers, TI-presenter, and Internet
service becoming standard equipment. WNCC has 36 classrooms that are computer
enhanced, with 18 of them being complete smart rooms which include a camera, DVD
recorder, laptop connection, and centralized control of all devices. Future plans call for an
additional four classrooms in 2009-2010 to receive an enhanced upgrade.
3. There are open access computer labs located on each campus. Scottsbluff also has an
isolated/restricted lab/classroom reserved for computer network instruction.
4. The College is currently connecting to the new Nebraska improved band width through the
state consortium. Nearly ten times the present capabilities will be available soon, and the
cost of connection will decrease through new contracts made possible through service
providers because of the state infrastructure now in place to improve connectivity to all
educational institutions.
Distance Learning Planning
Improved connectivity in rural areas has made distance learning a realistic option for many
students. This is especially significant in light of the very low population density of WNCC’s service
region. To accommodate remote learners, WNCC has expanded the online, blended, and nontraditional
format course offerings. For example, a blended Introduction to Chemistry course meets
in the evening for lab sessions. A 7:00 a.m. General Biology lab course gives non-traditional
students another option for a science class. In the spring term of 2009, a totally online chemistry
class will be available.
A complete listing of the scope and type of courses incorporating technology appears in the
Responses to the 2000 Self-study section of this document. Following are some of the highlights
of distance education development and changes that illustrate forward thinking at WNCC:
1. WNCC uses interactive television (ITV) learning classrooms connected to the other
campuses and with local high schools. The College now has seven such classrooms
throughout the system. The expansion allows efficient delivery of a more comprehensive
course schedule to the branch locations as well as dual credit courses to high schools
through a network of electronic classrooms maintained by Educational Service Unit 13.
2. The increase in online and blended courses has enhanced accessibility to courses, and
the equipment used in the ITV classrooms was recently upgraded to IP.
3. WNCC can also now connect to the five other community colleges and other Nebraska
high schools through a link to Central Community College in Grand Island.
4. Online course creation and revision, as well as ITV course adaptation and revision, are
eligible for the new Curricular Improvement Plan innovative grant funding through the
Educational Services branch. Faculty members are required to work through the course
development or changes with the Director of Online Learning and Services in order to gain
approval for the associated stipend and to ensure that the courses produced meet the
quality of instruction standards.
Page 70
Western Nebraska Community College

With the growth and expansion of online classes, WNCC provides quality control with the help of
the Online Learning and Services Director, who uses a best practices model and a checklist for
development. The Director and Division Chairs coordinate and approve courses, and the Directory
furnishes technological support such as Horizon Wimba and the WebCT/Blackboard platform.
These technologies augment not only online classes but hybrid and traditional classes too.
Instructors are utilizing WebCT/Blackboard for a variety of reasons to improve learning and course
management. According to the Online Learning and Services Director, approximately 80% of all
courses feature some form of technology enhancement. Online courses currently account for 10%
of sections delivered. Blended class formats account for just over 3% of total course offerings.
Academic Program Planning
Within the past three years, programs have been created and modified to accommodate demands
that reflect growing or changing markets. A brief summary of academic changes reflecting
continuous planning follows:
Table 6-17 Academic Program Changes
Curriculum Activity
Associate Degree in
Nursing
Food Service
Management
Criminal Justice
Studies
Engineering
Powerline
Construction &
Maintenance
Achieving College
Success
Information
Technology
Change/Modification
The AD-N program was established in response to a need
identified in a 2005 Audit Report by Golden & Associates (RR 43).
In cooperation with Southeast Community College, a food service
program is made available to regional students.
To complement the increased need for law enforcement,
corrections, and justice studies preparation in Nebraska and
Wyoming, the CJ program was restructured and the curriculum
updated and broadened.
WNCC entered a STEP grant program (part of an NSF grant)
designed to recruit minority and female students in particular into
the various engineering fields. The program, operated by the
University of Nebraska, uses common course offerings and a
block transfer of credits from the community colleges.
The Powerline program was established at the request of and in
cooperation with local utility companies.
In 2008, this inactive course was revised and reinstituted. The
course prepares incoming students for college responsibilities and
expectations. The target audience is students with one or more
academic deficiencies.
As a consortium member of the Midwest Center for Information
Technology (MCIT), WNCC has benefited from staff and faculty
training; new and updated software/courses; recruiting efforts;
articulation; and problem-based, case-based learning.
Western Nebraska Community College Page 71

The Electronics program was discontinued in 2006, primarily because demand for maintenance
had fallen regionally and nationally; consequently, enrollments in the classes fell. An increased
focus on IT programming has occurred.
The instructor who coordinates the Criminal Justice program seeks constantly to broaden the
offerings in the program through offering dual-credit classes and innovations such as a credit for
experience opportunity geared toward law enforcement academy graduates who work through a
set of assignments verifying their learning from that experience.
The College’s association with the University of Nebraska (UNL) Engineering program has been
mixed. Although it creates an opportunity, the guidelines for acceptance (such as income eligibility
to establish need and overall GPA scores) and the expectation that students enter prepared to take
all transfer-level coursework have limited the number of enrollments. However, the College is
working with students and with program administrators to find solutions to these concerns and to
recruit new students who can persevere at WNCC through subsequent transfer to UNL to complete
their degrees.
A primary focus of the College will be refining its offerings in order to balance sufficient enrollments
with a broad selection of educational opportunities for students. Currently, the institutional average
for instructor/student ratio rests at 16, a low figure in comparison to large section sizes at a
university, for example. However, part of this is a function of being a community college where
small class size and individualized instruction are hallmarks. In addition, an institution which offers
both transfer and vocational offerings splits its focus, compounding the problem when a relatively
isolated institution must try to offer a full suite of educational opportunities in both areas, plus meet
the needs of business and industry partners in order to support economic development.
A community college such as WNCC has no reliable “student profile” around which to build
programs or offerings because it serves so many functions and attracts such a range of students in
terms of age, gender, academic preparation, and educational goals. The need to coordinate with
and support area businesses and economic development complicates the question of the scope,
nature, and number of instructional offerings even more. An ongoing challenge will be streamlining
courses to build into certificates, diplomas, and degrees in order to keep flexibility while increasing
efficiency through fewer course offerings and increasing class sizes.
Certain instructional areas, such as the Business department, are consolidating courses into
clusters which serve as the basis for different options, such as a business certificate which serves
as the base for a variety of diplomas and degrees. The College will continue to expand partnership
opportunities such as the recent one with Southeast Community College in Lincoln for a Food
Service Management program (general education and hands-on lab classes taken at WNCC, and
food specialty courses provided online through Southeast).
Business and Industry Planning
In 2005, an Audit Report from Golden & Associates recommended that the College should
increase workforce training offerings (RR 44). Acting upon those recommendations, efforts already
underway to work directly with business and industry partners were expanded even more.
Presented below are highlights of progress in the endeavor:
Page 72
Western Nebraska Community College

1. Throughout the service area from 2006-2008, the Business and Individual Training division
offered 2,013 classes, with 38,105 training slots, totaling 845,726 hours of instruction.
2. WNCC currently employs a number of Community Coordinators throughout the Panhandle.
Their role is to help coordinate credit and non-credit courses in their communities. Through
Advisory Boards established within these communities, the Community Coordinators
obtain ideas about courses community members would like to see set up. Classes meet at
the local high school or other facilities within the community.
3. Since 2003, WNCC has established three Corporate Academies, strategic partnerships
designed to promote customized training and education opportunities for the corporate
partners’ employees. WNCC has Corporate Academies with Cabela’s in Sidney, Regional
West Medical Center in Scottsbluff, and the Panhandle Partnership for Health and Human
Services, a consortium of 67 Nebraska Panhandle health and human service agencies.
4. WNCC established a Corporate Associate of Occupational Studies (AOS) degree for
incumbent employees of the corporate academy partners. This option is similar to the
standard AOS degree, one designed for vocational courses and training. The degree, not
intended for academic transfer, requires fewer general education courses and allows
greater flexibility in coursework so that a student can specialize in specific applied
technology areas. Up to 12 hours of on-the-job training can be allowed for credit (following
a conversion formula of 60 contact hours to 1 hour of credit), and several skills awards,
certificates, and even diplomas are available to be counted into the degree’s total credit
hour requirement.
Security and Safety Planning
In light of tragic events at several institutions of higher education, WNCC has taken a proactive role
to ensure the future safety of students, staff, faculty, and visitors. During 2008, the institution hired
an external consultant to assist in identifying security and safety issues and to prepare faculty and
staff for dealing with emergency and hazardous situations.
In an effort to add to the information obtained from the consultant and from various sources of
national media and from conferences, WNCC held numerous work sessions to discuss safety and
security issues that faculty, staff, and students had suggested could affect WNCC in the future.
From these sessions, the administrative team created plans to prepare the institution for potential
hazards. WNCC now has an All Hazards Response Guide as a quick reference for what to do in
case of an emergency on campus (RR 45).
During 2008, the President’s Cabinet went through FEMA training resulting in Incident Command
certification. On April 9, 2008, the College, along with 11 local and state emergency agencies,
conducted an on-campus active shooter drill that simulated a classroom hostage-taking situation.
This drill, the first of its kind in the state of Nebraska, provided WNCC, as well as local and state
emergency agencies, with vital information to prepare the College for potential incidents. An
important outcome from this drill was a problem detected with the automatic emergency telephone
notification system that failed to contact certain individuals as it was designed to do. This issue
has since been resolved.
Western Nebraska Community College Page 73

Each campus is now equipped with automatic defibrillator units. As a follow-up to the installation of
these units, several training sessions were held to familiarize faculty and staff with proper use of
the devices.
College Emergency Response Team (CERT) training was conducted at HATC in March of 2009 for
those individuals desiring to be better prepared to address emergency situations. These sessions
were attended by fifteen WNCC employees. Another session was offered September of 2009, with
the goal of creating enough of a trained pool of employees to allow for at least one team being
available on all campuses at any given time in order to respond to campus or community
emergencies.
Criterion Core Component 2b: The organization’s resource base supports its
educational programs and its plans for maintaining and strengthening their
quality in the future.
WNCC’s resource base includes financial resources, the WNCC Foundation and the Sidney
Endowment Association, physical plant assets, human resources, the governance structure,
students, and tuition and fees, as well as experience and expertise located in the WCCA Board
and within the community such as business leaders who help with advisory councils. Entities such
as the City of Alliance and the power distribution companies contribute through facilities,
equipment, operating funds, and advice on programming as well. Careful planning and effective
use of these resources is important for the College’s continued future success.
Financial Resources
Being a rural public institution, WNCC faces challenges in maintaining fiscal stability. A
combination of state funding fluctuations, changes in the local economy, the rising costs of
operations, and the variability in student enrollment have all presented budget challenges.
A review of WNCC’s finances indicates that the institution has been able to meet its educational
and service goals with fairly limited resources. In 2007-2008, the College had fund revenues
totaling $20,879,192.00 and student Full Time Equivalents (FTEs) of 1975. The major sources of
revenue are state appropriations, local property-tax levies, and student tuition and fees. WNCC
has a total budget of $22,905,994 projected for the 2009-2010 year, an increase of 5.4%. It also
has a contingency fund of $259,350 and a surplus of $416, 610 (RR 46).
According to information contained in a report released in January of 2009 by the Economic
Modeling Specialist Incorporated group (using data from 2007 as the basis for a report titled The
Socioeconomic Benefits Generated by Western Nebraska Community College), WNCC spent
$12.4 million dollars on salaries and $12.6 million on capital and purchases of supplies and
services. This demonstrates that WNCC invests in people yet also supports them with facilities,
equipment, and supplies. Of that total, nearly 75% of the expenditures are estimated to benefit
local vendors ($18.9 million). The 2009 budget is built with a $612,000 reduction in state aid.
From the same EMSI report, the sources of revenue are distributed as 40.5% state aid, 29.2%
local funding (from the tax levy), 11.3% federal (TRIO and other grants), 10.4% from student tuition
Page 74
Western Nebraska Community College

and fees, and 8.6% classed as other (RR 47). A current disagreement about the way in which
state aid to community colleges is structured is causing a degree of turmoil.
State Aid and the Legislature
State aid to the community colleges changed last year as Nebraska lawmakers approved a new
funding formula for community colleges. The new formula equalizes funding through the local
effort rate (LER) and System Foundation Need funds. State aid, then, is based on a college area’s
needs minus its local resources to calculate the amount of state aid each college receives.
Two other factors influence the amount of state aid: growth and the district tax levy amount
allowed, called the local effort rate (LER). In effect, shortfalls in funding are allowed to be made
up by the authority for each college to set the tax levy rate up to a designated cap (although each
institution is allowed to go 20% above or below that figure, based upon fiscal need or
circumstances). This shifts more of the burden on local taxpayers, which can create resistance.
Institutional enrollment growth factors into the calculation so that besides a base allocation a part of
the total allocation is calculated based upon a growth factor, which serves as an incentive for
colleges to actively seek growth and areas of service. The formula addresses fluctuating
enrollments at the colleges by using a three-year average to determine enrollment funding for each
institution. Using an average enrollment number gives the aid distribution stability and reduces the
dramatic effects on funding from year to year because of institutional enrollment highs and lows.
WNCC’s traditional credit hour FTE grew 12.3% from 2006-07 to 2007-08. Forty-two percent of the
growth came from on-campus students, 12.9% from online students, and 38.9% from Business and
Individual training. The largest segment of growth came from on-campus enrollments at least
partially associated with the addition of the other athletic teams, the opening of Conestoga Hall,
and intensive recruiting efforts.
Challenges Presented by the State Funding Formula and Nebraska Internal Conflicts
External marketing and recruitment practices are sometimes questioned by WNCC’s area
taxpayers who claim that they may be subsidizing students from outside the defined service area
or even outside national boundaries. What may go unacknowledged is the need for identifying new
student pools from which to draw in order to maintain and grow student attendance in the case of a
rural school with a declining populace in the majority of its district.
One function of the Clarus Corporation study will be a marketing scan to assist the enrollment
management officers in looking at current markets and identifying new markets. Efforts are
underway to prepare documentation of the effectiveness of athletics in supporting institutional fiscal
health, in addition to the contribution international students make toward broadening the student
experience through increasing diversity in the student populace.
The new state-wide funding formula was also designed to shift from FTE to REU production, which
means that since REU’s are based upon course weighting, predictions for 2009-2010 show that
WNCC will receive less state aid. Academic transfer courses are rated at a 1 category, while “light
vocational” courses count as 1.5 in calculations.
Western Nebraska Community College Page 75

The original designations were built on the assumption that courses like nursing, information
technology, and most other career or vocational two-year, terminal-degree offerings required extra
equipment. Similarly, “heavy vocational” courses like automotive technology and industrial or
manufacturing areas receive a 2.0 rating, meaning that funding is doubled to support these classes
which require very expensive equipment to operate, especially with the need to maintain currency
in the curriculum and to provide up-to-date training.
Another community college, Metropolitan Community College (Metro) based in Omaha, has
expressed serious concerns with the funding system and has subsequently withdrawn from the
Nebraska Community College Association. Its Board is trying to prompt legislative action to
prevent the implementation of the new formula and to revise the current funding structure.
This has complicated the situation for the other five colleges, introducing one more note of
uncertainty about budgeting and resources, further accentuating problems in planning for the
future. Short-term operating budgets are unpredictable, and long-term planning for facilities or
expansion is equally affected.
Board members and administrators at Metro appear to object to three aspects of the formula:
1. The categorization of all general education and transfer courses in category 1
2. The shift to REU’s as a basis for state aid
3. The burden of developmental education, which is also included in the rating of 1 for
funding calculation.
Since transfer courses count as only a 1 in calculations, the funding remains static, while
vocational course offerings with higher conversion rates gain a larger share of the funding pool
dollars. Particularly, Metro officials argue that nearly all of the science classes require laboratory
sections which involve expensive equipment and a greater teacher load because the increased
contact hours for instructors during labs. Thus, more teaching load credit is accrued by the
instructors, increasing instructional cost and decreasing instructor availability to offer other
sections. Complicating this further are issues relating to lab sizes, which are normally restricted
because of safety and oversight concerns to as few as 8 students up to a usual total of about 12.
This means that often 2 or 3 lab sessions must be offered for each theory course in cases like
earth or life sciences, chemistry, engineering, and physics.
Technology-intensive course offerings require institutional support beyond classrooms normally
used for courses like English or even mathematics, according to Metro officials. Again, these
points are also applicable to WNCC, although WNCC has chosen not to protest the funding plan
implementation. WNCC officials and all the other college leaders signed the agreement and
understood the ramifications of a system built upon some degree of compromise for all six entities
(the six community colleges in Nebraska) in order to create a fair and reliable system of allocation.
The previously mentioned conversion to REU’s for calculation of state aid through the funding
formula favors vocational education in general. WNCC and Metro both offer significant proportions
of transfer education (normally around 50-60% for WNCC across various academic years). Those
colleges which are more oriented toward being technical institutes will benefit, while WNCC and
Metro will lose funds in the process. An obvious strategy is to increase career training
Page 76
Western Nebraska Community College

opportunities for students, but a college like WNCC must also meet the needs of local students,
many of whom want accessible, affordable, high-quality academic preparation in order to launch
their educational careers.
A long history as a junior college, supported by success of transfer students at other institutions,
has established WNCC as a viable place for area students to complete their first two years of
college experience. Close working relationships with Chadron State College and the University of
Wyoming favor this model. Not only lower tuition but the ability for students to remain living at
home or in the region are important advantages to students seeking higher education, especially
since programs like teacher education can be pursued locally through Chadron offerings.
Metro officials also believe that developmental-level education is more expensive to deliver, mostly
as a function of smaller class sizes and academic support system such as advising, counseling,
and tutoring being devoted to students who have not achieved academic success in their previous
experiences. Metro and WNCC were until this year the only colleges enforcing mandatory
placement into classes (Northeast began this year), and those courses comprised 26% of course
enrollments for WNCC in 2008. Hence, Metro is demanding that funding for developmental-level
education instruction be increased.
As of the date of this report, no solution has been reached to the uncertainty in funding, although
the Coordinating Commission has launched a cost study in an attempt to gather information to find
solutions. Local taxpayers in the Panhandle are also expressing concerns over increases in levies.
Unfortunately, tax levies across the service area must be raised because that is designated as the
method of addressing shortfalls in state funding. Increasingly, WNCC works hard at making it clear
to its Board members and to local officials such as County Commissioners the extent to which
WNCC serves constituents in the outlying areas.
WNCC officials strive to find ways to increase accessibility to College services throughout the
district through Business and Industry offerings at all three campuses or even on-site at business
locations. Other strategies for access include increasing online and ITV course offerings, and
through staggering class times to allow community members and students to enroll in courses
outside of the traditional daytime offering slots. Compressed delivery (8-week or some weekend
seminar sessions) and blended course offerings are also being expanded.
The WNCC Foundation
The WNCC Foundation (a private Nebraska non-profit corporation with tax exempt status) was
established in 1971 with the sole purpose of supporting the College’s mission. One of the
Foundation’s strategies to improve institutional finances was met this year when the 24 member
WNCC Foundation Board of Directors employed an Executive Director and Foundation Specialist.
The WNCC Foundation’s primary objectives are to offer the following services:
1. Provide scholarships
2. Fund facilities construction, renovation and maintenance
3. Assist with funding for programming needs
4. Fund faculty development
5. Supplement College services
6. Purchase needed program equipment
Western Nebraska Community College Page 77

The Foundation is also seeking to increase the number and size of its endowed funds, to expand
its planned gifting program, to improve its stewardship program and to develop an alumni
association (RR 48).
Through endowments and other scholarship funds from private donors, the Foundation administers
an average of 260 annual scholarships, and it distributed approximately $281,000 in scholarships
in the 2008-2009 fiscal year. The Foundation also has assisted with numerous other projects. For
example, it helped with renovation of the gym, provided funding for the music lab, provided
computers and computer lab furniture, and was instrumental in raising funds for the Harms
Advanced Technology Center construction and addition. On occasion, the Foundation is able to
address critical needs such as emergency financial assistance for WNCC students, as well as
helping with unanticipated expenses that arise at one of the three campus facilities and funding for
faculty development and programming. In order to reach its goals, the Foundation constantly
seeks to increase its assets. Currently, the Foundation relies upon the following financial base:
Table 6-18 WNCC Foundation Funds
Unrestricted $ 73,483
Temporarily Restricted 1,104,728
Permanently Restricted 1,481,834
TOTAL 2,660,045
The Foundation’s overall annual campaign target for the 2009-2010 fiscal year is to raise
$75,000.00 for the unrestricted fund, and the current goal calls for raising at least $10,000 of that
amount from donations from within the College system. The internal support signals to potential
donors that the Foundation is a valued entity closely aligned with the College ideal of open and
affordable access and student service.
Sidney Endowment Association
An inquiry process for Cheyenne County (where the Sidney campus is located) was undertaken in
May of 2008, results from which indicated that a number of the 511 individuals surveyed valued
access to higher education within their community (RR 49). Recognizing that commitment,
community leaders in Sidney support the Sidney Endowment Association, a private tax-exempt,
non-profit organization. The Endowment Association, founded in 1976, has as its sole purpose of
providing financial support to programs and students at the Sidney Campus. The Endowment
Association was instrumental in providing student housing and securing the Aviation Maintenance
Center for the Sidney Campus. Any Cheyenne County student can attend WNCC for free through
a special scholarship supported by the Endowment, and consideration is being given to expanding
that opportunity to students from neighboring counties.
Tuition and Fees
WNCC tries to keep the tuition and fees affordable, both because of the competitive advantage
gained through low tuition costs and because many students still struggle to attend college (like
those whose parents’ or guardians’ income level disallows the student’s eligibility for financial aid).
Although WNCC is primarily a commuter campus, that does not mean that area students do not
have living expenses, and even though a great many of them work at least part-time, the time
Page 78
Western Nebraska Community College

spent in class and studying takes away from hours during which they could be earning a larger
paycheck.
Tuition and fees may appear to be an obvious source of funding increases; those rates are
established each year based on an analysis of regional rates, College need, and the estimated
ability of students to pay. However, an analysis of student use of available financial aid was
compiled in the summer of 2009 by the Financial Aid Director, finding that over 60% of WNCC
students must take advantage of financial aid (Pell grants, loans, scholarships, etc).
WNCC provides tuition waivers for some students, some athletic and some academic awards, and
the Board of Governors has a program for high-achieving students. However, the institutional
support is in nearly all cases limited to tuition waivers or a mixture of tuition and living. Very few
“full rides” are granted, meaning that even supported students incur additional expenses.
Although being urged at times to increase tuition and fees to make up for funding needs, WNCC
deliberately tries to keep direct student costs comparable to other area and state institutions, as it
also tries to balance the need for funds against accessibility barriers for students with limited
means, many of whom still have to buy textbooks, arrange for child care, and feed their families.
Charges to students have increased over time, in response to increased operational costs, as
demonstrated below. Please note that the high-school rate is calculated at one-half of the in-state
tuition. The following chart shows the cost structure per credit hour adopted for the last five years:
Table 6-19 Per Credit Hour Charges to Students 2004-2009
Fees: 2004/2005 2005/2006 2006/2007 2007/2008 2008/2009
Activity Fee 2.50 2.50 3.00 3.00 3.00
Facility Use Fee
Technology Fee
Scholarship Fee
Total
2.00 2.00 3.00 5.50 5.50
3.50 3.50 3.50 2.00 2.00
0.00 2.00 2.50 2.50 2.50
8.00 10.00 12.00 13.00 13.00
Tuition:
Resident 51.00 52.00 54.00 61.00 66.00
Non-resident
High School
60.00 62.00 65.00 73.00 78.00
33.00
Western Nebraska Community College Page 79

Physical Resources
In line with a vision for the future, renovation and necessary facility updates have occurred. WNCC
has built a new residence hall and a new kitchen and dining hall in order to meet the need for
increased on-site housing, all done in an effort to recruit students from out of the area to the
College, since local housing is difficult to find. The College can provide a more controlled
environment for students from out of the region by providing residence opportunities as well. The
table below lists physical plant expenditures for fiscal years 2000—2009.
Table 6-20 Facilities Renovation or New Construction 2000-2009
YEAR PROJECT COST
2000-01
Update to chiller–Scottsbluff main building
Bookstore and Gymnasium remodeling
$962,000
2001-02
2002-03
Elevator installation – main building
Student Services area renovation $495,000
Journalism area update
Health Occupations area update
2003-04 No capital expense projects
2004-05
2005-06
Athletic area and locker room renovation
Classroom updates at Alliance
Phase one of the John N. Harms Advanced Technology Center
of Nebraska financing
2006-07 No capital expense projects
2007-08
2008-09
New chemical storage building
New residence hall (Conestoga Hall)
Renovation of dining area (Bishop Dining Hall)
Sidney--HVAC update
Scottsbluff--main entrance renovation begins
HATC and ESU 13 addition
$239,000
$804,000
$3,300,000
$12,175,000
$5,000,000
Maintenance Challenges and Facility Plans
Serious HVAC and building maintenance issues such as roof composition, design, and adequate
drainage are being addressed by the Dean of Administrative Services. He is currently exploring
energy-efficiency financing available where infrastructure updates in lighting, heating, and cooling
can be completed and repayment made arising from energy savings. He continually seeks to find
stimulus money and is seeking to build a separate budget line dedicated to maintenance needs.
Issues associated with aging buildings such as the main campus building and Pioneer Hall (the
original dorm) are real, as are mold problems in the Clark N. Williams Multicultural Learning Center
on the Scottsbluff campus. Currently (fall of 2009), the Williams Building is being renovated using
WNCC internal maintenance funds. While new construction has been necessary, the Dean of
Administration aggressively seeks solutions to deferred maintenance and design faults in order to
provide the physical structures in which to create effective learning environments.
Page 80
Western Nebraska Community College

Examples of planning for current and future infrastructure or physical plant needs are found in
places like Facility/Maintenance Committee meeting minutes. The Dean of Administrative Services
has revitalized the role of the committee for planning, for gathering input from users about facilities
needs, for recommending budget allocations, and for prioritizing both short-term and long-term
projects. The following projects are outlined as of May 2009.
1. Main building (Scottsbluff)
a. Science lab renovations
b. HVAC system
c. Creation of a sculpture lab for art courses
d. Refurbishing of existing studio art room and exploring alternative lighting options
e. Surveillance cameras
2. Residence Halls (Pioneer)
a. Carpeting
b. Supervisor station remodeling
c. Stairway railing replacement
3. Williams Building
a. Mold in walls
b. Pillars flanking front entrance need repair
c. Landscaping--ground sloping which creates ice hazards in winter conditions
d. Windows replacement
4. HATC
a. Irrigation system
b. Electrical upgrade to 220, dust recovery, emergency stop switches for the bay areas
c. Food preparation/serving area expansion
d. Roof leaks
5. Sidney Campus
a. Awning on main building
b. Classroom cabinetry for rooms 135, 137, and 138
c. Change light fixtures in the hangar at the Aviation Maintenance facility
d. Addition of a climbing wall for the wind technology curriculum
e. Remodeling of the Cosmetology area to facilitate new pedicure spas (RR 50)
Human Resources
Dedicated, well-trained faculty and staff members are among the institution’s most valuable
resources. WNCC has sufficiently trained employees to fulfill the job descriptions comparable to
other community college in the state, as well as to meet the teaching mission of a community
college in general. Because of an ethic of lifelong learning and intellectual curiosity, as well as the
ability of instructors to move on the salary scale based on educational attainment, WNCC currently
has four full-time faculty members seeking advanced degrees, three in education and one in
psychology. The Online Learning and Services Director is also pursuing a doctorate.
Western Nebraska Community College Page 81

The minimum level of education for a faculty member is generally a master’s degree in the subject
area in which he or she is hired to teach. Instructors hired to teach developmental-level and
vocational courses are normally expected to have a bachelor’s degree and/or other forms of
certification or industry credentials, combined with applicable experience. Credential requirements
are the same for adjunct faculty members.
The individual educational attainment level for full-time faculty members appears in the following
pie chart:
Figure 6-21 Faculty Degree Attainment Level
7%
15%
78%
Bachelors or < Masters Doctorate
Administrative and professional staff member education levels are high as well, as shown below:
Figure 6-22 Administrative and
Professional Staff Degree Attainment
8%
6%
21%
23%
Associates or Less Bachelor Master Doctorate
WNCC has a strong and dedicated core of employees, and the teaching faculty members are
experienced as well as qualified. However, just as discussed in the Responses section dealing
Page 82
Western Nebraska Community College

with retirements which occurred in the span of time since the last accreditation visit, the institution
again faces significant numbers of potential retirements within the next 5 and 10 year categories.
A chart below details those retirements as calculated by using age 65 as a primary indicator of
retirement eligibility:
Table 6-23 Retirement Eligibility (at age 65)
Job Classification Over 65 Within 5 Years Within 10 Years
Administrative 1 3 13
Faculty 5 8 17
Professional 1 3 4
Support 1 8 14
Of the current total of 191 full-time employees at WNCC (if the workforce composition remains
fairly consistent), 40.8% of the current workforce will be eligible to retire within the next 10 years,
including 30 of the 74 full-time faculty members and 17 of 33 employees in administrative positions,
some of whom serve in executive leadership roles (RR 51). While retirements cannot be avoided,
the turnover rate will mean that WNCC will need to create systems whereby the effect is lessened
and whereby new faculty and staff members become contributing members of the institution
relatively quickly and permanently.
Institutional Change and Shared Governance
The shared governance model at WNCC consists of three primary councils, Curriculum Council,
Student Services Council, and College Council, along with several committees, task forces, and
event teams. Institutional change is driven primarily through the three Councils, where Council
members chart the course for the future of the institution, both short-term curricular adjustments
and long-term changes such as programming or student policies.
Students in the Service Region
Besides the students from its district, the College draws students from adjacent states, as well as
nationally and internationally. The greatest numbers of full-time students enroll from Scotts Bluff
County. However, area high school recruitment visits occur on a regular basis in order to inform
other students of the educational opportunity available within their district. Another viable target
market is the Colorado/Front Range area, which shows great potential for growth in total
population, besides the fact that Colorado community colleges are more expensive and many of
them are at or approaching capacity.
Out-of-state students represent a large block of students at WNCC, but the number is slightly
deceptive because the total includes students enrolled through Corporate Academies, such as
Cabela’s. A student may be in Virginia taking the course offered through the partnership, which
means the student is registered as being out-of-state, although the corporate partner is
headquartered within WNCC’s service area (the corporate headquarters for Cabela’s is actually
located in Sidney).
Western Nebraska Community College Page 83

For these students, the instruction or training may be offered online and originate at a WNCC
location, or they may take the course on-site through a person authorized to deliver instruction on
behalf of WNCC. Student enrollments by residency or origin for the fall of 2008 displays below:
Table 6-24 Fall 2008 Enrollments by Residency/Origin
County
Full-Time Part-Time
Students Students
Total Students
Banner 7 4 11
Box Butte 60 129 189
Cherry 1 1 2
Cheyenne 100 124 224
Dawes 21 19 40
Deuel 11 7 18
Garden 5 13 18
Grant 1 0 1
Kimball 17 15 32
Morrill 48 58 106
Scotts Bluff 503 535 1038
Sheridan 9 22 31
Sioux 1 3 4
OTHER
Balance of Nebraska 36 77 113
Out of State 126 979 1105
International 38 0 38
Totals 98 4 1986 2970
Other important demographics about WNCC’s students appear in the tables below. As seen in the
chart Student Average Age Fall Semesters 2002-2008 (following page), the average age of the
student at WNCC for both full-time and part-time students has lowered slightly since 2002,
indicating that more traditional-aged students are now attending.
Table 6-25 Student Average Age Fall Semesters 2002-2008
Status 2002 2003 2004 2005 2006 2007 2008
FT 23.7 24.1 24.3 23.3 23.1 22.7 22.7
PT 29.2 32.1 31.9 31.5 31.5 30.7 30.8
Page 84
Western Nebraska Community College

As depicted below (based on degree-seeking students), there are typically more females than
males enrolled at WNCC, which is consistent with national trends.
Table 6-26 Students by Gender 2005-2008
Status Fall 2005 Fall 2006 Fall 2007 Fall 2008
Male FT 357 402 406 442
Male PT 560 348 581 969
Total Males 917 750 987 1411
Female FT 515 501 543 542
Female PT 790 677 777 1017
Total Females 1305 1178 1320 1559
Enrollment by Campus Location
The Scottsbluff campus has the greatest number of students enrolled in classes at WNCC. Based
on the fall end-of-semester reports, charts are provided for enrollment breakdown by site location.
Table 6-27 Enrollments by Campus Location
Enrollment Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
Alliance 310 220 245 205 244
Scottsbluff 1355 1323 1279 1340 1271
Sidney 265 228 210 243 242
Projections released by the Department of Education predict that the number of high school
students will continue to decline in this area, meaning that, as discussed in the earlier Responses
section, two factors are critical to maintaining enrollments:
1. A higher saturation rate of the available pool in an increasingly competitive environment
2. Increased enrollment garnered from other populations such as second-career (or
furloughed) workforce training, international, and out-of-area student enrollment, as well
as senior citizens taking avocational coursework, life-long learners participating in a
culture of inquiry who pursue education as a function of their personal lives, or business
and industry training keyed specifically to incumbent employee skills enhancement.
Although WNCC has grown consistently, except after a slight decline following an enrollment spike
in 2002, the targeted numbers for growth are extraordinarily hard to define. Factors such as the
national and regional economy show strong correlations to enrollment, and local economic
development efforts have a significant impact upon job potentials.
Regionally, the Nebraska Population Projections show declines in most counties within WNCC’s
district, some as high as a 10.9% loss in Sioux County (directly north of Scotts Bluff County),
varying to a 5 or 6% projected total population decline. Only Scotts Bluff (+10.3%), Morrill (+ 3%),
Dawes (+ 1%), and Cheyenne (+ 4.8%) counties are expected to show population growth.
Unfortunately, the counties bordering Scotts Bluff County are expected to shrink in population,
although Cheyenne County, where the Sidney campus is located, will likely grow (RR 52).
Western Nebraska Community College Page 85

Under-served Student Populations
A major effort to increase accessibility for under-served populations to higher education is
represented by WNCC’s Guadalupe Center in Scottsbluff, an outreach community center. Some of
the services offered at the Guadalupe Center include advising, tutoring for K-12 students after
school, assistance in registration for financial aid, and credit and non-credit courses taught at the
Center. A computer lab located on the premises allows users access to web resources.
WNCC embraces inclusiveness, and future market plan strategies include the following objectives:
1. To develop a formal strategic plan for the Outreach Program at the Guadalupe Center
2. To maintain a targeted marketing approach (bilingual materials and alumni testimonials)
3. To maintain the AE/GED program at the Guadalupe Center
4. To continue the Hispanic parent programs
5. To explore “Best Practices” of other colleges
6. To strengthen the scholarship program
7. To gear marketing activities toward elementary students
8. To facilitate workforce development and training offerings to address specific Hispanic
community needs/issues
Senior Citizens
WNCC provides personal development activities and programs for senior citizens of the local
communities. The first support for older individuals in the area came with the development of the
Gold Card for those over 60. Members of the club can take up to six credits tuition-free each
semester. Members have access to library resources and musical, theatrical, and athletic events.
Senior citizens were one of the target populations identified in the seven initiatives for a focus on
service associated with the Blue Print for Success strategic plan of 2000-2004. WNCC is still
committed to serving senior citizens and seeks ways to engage them more fully. Particularly as the
Baby-Boomer generation retires, the College anticipates increased demands for programs and
continuing education courses, both for-credit and non-credit types.
Additionally, an annual Wellness Festival hosts senior citizens who participate in the workshop
activities such as clinics and health awareness sessions. The event averages 350 participants,
and WNCC intends to continue this and similar types of health-related activities into the future.
Other Student Groups and Activities
Well aware of the need to create a satisfying environment and a complete college experience for
all students, WNCC creates inclusive opportunites geared toward special populations in addition to
its standard general activites, as briefly outlined below:
• International Students
WNCC began the present decade with 13 international students, but by 2006 the number
had increased to 50, making up 5.5% of total full-time student enrollments. In 2008, a parttime
International Student Advisor position was established to better serve international
students. This staff member assists students with registration, student visas, and other
required documents. The Advisor also monitors educational and social progress, counsels
the student in course choices and program completion, coordinates housing, and helps
students connect with the community.
Page 86
Western Nebraska Community College

• Intercollegiate Athletics
Athletic programs at WNCC are designed to develop a value system for students and to
assist student-athletes in preparing themselves academically, physically, and socially to
fulfill a meaningful place in society beyond WNCC. The College’s athletics program is
centered on the following twelve guiding principles: adaptability, compassion,
contemplation, courage, honesty, initiative, loyalty, optimism, perseverance, respect,
responsibility, and trustworthiness (RR 53).
Core Component 2c: The organization’s ongoing evaluation and assessment
processes provide reliable evidence of institutional effectiveness that clearly
informs strategies for continuous improvement.
WNCC has ongoing evaluation and assessment processes in place to gauge institutional
effectiveness and for continuous improvement.
Assessment of Student Learning
WNCC instructors and other employees utilize a variety of methods to ensure that students are
mastering the material in subject areas they study. Besides course, program, and general
education level assessment measures (further detailed in Criterion 3), external tools are used for
comparative purposes to gauge student achievement or to identify gaps where improvement can
take place, and reports are created and the information disseminated to the institution at large
about the results. The successful educational experience for students begins with accurate and
consistent placement into the courses for which the students are prepared, as discussed below.
Course Placement Instruments
Since 1986, WNCC has used ASSET and more recently eCompass tests for mandatory placement
in English, reading, and mathematics courses. If are inadequately prepared in those academic
areas, the College has courses to help students develop the skills necessary to succeed in collegelevel
courses (RR 54).
As previously outlined, a new academic division, the Division of Academic Enrichment, was
created during the summer of 2008 to house the developmental education courses (two levels of
writing, two in reading, and three math levels). A Chair and four full-time faculty members are
assigned to the division, with instructors from other divisions as well as adjunct instructors also
offering courses as needed.
Performance Reports
One of the ways in which WNCC attempts to triangulate learning results or to verify independently
the learning achieved during a course of study at the institution is through the administration of
standardized tests. The College utilizes the Collegiate Assessment of Academic Proficiency
(CAAP) test at the point of graduation, and degree-seeking students are required to take the CAAP
test before receiving their degree. Faculty and staff members review the results to confirm
program strengths and to identify areas that need to be strengthened. WNCC test results are
usually aligned with national norms. Examples of the CAAP test results follows:
Western Nebraska Community College Page 87

Table 6-28 Collegiate Assessment of Academic Proficiency (CAAP) Results 2003-2009
Institutional Summary Report Mean Score Results
Test Area 2003 2004 2005 2006 2007 2008 2009
Writing Skills 62.4 62.1 62.5 62.8 62.3 62.1 62.0
Mathematics 56.1 56.0 56.5 57.1 56.5 56.7 56.3
Reading 60.5 60.8 61.0 60.6 59.1 60.3 61.0
Critical Thinking 60.6 60.6 59.9 59.8 58.6 59.7 60.3
The CAAP results from 2003-2009 are presented again below, in linear graphic form:
65
Figure 6-29 CAAP Results 2003-2009
Mean Score
60
55
50
2003 2004 2005 2006 2007 2008 2009
Writing Skills 62.4 62.1 62.5 62.8 62.3 62.1 62.0
Mathematics 56.1 56.0 56.5 57.1 56.5 56.7 56.3
Reading 60.5 60.8 61.0 60.6 59.1 60.3 61.0
Critical Thinking 60.6 60.6 59.9 59.8 58.6 59.7 60.3
(RR 55)
Although student achievement scores are normally fairly consistent with the national norms, the
student effort, as self-reported, has at times been low. Prior to the spring 2009 CAAP exam
administration, a message was sent by the Institutional Researcher to faculty members requesting
that they encourage students to “do their best” when taking the CAAP test. A comparison of
student effort at the “Tried My Best” (TMB) level, shown below, appears to indicate that faculty
encouragement positively impacted the student effort level.
Table 6-30 Effort Rate on CAAP Test
Test Area Spring 2008 Spring 2009
Writing Skills 63.08 63
Mathematics 40.77 58
Reading 46.15 63
Critical Thinking 36.15 63
Page 88
Western Nebraska Community College

In addition to the CAAP test, the College has begun to use the Community College Survey of
Student Engagement (CCSSE) instrument, first administering it in during the spring term of 2007,
and then using it again during the spring of 2009. CCSSE survey results from the 2007
administration were reviewed with faculty and staff during in-service sessions and small group
meetings. During reviews of the CCSSE report, there were discussions about changes that should
be considered in accordance with the survey results. For instance, the Division of Language and
Arts subsequently increased opportunities for student presentations, and mathematics instructors
have incorporated strategies to increase teamwork and interaction within math courses.
Results from the 2009 survey will be distributed and analyzed by faculty members and
administrators. As in the past, members of the Student Learning and Assessment Committee will
host discussion sessions, Division Chairs will present information to instructors, and the
Educational Services leaders will hold open sessions to go over the results (RR 56).
An additional benefit will accrue from the 2009 survey since administrators and instructors can now
begin comparisons to look for changes in the student learning experience across the intervening
time between samplings. The primary goal will remain trying to understand where and how
learning occurs, the effectiveness of instruction, student perception compared to faculty perception
of learning and curriculum delivery strategies, and the monitoring of learning results across time.
The essential result will be the formation of improvement plans where indicated and the
reinforcement of sound pedagogical practice and transference of those ideas into other
instructional areas. The results of the CCSSE survey are discussed more fully in Criterion 3.
As another indicator of educational effectiveness, the Career Assistance and Internship Center
prepares an annual Graduate Placement Report. Statistics from the 2007-2008 Annual Graduate
Placement Report presented as an example below cover students graduating at the fall, winter,
and spring graduation dates.
Table 6-31 Graduate Tracking Report 2007
Status %
Graduates Working 48.1
Continuing Education 44.7
Unavailable for Employment 2.1
Looking for Work 3
Not located 2.1
(RR 57)
The graduates continuing their educations at a transfer institution, as seen in Table 6-31, make up
nearly one-half of the total number, while the bulk of the rest are finding employment. Just over 2%
are still looking for work, a good net result for the College’s efforts.
Institutional Research
WNCC collects and analyzes evidence about institutional and programmatic effectiveness in a
variety of ways. Institutional research is not a centralized function but is a shared responsibility
between the Institutional Researcher and the Registrar. Both employees are charged with
Western Nebraska Community College Page 89

supporting institutional decision-making by providing an array of information and analysis to the
campus in responding to state and national reporting requirements.
The Institutional Researcher focuses primarily on the assessment of academic programs, while the
Registrar provides enrollment and retention data. Both offices serve as a bridge between database
management by Information Technology staff using the Datatel student information system and
analysis of data so that it becomes useful information.
Evaluation of Administrators, Staff, and Faculty Members
Administrators and Staff Members
Administrators, professional, and support staff are evaluated annually for performance by their
immediate supervisors. A collaborative approach is used where past performance is reviewed and
goals for achievement or professional growth are crafted between the supervisor and supervisee
(RR 58). As in all cases, anyone unable to resolve a question or conflict after consulting with his
or her immediate supervisor on a matter relating to employment conditions many consult the Vice
President of Human Resources and Institutional Development.
Upon being hired, support staff members have a 90-day probationary period that can be extended
if necessary. At the end of this probationary period, the new employees are evaluated and
recommendations for continued employment or termination are made to the President.
Full-time Faculty Members
New faculty members are evaluated in each of their first four semesters during a probationary
employment period. At the end of the probationary period, they are converted to continuingcontract
status or released from employment, depending upon their performance in the first two
years. Full-time faculty members who have attained continuing-contract status are to be evaluated
by the appropriate Division Chair using a supervisory evaluation form on rotational schedule for the
evaluation of teaching effectiveness. This review and supervisory observation visit also includes
the administration of a survey form completed by the students enrolled in the class.
In consultation with the Dean of Educational Services, Division Chairs have the option of evaluating
faculty members who have achieved continuing-contract status on a six-semester rotational basis
and/or when challenges and concerns appear evident in a faculty member’s performance. The
purpose of the evaluation is to assist faculty members in continually improving teaching skills. If an
instructor evaluation results in a rating of “Needs Improvement,” an improvement plan is developed
and implemented (RR 59).
Adjunct Faculty Members
New adjunct faculty members are evaluated during each of the first two semesters they teach, and
experienced part-time faculty (after teaching for more than two consecutive semesters) are to be
evaluated a minimum of every fourth active teaching semester thereafter. Adjunct faculty members
whose performance is rated “Satisfactory” are evaluated on a rotational basis as established by the
faculty member’s Division Chair. Supervisory evaluation by a Division Chair and/or Academic
Officer occurs on a semester-by-semester basis for any adjunct instructor receiving a designation
of “Needs Improvement.” Evaluations continue until the desired rating is achieved (RR 60).
Page 90
Western Nebraska Community College

Reduction in Force (RIF) Practices -- Review of Academic Units
The review, revision, addition, or elimination of instructional programs is an ongoing charge from
the WCCA Board of Governors and the Nebraska Coordinating Commission for Postsecondary
Education (CCPE). On a rotating seven-year cycle established by the CCPE, the College reviews
existing academic programs. The purpose of the review is to determine the quality and
effectiveness of each program, the efficiency with which each is delivered, and evidence of need
based upon community assessment.
In addition, evidence of justification must be provided if the program falls below CCPE student
graduate or credit hour production thresholds of
1. The number of degrees/awards in the program is based upon the mean of the prior 5 years
(threshold number is 10)
2. The student credit hour production by department per full-time equivalent faculty is based
upon the mean of the prior 5 years (threshold number is 275) (RR 61)
The RIF Committee serves as an Advisory Committee to the College President and is chaired by
the Vice President of Educational Services. Evaluation criteria used in the program evaluation are:
1. Program viability
2. Discipline function and/or the overall curricular offerings
3. Relationship of the discipline to the role and mission of the College
4. Number of students historically served
The committee often outlines specific activities designed to promote the program or other support
mechanisms tailored to the situation. The final expectation is a written report that forwards
recommendations to the President for either a RIF of the program or continuation with specific
guidelines and expectations for the program.
Core Component 2d. All levels of planning align with the organization’s
mission, thereby enhancing its capacity to fulfill that mission.
Planning decisions at WNCC are made with the mission of community and student service as a
guiding principle. This applies to on- and off-campus students, including constituencies throughout
the service region. Academic programs, type and time of instructional delivery, facilities, and
support services are changed as needed in order to best serve students. The College actively
solicits feedback utilizing student surveys, advisory committees, the EMSI reports, information
gathered from state-wide community college leaders meetings, and from an active distribution of
education and trade publications among senior administrators. A critical factor, naturally, is careful
budget construction.
New programs, new courses, and changes to syllabi are subject to examination through the shared
governance process. Starting at the academic division level, followed by the Curriculum Council,
and finally to the College Council, new course proposals or alternatives to the College curriculum
are presented, discussed, and voted upon by Division members and then Council members. The
Western Nebraska Community College Page 91

facilities, personnel, and program planning and strategies discussed previously demonstrate that
WNCC looks forward even as it ensures quality and consistent operations for the present.
Budget Planning and Construction
Budgets are composed of restricted and non-restricted components, and each area (such as
Educational Services, Outreach Services, and Student Services) is allowed to propose
individualized budget needs for operational expenses (excluding salary and benefits lines) based
upon projected needs. Those budget requests are forwarded to the appropriate Vice President for
review, and then to the Dean of Administrative Services for recommendation to the President’s
Cabinet. A cross-sectional committee is convened to review the budget before it finally goes to
the Board of Governors for ratification. Final responsibility for the overall construction and final
composition of the institutional budget rests with the Dean of Administrative Services.
Recognizing that instructional and academic support personnel are essential components for
student success, WNCC dedicates the majority of its fiscal resources to personnel expenses such
as wages, retirement, FICA, insurance, unemployment, tuition assistance for employees, and early
retirement funds. Every year, members of the President’s Cabinet analyze requests from
instructional or support areas for additional personnel or for status and wage changes in order to
compare potential institutional advantages against probable revenues. Equipment requests are
handled in the same way, with instructional utility prioritized and substantiated by a narrative
explaining the educational need. One thing which will be done in the future is to establish clearer,
more explicit links with specific needs for the assessment of student learning to the budget. That
way, purpose is tied to performance, rather than simply having a block of money allocated for use.
For instance, four full-time faculty positions were not filled in the 2008-2009 academic year
because the potential applicants did not match the College’s needs. However, those positions
were filled during the late spring of 2009 in order to prepare for the 2009-2010 academic year. In
the 2009-2010 budget, a total of $14,239,598 is dedicated to personnel expenses, from an overall
budget of $22,905,994 (RR 63).
Construction, remodeling, and maintenance projects are supported institutionally through the
budget process, as is evident in the 2009 proposed budget, which includes a section detailing
allocated funds for infrastructure needs like remodeling for a total of $3,673,063. In addition, the
revenue sources are identified to fund those projects (RR 64).
The need to create a stable fund through which to support ongoing maintenance issues presents a
challenge. Resource allocation is sometimes difficult to explain or justify to constituents who do not
have access to all the information shaping the budget strategies related to maintaining and
improving the physical plant components. In order to mitigate these problems, the Dean of
Administrative Services is working closely with Board members, who represent service area
constituents, to explain the need for maintaining the maximum levy rate in order to create a pool of
resources to be used for predicted maintenance demands as well as for contingency purposes
when adverse weather or other situations cause losses or expenses (such as hailstorms in the past
or flooding during the spring and summer of 2009 caused by extraordinary rainstorms).
Page 92
Western Nebraska Community College

Summary
WNCC executive administrators realize the seriousness associated with spending taxpayer dollars
prudently and appropriately; WNCC’s leaders attempt to proactively address potential challenges in
funding whenever possible. Technology and equipment are prioritized, but sufficient resources are
allocated to ensuring quality and well-trained faculty and staff members as well.
The College plans for the future in academic planning and instructional delivery upgrading through
technological tools, and it attempts to make the college experience accessible in economic terms
for any students who wish to pursue higher education in the Nebraska Panhandle.
Western Nebraska Community College Page 93

Findings for Criterion Two
Strengths
1. WNCC has benefitted from visionary leadership for many years, resulting in the creation of
the HATC, three campuses, and diverse educational and training offerings
2. WNCC effectively uses multiple methods to scan the environment to anticipate changes in
educational needs or the regional economy
3. The College has developed the ability to respond in a rapidly changing environment
4. WNCC has many long-term employees and Board members with years of experience,
which helps to keep the institution true to its values and mission
5. The institution has been able to make good replacement hires, including well-trained
faculty and staff members who bring with them experience and expertise to provide new
perspectives and energy
6. WNCC manages its financial resources carefully and consistently, prioritizing educational
quality, inclusiveness, and accessibility while recognizing potential challenges as well as
growth opportunities
7. WNCC seeks to serve its constituencies well, to improve programs and services, and to
use resources efficiently and effectively
8. Planning, decision-making, and budgeting practices take place in an environment that is
consistently shaped by a commitment to providing quality service to students and area
constituents
Challenges/Opportunities for Improvement
1. An updated Strategic Plan, with College-wide goal setting based on the new document, is
needed to guide particularized planning within individual sectors of the College, as well as
to determine budgetary priorities
2. Continued dedication to meeting the educational needs of under-served populations is a
necessary part of any future visioning, and the College must explore more aggressive
programming and find new opportunities to connect with under-served students
3. The shrinking populace in the High Plains and the Nebraska Panhandle mean that the
College must find ways to increase its footprint and to attract students from other target
audiences
4. Further expansion into workforce development, job training skills, and business and
industry continuing education for incumbent employees may provide additional
educational service opportunities, and the potential must be explored fully
5. Retention strategies must continue to parallel recruitment efforts
6. It is essential that the institution find additional sources of revenues to stabilize its
operational budget needs as well as to facilitate future flexibility and growth opportunities
7. The institution must continue to use data effectively and even increase it usage for
planning in areas like programming, capital expansion, and renovation
8. Assessment initiatives and student learning data need to be more correlated with budget
lines so that fiscal expenditure in instructional areas is linked to student learning
Page 94
Western Nebraska Community College

Chapter 7
Criterion 3: Assessment
Paul Bowdre
Criminal Justice
Instructor
Chapter 7
Criterion 3
“As an institution, the goal at Western Nebraska Community College is to educate
our students. As faculty, we have expectations that our students are obtaining the
knowledge and skills necessary to be successful in future endeavors. Assessing
student learning allows us to evaluate our students to determine if they are learning
what we say they are learning. In the Criminal Justice Program, we have developed
an integrated and systematic approach to assessment that includes direct and indirect
assessment methods. This approach is reviewed each year and allows us to make
improvements and informed decisions related to the academic programs and courses
that criminal justice students are enrolled.” - Paul Bowdre

Criterion Three: Student Learning and Effective Teaching
The organization’s provides evidence of student learning and teaching
effectiveness that demonstrates it is fulfilling its educational mission.
Core Component 3a: The organization’s goals for student learning outcomes
are clearly stated for each educational program and make effective
assessment possible.
WNCC has a tradition of assessing student learning, and as the College looks to the future, it
seeks methodologies to improve academic achievement. In line with the College’s educational
purpose, WNCC believes that the assessment of student learning accomplishes the following:
1. Improves student learning
2. Involves all members of the College community and appropriate advisory committees
3. Measures student learning in all phases of the academic program, including the
competency level of graduates
4. Implements quality improvement based on data collection, analysis, following the
implications from results, planning, and strategic allocation of resources
The Assessment Initiative at WNCC
WNCC has been involved in assessment activities since the 1980’s. English instructors led the
way by initiating a placement requirement that all students entering Freshman Composition must
complete a holistically-scored placement essay prior to enrolling in the course. After screened
reading sessions, students would be placed in either a transfer course or the newly created precollege
writing course. After discussion and research, placement testing in other areas became
the standard practice.
The College developed and submitted a formal plan for the assessment of student learning to the
Higher Learning Commission in June 1995, since its plan had not been approved at its
accreditation visit in 1990; approval was granted by the commission in the spring of 1996. By
1999, WNCC had converted the plan into a college-endorsed program. During subsequent years,
the program has changed; however, the plan continues to serve as an assessment guide. In 2006,
a master plan was adopted to direct assessment activities (RR 65). The master plan was presented
and distributed to members of the President’s Cabinet, the WCCA Board, the Student Learning
Committee, to attendees at a faculty meeting, and to Division Chairs.
The Master Plan is available to internal viewers through the WebCT/Blackboard Assessment
website accessed through their WNCC Portal. External viewers can find the plan by going to
http://webct6.wncc.net/webct/entryPageIns.dowebct, then entering the word “assessment” into the
Western Nebraska Community College Page 97

username field and “guest 1” in the password field. It can also be accessed through live links on
the Assessment of Student Learning page found under the A-Z index on the WNCC home page.
WNCC has taken a proactive approach in educating faculty and staff members on the value and
use of assessment within the College environment. The objective for initial training sessions was to
institute change in the attitudes and culture relative to assessment and to show faculty and staff
members how proper assessment can improve instruction. Objectives of later sessions are to
provide opportunities for faculty and staff members to acquire the specific tools they need to
successfully integrate assessment strategies into their current efforts and future activities. Below
are examples of in-house training activities that have been conducted over the last three years:
Table 7-32 Highlights of Assessment Activities
Academic Year Activity Sessions
2006-07 Learn Shops on assessment methods 14
2006-07 Improving Student Learning classes 2
2006-07 Instructional Design course offered 1
2007-08 Adjunct Faculty Training Sessions 6
2008-09
In-house Workshops on rubric development and the
assessment of general education
6
2008-09 Linda Suskie’s three-part Assessment Seminar series 6
WNCC has benefited from the appointment of faculty coordinators leading the Student Learning
and Assessment Committee since 2004. The following projects and focus areas outline changes
and improvements made to the WNCC student learning initiative since the position was formalized.
Assessment Handbook
The WNCC Assessment Handbook was created during the summer of 2008 by the Student
Learning and Assessment Coordinator as a quick reference for faculty and staff members needing
to know more about the purpose and methods of assessing student learning. The document is
streamlined in its content and structured for ease of use. The Assessment Handbook additionally
serves as a ready reference to review the College’s philosophy and role and mission statements.
In the fall term of 2008, sessions were held at the Inservice program where Assessment
Handbooks were made available to faculty members, including those at the Sidney and Alliance
campuses. The Handbook is designed as an introduction to the assessment of student learning
and also contains reporting forms, a word list from Bloom’s Taxonomy, samples of classroom
assessment techniques, website addresses for helpful sites, and a section on rubrics.
Assessment Handbooks are distributed at each new faculty orientation, along with a briefing on the
institutional initiative. For the last two years, adjunct instructors have also received an orientation
Page 98
Western Nebraska Community College

on assessment practices and a copy of the guide. A copy of the Handbook is available on the
WNCC website through a link titled Assessment of Student Learning located under the A-Z
directory (RR 66).
General Education
The assessment of student learning within the General Education (GE) core as well as within
individual classes which provide instruction in aspects of general education has been selected as
an important tool through which to gain a fuller understanding of student learning at WNCC.
Strategies are being developed to create a system of measurement, data collection, analysis, and
application of results through feedback loops which can help to illustrate the overall level of
academic attainment and individual development in relation to the general education curriculum.
General Education Purposes
The inclusion of coursework in the area termed general education at WNCC is designed to
broaden the student as a person. The general education experience within Associate of Arts and
Associate of Science degree programs consists of a comprehensive set of choices in science,
communications, mathematics, social science, humanities, and physical education/wellness aimed
at preparing students for productive employment in a diverse global environment; for their roles in
society as citizens and professionals; and for adequate preparation for transfer to other colleges.
General Education Requirements
The general education requirements for an associate’s degree are consistent with the College’s
philosophy statement and role and mission statements, which confirm that all students should
demonstrate competencies that would allow them to seek higher education, participate as an active
member in society, or achieve responsible careers in a contemporary work environment. Students
in career-oriented areas are expected to be able to communicate, to calculate, to evaluate, and to
understand the social and scientific implications of the world around them. Students preparing for
transfer to a baccalaureate program must complete a general education requirement which is
broad in scope and requires an in-depth level of inquiry.
General Education Program Goals
In 2000, WNCC developed a more specific list of defined goals for general education courses, and
that list was refined in 2003 to a briefer statement of expected student outcomes. The goals are
clearly articulated in the College catalogue, and the goals are linked to course competencies. As a
result of the general education experience at WNCC, degree-seeking students will develop and
improve the following skills, attitudes, behaviors, and abilities to college-level performance:
1. Communication–including effective written and oral skills
2. Critical Thinking and Problem Solving–including mathematical and scientific inquiry
3. Computer and Information Literacy–including an ability to access and utilize information
from a variety of sources to organize, store, and retrieve information effectively
4. Cultural and Civic Awareness–including understanding ethics, exploring diversity, and
appreciating the arts and humanities
Western Nebraska Community College Page 99

5. Personal Development–including maintaining mental and physical wellness, and
developing leadership and teamwork abilities and lifelong learning skills (RR 67)
General Education Assessment
As part of a comprehensive assessment program, WNCC assesses learning at the course,
program, general education (GE), and institutional levels, as well as within the areas of student
services and non-credit offerings, as discussed below:
1. Individual course analysis:
Teachers of individual general education courses analyze to what extent their course
addresses the established general education goals. Obviously, no course will lend itself to
all of the goals; however, all general education courses devote themselves to at least one
"knowledge" and one "skills" goal. Such an assessment addresses the following queries:
a. Does the course contain elements that address at least one GE competency
(Communication, Critical Thinking and Problem Solving, Computer and
Information Literacy, Cultural and Civic Awareness, Personal Development)?
b. Are these elements presented as a primary or secondary emphasis?
c. Does the course improve essential skills (reading, writing, computer literacy)?
d. How does the general education course fit into the overall program plan?
2. Program-level measures:
In 2000, a General Education Matrix was developed asking instructors to identify which of
the general education skills were present in their courses. The results were interesting
and informative, but there existed no way to measure those outcomes and to collect the
results in a database for comparative purposes.
In order to verify the effectiveness of the general-education core, and because general
education courses are the common thread linking assorted certificates, diplomas, and
degrees awards, WNCC has elected to assess the various aspects of the stated general
education goals through the controlled application of designated rubrics, which were
distributed to faculty members and are also available on the Assessment website as well
as on the eLumen system. Instructors who teach a course listed as general-educational
offerings, or who teach a course which features instruction tied to one or more of the
particular aspects of one of the general education goals, rate student work with one of the
standardized rubrics to determine student performance.
After the determination of the student achievement, results are entered into eLumen by the
instructor. Faculty members and administrative personnel in the instructional line can
determine from these results how well individual traits, as well as the general-education
core as a whole, are being mastered by students. While the results are stored in
aggregate on eLumen, individual instructors can compare the results from their students to
the larger pool to determine strong showings in order to capitalize on whatever strategies
seem to lead to high performance. In the alternative, instructors can uncover instances
where a change in curriculum or instructional delivery may be indicated by learning
Page 100
Western Nebraska Community College

achievement results which fall below the level achieved by the larger pool of students
whose proficiency has been evaluated by use of the similar rubric elements.
Following the adoption of eLumen software as a tool to collect information and as a mode
to display data, the following plan has been created:
Table 7-33 Assessment Action Plan 2009-2010
Task
Members of the Gen Ed subcommittee, with the help of faculty in
the content areas, created eleven rubrics to assess the Gen Ed
outcomes
Rubrics placed on the eLumen software to facilitate generation of
data
Using rubrics, general education learning outcome assessment
will take place within courses that meet general education
requirements or that have instructional elements in them tied to
one or more components of the general education goals
Faculty members use eLumen software to record the results from
individual classes
Faculty meet to discuss the results and adjust outcomes or
instruction
Spring
2009
X
Fall
2009
Spring
2010
X
X
X
X
Program-Level Assessment
A comprehensive description of WNCC’s program assessment philosophies, policies, methods and
responsibilities, including individual division program assessment goals, outcomes, use of results
and future plans, may be viewed at the Assessment website. Program assessment also takes
place through outside agency oversight, accreditations and certification examinations, by state and
local licensure exams, as well as program reviews, all of which help instructors understand and
better estimate student learning.
Program-level assessment of student learning is faculty-developed and implemented; however, it is
monitored by the Division Chairs and the Vice President of Educational Services. Successful
program assessments, results analysis, and strategic plans built from instructional implications
indicated by an analysis of the results inherently support WNCC’s mission and strategic goals.
A difficulty lies in the definition of “program,” since the College grants an associate’s degree with an
emphasis area rather than a specifically tailored degree. However, particular stand-alone
programs like Early Childhood Education, Human Services, LPN and AD-N Nursing, Aviation
Maintenance, Cosmetology, Automotive Technology, Auto Body, Criminal Justice, and Business
Administration are readily identifiable. In other areas, especially typical college introductory or
survey courses found in transfer education plans of study, many classes are service courses for
background preparation.
Western Nebraska Community College Page 101

Faculty members are working on plans to cluster courses by type or discipline area in order to
gauge a net effect on student learning for instances when things like capstone projects or courses,
external certification, or other summative measures are not in place. For instance, the English
Composition 1 course is ubiquitous, as are many of the social science courses like Introduction to
Psychology. They appear in the suggested curriculum for nearly every emphasis area option. If
these courses can be bundled into logical units, another form of measurement becomes available.
However, with the adoption of eLumen, that may prove less important because the information
from individual courses and general education learning results can be streamed together, and even
specifically selected elements from a designated rubric can be used.
Course-Level Assessment
Course-level assessment happens by using activities selected by faculty members to determine
whether or not students are learning intended outcomes across the various sections of the same
course. The faculty members review data to determine any need for change in the course
curriculum or instructional delivery.
Starting in the fall of 2006, WNCC faculty members began a process of creating or updating course
competencies, which were written to illustrate what students should know or be able to do when
they completed the course. This process is still ongoing; however, the majority (85%) of classes
have competencies in place. Competencies for all courses currently in the rotation for offering are
slated to be finished by the end of the fall term of 2009. The next step is to tie those competencies
to assessment activities in every course in order to verify students’ mastery of the concepts.
Instructors have been educated on the purpose of course competencies to serve as guides for
students and instructors alike by detailing the key knowledge, skill, or behavioral learning goals and
competency standards for the course. The competencies for each course are being put into the
master syllabi as those documents are reviewed, and instructors are listing them on their individual
course syllabus or course outline as well. The competencies for multiple-sections courses are
determined by the group of instructors who teach the course. A single set of them is denoted by
the Division Chair as the “master” competencies so that they are the same for each individual
section taught at any location or by any instructor. The course competencies are dynamic in that
they are changed or refined from time to time.
Institutional-Level Assessment
When WNCC began its assessment work in the mid-1980s, it began with institutional assessment.
This was prior to the HLC initiative; therefore, the other levels of assessment did not come until
later. Since 1986, WNCC has used ASSET and more recently eCompass tests for mandatory
placement in English, reading, and mathematics courses. A parameter sheet outlining the cutscore
for course placement is used for advising the appropriate course.
CAAP Tests
WNCC utilizes the Collegiate Assessment of Academic Proficiency (CAAP) test for all degree
seeking students. The College reviews the results to confirm program strengths and to identify
areas that need strengthened. The results across the last five years were presented in Criterion 2,
under Core Component 2C.
Page 102
Western Nebraska Community College

Another example of the CAAP test results appears below:
Table 7-34 Spring 2008 CAAP Results
Test Area WNCC National
Writing Skills 62.1 62.1
Mathematics 56.7 56.2
Reading 60.3 60.5
Critical Thinking 59.7 60.9
(RR 68)
The results of the CAAP exam are distributed by the Institutional Researcher to members of the
institution at all sites via an Outlook communication. Individual division personnel or academic
leaders are charged with the responsibility of understanding the performance report to interpret
possible implications for instruction. For instance, the institution forwards critical thinking as one of
its primary goals within the general education goals, although in the 2008 results the measured
competency (as indicated by this particular instrument at this time of administration) has slipped.
Courses which feature critical-thinking or problem-solving, or even aspects of critical thinking,
should be examined by faculty members to determine whether a change in curriculum, instructional
delivery, supplementary materials, or content sequencing and emphasis seems necessary.
CCSSE Survey
In 2007, WNCC participated in the Community College Survey of Student Engagement (RR 69).
At the same time, the faculty members were asked to take the Community College Faculty
Survey of Student Engagement (CCFSSE). The CCSSE instrument utilizes five benchmarks,
which are 1) Active and collaborative learning; 2) Student effort; 3) Academic challenge; 4)
Student-faculty interaction; and 5) Support for learners, as shown below:
100
Figure 7-35 Community College Survey of
Student Engagement
80
60
40
47.4
52.8 51.2 51.1
53.7
20
0
Active &
Collaborative
Learning
Student Effort
Academic
Challenge
Student-Faculty
Interaction
Support for
Learners
Western Nebraska Community College Page 103

After receiving the survey results early in the fall term of 2007, members of the Student Learning
Committee held several informal discussion sessions to which faculty members and students were
invited. The Student Learning and Assessment Coordinator and the Dean of Educational Services
also hosted meetings at Sidney and Alliance, along with three different ones at Scottsbluff. At the
sessions, the results were examined, and each participant got a copy of the benchmark results.
CCFSSE Survey
At the survey result discussion meetings, gaps in student achievement or opportunities for
improvement were considered. Instructors were asked to compare overall student responses with
their own internal practices for questions related to instructional activities. In other words,
instructors could recognize certain questions that tied most directly to activities or assignments in
their courses, so they were encouraged to look at the overall results to understand how their
students may have responded, and from there to explore ways in which they could improve the
learning in their classes by adding, modifying, or enhancing instruction.
During the same sessions, certain differences between student and faculty perceptions were also
noted, using such questions, for instance, as how often students are required to do a presentation.
Faculty members (combined full- and part-time responses) reported that students made
presentations in their classes very often at 10%, while students reported only at the rate of 4%. On
the question of how often students contributed to class discussions, 51% of the faculty responded
“Very Often,” although only 26% of the students surveyed believed that to be the case (RR 70).
Considering differences in responses for cases like the examples above led to discussions about
student perception and the degree of interaction in the class, as well as the degree to which
students recognized their active role in the learning process. Consequently, an element was
added to the Educational Services Strategic Plan with the goal to “Revise questions on the student
survey form and implement a new version with Class Climate system” to gather more data in
general as well as to get data keyed to the learning process rather than environmental factors.
As discussed elsewhere, the Division of Language and Arts decided as a group to increase
presentation opportunities within its course offerings, and the math instructors standardized
assessment projects and began to incorporate them into all the courses in the algebra sequence,
not only using the instruments for data collection but calling attention to them as explicit
assessment tools so that students realize that assessment of their learning is taking place.
Another instance where CCSSE information influenced the Strategic Plan for Educational Services
is reflected in the area of teaching oversight, where the strategy was to “Focus on instructor
evaluation guidelines for adjunct faculty members, especially to support new faculty.” This change
arose from disparities in responses between the full-time and part-time faculty estimations of the
degree to which the student engagement strategies highlighted in the survey were utilized (the selfreported
practice rate for part-time instructors being considerably lower).
Building on the idea of consistency and quality as key tenets of the CCSSE survey, plans were
outlined in the strategic plan for online instruction to “Adopt best practices model for online classes”
and to “Standardize creation, delivery methods, and site design expectations for online courses”
(RR 71).
Page 104
Western Nebraska Community College

It’s clear that the institution benefits from the CCSSE survey, not only because it yields solid and
trustworthy data to use for planks in future planning but because the consideration of the results
provides an opportunity for faculty members to consider and discuss teaching and learning,
especially from the perspective of student engagement and authentic learning.
Assessment Websites
WNCC’s goals for student learning are apparent on the previously mentioned website found under
the heading “Assessment of Student Learning” in the A-Z index. The site houses documents
displaying academic and non-academic student outcomes, program outcomes, classroom
assessment, Division Chair assessment-related reports, program reviews, and institutional reviews.
The assessment website is a “work in progress.” An original site created by the Executive Director
of Information Technology still houses assessment data and features a “plan of action” for
instructors where the competencies, the measures, the expected results, the learning results, the
analysis, and the implications for instruction can all be charted.
This year, the WebCT/Blackboard site has been more fully developed to contain more information
and to allow academic divisions and program areas to store data. Complementing the new site is
eLumen, where rubrics and data can be stored. An assessment link appears on the WNCC home
page under the A-Z index, guiding the viewer to a page with information about learning assessment
goals and the Student Learning and Assessment Committee structure and membership. Contact
information for the Coordinator is provided, along with a link to the Assessment Handbook.
Core Component 3b: The organization values and supports effective teaching.
Western Nebraska Community College’s Role and Mission statement states that the College shall
be “primarily devoted to quality instruction.” Valuing and supporting effective teaching are
components of quality instruction endorsed by WNCC.
Valuing and Supporting Effective Teaching
WNCC values effective teaching as evidenced by results from an internal survey, job descriptions,
and the negotiated agreement. Effective teaching is further supported through professional
development opportunities for faculty members, supervisory evaluations performed by Division
Chairs, the required submission of course outlines to the Chair and the Dean of Educational
Services, master syllabi being required for each course, prescribed texts, and the use of common
course competencies in courses for which multiple sections are offered.
In addition, direct measures like the common math final are used to cross-check student
competencies, also allowing instructors to compare individual student or class learning results
against the aggregate totals. Other activities like shared rubrics for science labs, business and IT
classes, and capstone courses and capstone projects are also employed. Holistic blind readings of
specific essays are used for composition classes, and the math instructors have developed
common projects administered at pre-determined times during the semester for each of the algebra
sequence courses. Common rubrics are used to evaluate the projects.
Western Nebraska Community College Page 105

Pre- and post-tests have been used in developmental writing courses and in all reading courses for
several years. Staff members at the Writing Center have developed writing exercises in order to
ascertain value-added learning and exit competency by comparing an entry and exit writing.
Indirect indications of how the institution values instructor preparation, the institutional focus on
learning, and the recognition of teaching excellence can be seen in places like faculty and student
surveys, salary systems, educational benefits, job descriptions, and recognition/reward
opportunities. Through these methods, instructors realize that teaching and learning is their
primary job function at WNCC.
Teaching and Learning Surveys
During the 2008 fall semester, a Value and Support of Effective Teaching (VSET) survey
developed by the Criterion 3B committee of the self-study project team, including representatives
from faculty and staff across all three campuses, was made available to 72 full-time faculty and 85
part-time faculty members. The VSET committee members were responsible for identifying key
areas of concern to investigate, administering the survey, conducting the data analysis, interpreting
the results, and making them publicly available. (RR 72)
Even though the response rate was low, the College’s support for excellence in teaching is
recognized by faculty responses to the VSET when 85% of the full-time faculty members (22 of the
26 responding) and 78% of part-time faculty members (14 of 18 responding) believe WNCC values
and supports effective teaching. Other results of the VSET survey are as follows:
1. 65% of the full-time faculty members report being encouraged to explore methods to
enrich student learning, such as internships, educational partnerships, and other activities
2. 33% of the part-time faculty members report being encouraged to explore methods to
enrich student learning such, as internships, educational partnerships, and other activities
3. 58% full-time faculty report being evaluated in the last two years
4. 61% of the part-time faculty report being evaluated in the last two years
5. 85% of the full-time faculty members (22 of 26) report that they believe that they have the
opportunity to participate in program development
Salary and Opportunities for Continuing Education
WNCC’s valuing of faculty is evidenced by the negotiated agreement and faculty salary schedule.
The WNCC faculty negotiates with the WCCA Board for employment conditions and salary
schedules through the Nebraska Western College Education Association (NWCEA). The salary
level remains commensurate with Nebraska community colleges.
Faculty members have a better insurance plan than other employees, and they are eligible for
additional incentives like driving-time compensation when they travel to another campus to deliver
instruction, and they have access to designated professional development funds. In addition, fullfaculty
members can take advantage of the per-credit-hour salary advancement available (six
hours of transcripted credit from an accredited institution earns a $750 increase to the base salary).
Page 106
Western Nebraska Community College

Consistent with good planning and guided educational growth, the courses taken by a faculty
member proposed to be submitted for salary advancement are required to be pre-approved by the
Division Chair and the Dean of Educational Services. As mentioned elsewhere, if the College
requires or requests that a faculty member take a course or attain certifications, all expenses are
paid by WNCC, and in many cases salary advancement is also allowed. This policy includes
degree enhancement. For instance, nursing faculty members who previously did not possess a
master’s degree were fully supported in attaining one—including payment of tuition, fees, and
books. Additionally, the coursework was counted toward advancement on the salary scale
The VSET survey found that 100% of the 26 responding full-time faculty to be aware of the policy
for movement on the salary scale based upon educational achievement. Just over 92% (24 of 26)
also report use of professional development funds for continuing education. The following table
demonstrates the rise in the number of full-time faculty members taking advantage of the salary
movement (blue scale) linked to continuing education during the previous three years:
Figure 7-36 Faculty Salary Movement per Year Based on Continuing Education
100%
80%
60%
40%
20%
0%
51 50
60
21
23
12
16% 29% 31.5%
2005‐2006 2006‐2007 2007‐2008
No Move for Cont. Ed.
Salary Move for Cont. Ed.
Job Descriptions
Faculty members come to know the expectations for excellence in instruction through the job
description, which they get in the packet when they interview for a position. The faculty member
job description signals the College’s priorities by the Definition section at the head of the document,
which details both teaching and service obligations related to teaching, as follows:
A WNCC Instructor is directly responsible for teaching courses, course design and
preparation, preparing course outlines, counseling and advising students, assisting in the
development of the official course syllabus, regulating student conduct, instituting a
consistent testing program, maintaining accurate student records, serving actively on
committees, and sponsoring student activities under the supervision of the Division Chair,
Dean of Instruction, and Vice President of Educational and Student Services. Related
responsibilities include keeping current in the teaching field, recommending pertinent library
Western Nebraska Community College Page 107

materials for acquisition to the Library, attending faculty meetings (Division/Program, and
College), cooperating with and assisting Student Services with regard to student needs, and
attending graduation ceremonies (RR 73).
Awards and Recognition
Effective instruction is not only mandated by the job description, but students, colleagues, and the
College demonstrate an appreciation for instructors who succeed in the classroom. Faculty
members are recognized for excellence in instruction through Teacher of the Year Awards at all
three campuses (recipients selected by Phi Theta Kappa members). Attached to the nomination
of a candidate for the award is a letter detailing how the instructor provides exemplary learning
opportunities for students. Phi Theta Kappa members then determine the award winner based
upon a review of the nomination letters. At the annual Student Awards Ceremony, a plaque is
presented to the winner by a representative of the Phi Theta Kappa society.
A Shades of Color award is presented at the same ceremony, recognizing an instructor for
contributions toward furthering diversity or inclusiveness within the WNCC system. Annually, a
Faculty and Staff Awards luncheon is held, at which a Faculty Member of the Year award is given
for each campus. Normally, the criteria for this award are linked to teaching excellence.
In the past three years, seven faculty members have attended Master Teacher conferences, nine
have gone to specialized training in Iowa for business and IT instructors, and two faculty members
have been nominated each year for Excellence Awards through the National Institute for Staff and
Organizational Development (NISOD). The instructors from WNCC are designated by the
President, and they are sponsored to attend the NISOD conference in Austin, Texas.
Membership in Professional Associations
Expenditures for all categories of institutional memberships and professional associations are
carried in an institutional budget. These totals encompass obligations or memberships on the part
of the institution, and individual faculty members are able to subscribe to professional associations
or to professional journals within their field. The request comes through a Division Chair, but the
account resides within the institutional budget line.
Faculty members may also recommend to the Library Director that professional journals be
included in the library inventory. The chart below details the total expenditures for memberships
(excluding library subscriptions of all types, since they are accounted for in a budget line linked to
instruction) for the past three years:
Table 7-37 Institutional Membership & Professional Association Expenditures
2005-2006 2006-2007 2007-2008
$57,190 $63,703 $58,327
Professional Development Funds
To support quality teaching and professional engagement, the College makes professional
development funds available in each of the seven division budgets to provide access to external
education and/or training activities. Each Division is allocated $550 per faculty member (current
Page 108
Western Nebraska Community College

amount). Division Chairs allocate the funds; in most cases, instructors travel rotationally since the
expense usually exceeds the individual amount to attend a conference, training, or seminar.
The budgets for both the Vice President and the Dean of Educational Services contain staff
development accounts for educational purposes such as in-house workshops, seminars, and
webinars for full-time and part-time faculty. The budgets for Safety, Human Resources, Student
Services, and Information Technology also include monies for staff development. In the 2008-2009
academic year, the Dean of Educational Services’ office spent over $33,000 in staff development.
Following are additional examples of resources supporting a solid learning environment:
1. WNCC has a curricular improvement plan instituted in the spring of 2009 which provides
innovative grant stipends for course development and improvement (with specific
guidelines). According to the VSET survey, 96% of the full-time faculty responding believe
they have the opportunity to participate in the development of the courses they teach.
2. The WNCC environment is conducive to faculty exploration and implementation of new
learning methodologies. WNCC began offering online courses with four in the spring of
2000. In the fall of 2008 there were 54 online course offerings. Blended Instruction, a
combination of online learning & face-to-face instruction, is also available to the faculty as
an option for course offerings, along with WebCT/Blackboard support for any class.
3. WNCC provides internal training opportunities through webinars and workshops, such as
ones on assessment, veterans’ affairs, student service, disabilities, or safety. Access is
arranged during the lunch hour (lunch provided) whenever possible.
WNCC acknowledges the importance of supporting teaching as the ultimate institutional mission in
its overall effort to be an excellent educational provider, as shown by the various support strategies
in place to allow instructors to grow professionally and to access resources which will improve their
classroom teaching and student learning results.
Core Component 3c: The organization creates effective learning
environments.
WNCC strives to create successful learning environments for students and faculty members
through a combination of services and facilities support. The College evaluates its facilities and
their usage to improve and expand the learning opportunities, which includes managing space and
resource allocation.
Campus Learning Environments and Support Systems
Supportive learning environments are created at WNCC campuses through direct support, such as
counseling services, academic advising, career assistance, internships, a first-year experience
course, computer access and services, as well as through distance-learning availability. Other key
factors are provisions for safety and security and the availability of multiple learning environments.
Counseling Services
Counseling services for students are available in the main building at Scottsbluff. Similar services
are also offered at the Alliance and Sidney campuses through weekly visits by the Counseling
Western Nebraska Community College Page 109

Director. The Counseling Director is licensed to meet the immediate needs of most students. In
more serious cases, referrals are made to outside agencies or service organizations for individual
attention. Accommodations for students with disabilities (including physical and learning) begin
with contact with the Counseling Director, who serves as the College’s Disability Services Officer.
Academic Advising
Academic advising is done by a Student Services advising staff member when a student first
enrolls at WNCC. Students are assigned a faculty advisor after completing their first semester,
someone who has experience, training, and education in the student's academic field of interest.
WNCC has a Transfer Advising Specialist who assists with the transfer of credits for students in
pursuit of continuing educational opportunities. The Transfer Advisor also creates and maintains
articulation agreements with regional colleges and universities.
Career Assistance and Internship Center
The goal of the Career Center is to provide students with comprehensive career services to help
supplement their classroom experience and to help them in making wise vocational choices, in
addition to helping them search for employment. The Career Center has numerous resource
materials including computer programs, books, and videos. The Center maintains part-time and
full-time job listings, career and lifestyle exploration and assessment tools, along with training in
job skills and interviewing techniques. Internship and cooperative education opportunities are also
facilitated through the Career Assistance Center Director.
The Career Center annually publishes the Graduate Placement Report (discussed in Criterion 2,
pg. 89) that summarizes the information gathered through surveys of graduates. The report lists
the number of graduates who have obtained full-time employment and those who are continuing
their education after leaving WNCC.
First-Year Experience Course
As part of the first-year experience, a one-hour course called Achieving College Success is once
more being offered by the institution, the first section being offered in the spring term of 2009. The
primary audience is intended to be those students who are taking at least one developmental
education level course. Students seeking a degree in business are required to take a specific
version of the course geared to business students (Freshman Seminar). Both are “for credit”
courses, and the overall as well as individual student success in the courses will at some future
point be tracked for correlation with individual success in completing subsequent courses.
This tracking has not yet occurred because the course is only being offered during 2009 as a pilot,
so not enough students have taken it to establish comparative data. Students participating in the
Scholarships in Information Technology and Engineering (SITE) program complete the
“Introduction to SITE” course, which covers college orientation, study skills, time management, and
team building, along with the exposure to career opportunities in fields relating to information
technology and engineering.
Cougar Bookstore
WNCC's Cougar Bookstore serves five campuses—Scottsbluff, Sidney, and Alliance, in addition
to HATC and the University of Nebraska's College of Nursing; the bookstore is College-owned
and self-supporting. The Bookstore carries required textbooks, school and art supplies, and
Page 110
Western Nebraska Community College

WNCC logo clothing. It accepts cash, credit cards, checks, and financial aid charges for eligible
students, an important service since financial aid disbursements do not occur until after the
semester begins. The Cougar Bookstore Director works with 30 different book companies to
serve over 400 academic courses per semester.
Interactive Television System
The Interactive Television System (ITV), formerly known as the Distance Learning System, began
in 1995 at WNCC with two interactive classrooms connected by a T-1 telephone line, since growing
to seven classrooms. Two interactive classrooms are located at each campus, along with an
interactive classroom at the Harms Advanced Technology Center.
Since 1999, WNCC has worked closely with the Western Nebraska Distance Learning Consortium
(through the ESU 13 system) to provide ITV links to Panhandle high schools, giving high-school
students the opportunity to enroll in college-level and dual-credit courses. To ensure that WNCC is
meeting the needs of the consortium and Nebraska Panhandle high schools, the President of
WNCC is a member of the consortium and serves on the Education Council of the Nebraska
Information Technology Commission.
The ITV system has proven to be an excellent tool for WNCC so that the College can meet the
needs of students living in the rural communities that the College serves. It allows more courses to
be delivered with a limited number of instructors and allows total student enrollment from different
locations to be considered when the viability of a course is considered at the start of a semester.
The ITV system has, however, also proven to be an instructional mode that challenges instructors
to remain learner-centered during the class sessions because of the logistical and technical
challenges inherent in electronic delivery of instruction at a distance. Besides overcoming the
occasional technical difficulty associated with the electronic transmission of voice and images and
the remove from the actual audience, there remains the time lag and extra effort required in
transmitting papers and exams for items that cannot be sent as electronic attachments.
Online Learning
The Online Learning and Services Director has credentials and experience in online learning and
keeps WNCC abreast of developments in the field, working directly with instructors (full-time or
adjunct) to monitor course quality. The Director provides checklists and best practices guides and
has first-round approval authority for the initial offering of online courses, as well as for payment of
stipends based on the Curricular Improvement Plan (both actions also approved or counter-signed
by the Dean of Educational Services).
As a platform for distance education via the Internet, WNCC uses the WebCT/Blackboard learning
management system. In 2008, WNCC upgraded its learning management system from WebCT 4.0
to WebCT Campus Edition 6. The Online Learning and Services Director offers training and
seminars on the use of technology to enhance the learning experience. Routinely, the Director
evaluates new educational technology and invites faculty members to apply and test the tools in
practical educational environments.
Online learning has proven to be a valuable addition to the instructional range at WNCC. Besides
the advantages of flexibility and reports from instructors of increased interaction from students who
Western Nebraska Community College Page 111

may be reticent in traditional classes, research shows that collaborative learning experiences
benefit students.
Institutionally, the persistence data for WNCC students indicates almost no difference between
online student retention and other types of classes. For instance, in the spring term, 90.5% of
students in other types of classes completed, while 90.7% of online students completed the course.
Anecdotally, we know that in our rural area online instruction affords educational opportunity to
site-bound students who would otherwise not be able to take courses. An instance of this relating
to advanced courses are recent Calculus 1 and Physics classes offered via the ESU 13 system to
rural students who have otherwise no access to such specialized, higher-level coursework.
Likely, a growth potential resides in the concurrent enrollment market where students enroll in
more than one institution and need or want to pick up one class or a series of general education or
undergraduate courses. However, the full potential for degree-seeking students may not yet be
realized because online options may open up opportunities in areas like nursing; students could
take virtually all of the theory courses online and then perform clinical at local approved locations,
or only need to travel to a clinical site for a short interval. Virtual or simulated labs are a possibility
in many areas, further decreasing the need for physical presence at all labs. Courses like
chemistry are being developed by WNCC for full online delivery, as WNCC aggressively seeks to
expand and support online learning options.
Academic Computing Services
To support effective student learning, WNCC provides students with access to computer labs on all
of its campuses. The Scottsbluff campus has a student computer lab in the academic computing
area (commonly known as D-pod), in addition to student computer labs in each of the residence
halls and the Harms Advanced Technology Center. The academic computing area also includes
instructional computer lab support and help-desk assistance for students, faculty and staff through
a full-time student computing supervisor and student assistants.
Computers are available for student use in a variety of other places as well, including the Library,
the Writing Center, the Math Center, and instructional classrooms used by business and writing
teachers. The Scottsbluff campus offers wireless Internet access throughout the main campus
building, the Applied Technologies Building, and the residence halls.
Both the Sidney and Alliance campuses also maintain student computer labs. All student computer
labs have Internet access, and the computers contain all of the necessary software to meet the
educational needs of the students. The Library in Sidney has extra computers in two locations, and
wireless connections are available at the campuses as well.
Institutional Computer Services
Personnel working in the Information Technology area provide computer and networking support to
the College community through the purchasing, installation, and configuration of computers and
peripherals. The department administers all user accounts on the various servers.
In 2001, WNCC created the MyWNCC online portals for students, faculty and staff. Students have
immediate access to their course schedules, advisor name and office schedule, mid-term and final
grades, unofficial transcripts, financial aid statements, College email accounts, and course
Page 112
Western Nebraska Community College

egistration. Instructors can readily access complete class rosters, e-mail notification tools, grade
reports, attendance reporting features, early-warning system forms, links to assessment and
WebCT sites, and a variety of custom reports and routines to assist them in managing classes.
Twice in the past three years, WNCC has been the recipient of the Top Digital Community College
Award presented by the Center for Digital Education and Converge magazine. Out of nearly 200
community colleges nationwide that participated in the survey, WNCC placed 6 th in 2008 and 4 th in
2007. This award reflects WNCC’s expertise in the areas of technology, such as online classes,
computer labs, online admissions, student access to transcripts and grades, information security,
infrastructure, campus security alerts, and online library capabilities.
In 2008, WNCC moved from maintaining its own e-mail system on campus-based servers to
contracting with Google for e-mail services. This switch has provided faculty, staff, and students
with an easy-to-use email system that provides extensive storage space for messages. In addition,
the G drive (common storage drive) is being refashioned to provide better security and increased
capacity. Outlook is the current standard for internal electronic messaging.
A detailed Technology Plan is in place that includes key initiatives aimed at meeting student,
faculty and staff needs, including computer hardware, software, and educational technology
demands for each campus. The plan is also available on the website (RR 75).
Campus Safety
WNCC proactively addresses safety issues on its campuses, which contributes to an
effective learning environment. The College contracts with Safety Line Consultants for staff
training related to safety and emergency situations. Monthly safety trainings are conducted
for the physical plant staff at the Scottsbluff campus, and monthly safety training occurs on
the Sidney campus for all employees. The All Hazards Response Guidelines booklet was
developed in 2007 (RR 76), and College staff and faculty have reviewed the guide in large
and small group meetings in preparation for training and drills, including a mock active
shooting held at the Scottsbluff campus in 2008, in addition to fire and tornado drills.
Mock training sessions and drills include the participation of local law enforcement agencies, firerescue
agencies, and local emergency medical personnel, in addition to the Scotts Bluff County
Community Emergency Response Team (CERT). College administrators have participated in
Incident Command Systems (ICS) training, which includes table-top exercises; the College has
also created its own College Emergency Response Team (CERT) group, as mentioned earlier.
Shooter drills are planned for the Alliance campus during the fall term of 2009 and for the Sidney
campus to occur during the spring semester of 2010. Local law enforcement personnel will be
involved there as well, and WNCC safety and administrative staff members will meet to debrief
about the drill and to account for the observations in future planning.
WNCC implemented an automated emergency mass notification telephone system in 2007 that
allows the College to notify all faculty, staff, and students of an emergency situation on campus
via land-line telephones, cell phones, text messages, and automated e-mail. Faculty and staff
members, as well as students, are presented with a drop-down screen on the Portal to update
Western Nebraska Community College Page 113

their contact information at semester starts or at registration time. They also have the ability to
update their information throughout the academic year to ensure that the College has current
emergency contact information.
Emergency notifications, campus closings, and weather alerts also appear as messages on the
College website. The switchboard phone is programmed so that a response message can be
placed on it to inform callers of the situation during a crisis or emergency situation.
Hazardous Materials and Waste Disposal
WNCC recognizes the need to provide a comprehensive learning experience for students, which
involves offering course and laboratory experiences that sometimes use hazardous materials.
The Physical Plant Director has the responsibility of overseeing compliance with hazardous waste
disposal and reporting guidelines. Instructors in science, art, theatre, photography, journalism,
and automotive areas are trained to store and use potentially hazardous materials, and they safely
store waste materials until they are collected for eventual disposition. Instructors or area
managers report waste accumulation totals monthly. The Director submits an EPA report monthly
on waste collected and disposed of, besides quarterly EPA reports for fog and sand trap services.
For chemicals used in laboratory instruction, WNCC maintains master manuals of Material Data
Safety Sheets (MSDS), and copies of individual MSDS sheets are posted in all areas where
chemicals are stored or used. Biology and chemistry faculty members have been trained in
laboratory safety, including the proper disposal of products or byproducts related to laboratory
instruction. Students are also taught about basic laboratory safety in courses that include
laboratory sessions. In 2008, a new chemical storage structure behind the main building was
completed at Scottsbluff; all chemicals are now stored and monitored in that location.
Campus Security
WNCC contracts with a private security firm (SOS) to provide security services on the Scottsbluff
campus seven days a week between the hours of 10:00 p.m. and 7:00 a.m. When not patrolling
the Scottsbluff campus, the security officers are stationed at the residential facilities. The officers
do not have law enforcement authority but work through the Scottsbluff Police Department for
necessary assistance. The security officers are also trained in first aid, CPR, and the proper use
of the latest generation of automatic defibrillators.
The Alliance and Sidney campuses do not use private security services. Instead, local law
enforcement departments provide security and law enforcement functions. Both campuses have
excellent working relationships with local law enforcement agencies at the city and county level.
Residence halls are monitored by Residence Life Coordinators between 7 a.m. and 10 p.m. Each
residence hall remains locked 24 hours a day, with access controlled by a card. Students entering
residence halls between 10 p.m. and 7 a.m. must show a valid WNCC identification card. Visitors
at the residence halls must sign in at the reception desk and show a picture ID. An entrance log is
maintained, and a surveillance camera scans the front entrance.
WNCC publishes annually a Campus Security and Safety Report, following the requirements of
the Jeanne Clery Act, the federal Student Right-To-Know and Campus Security Act of 1990, and
the Higher Education Amendments of 1992. The report is made available on the College website,
in the Student Services Department at the Scottsbluff campus, and in the administrative office
Page 114
Western Nebraska Community College

area at the Alliance and Sidney campuses, as discussed in the Federal Compliance section, page
36. The Dean of Administrative Services serves as the College Security Officer and annually
submits data to the Office of Postsecondary Education at the U.S. Department of Education; the
reports are available on the Office of Postsecondary Education’s Campus Security Statistics site.
Multiple Learning Environments
Student learning success is enhanced at WNCC through the availability of multiple learning
environments like face-to-face, online, ITV, and blended courses. Individualized instruction occurs
via directed studies, self-paced independent studies (at the ILAC), and HATC workshops and
training. In the 2008-2009 academic year, WNCC offered courses in the following ways:
Table 7-38 2008-2009 Class Sections by Instructional Method
Instructional Method
Number of
Sections
Percentage
Application (nursing) 110 10
Blended (½ online, ½ face-to-face) 39 3
Dual-credit classes 68 6
ITV Delivery 57 5
Directed Study 36 3
ILAC Independent Study 9 0.8
Internships 21 2
Lecture (traditional structure) 594 53
Occupational (aviation, automotive) 88 8
Online 108 10
Total 1130
Traditional face-to-face classes accounted for only 53% of the class offerings, which breaks the
sometimes too familiar myth that college instructors only “lecture.” Considering that 80% of the
classes incorporate some form of web enhancement and that all classrooms at WNCC contain
technology aids of some type, the stereotype is further exploded.
The majority of instruction (76%) is done by full-time faculty members, providing consistency and
better contact availability for students. Although research in developmental-level education
demonstrates that students succeed better when full-time faculty members are the instructors, it is
easier to find adjunct instructors who are qualified to teach lower-level courses, since the
requirement is either a discipline-specific master’s degree or a master’s degree and eighteen hours
of subject-area graduate coursework to offer transfer courses. Unlike urban areas, there is no
surplus of qualified instructors in the community.
Western Nebraska Community College Page 115

The chart below details sections by instructors since the fall term of 2004:
Table 7-39 Sections by Instructor Type
ACADEMIC YEAR
SECTION OFFERINGS
Fall - Spring FT PT
2004-2005 768 282
2005-2006 751 253
2006-2007 793 235
2007-2008 859 224
2008-2009 840 247
Total 4011 1241
Directed study courses facilitated by faculty members and independent study courses available
through the ILAC from 2005 through 2008 are listed below:
Table 7-40 Directed Study and ILAC Sections: Fall 2005-Summer 2008
50
45
40
35
30
25
20
15
10
5
0
2120
36
29
14
24
30
27
37
29
18
13
43
21
37
28
23
18
DIR
ILC
Fall 2005
Spring 2006
Summer 2006
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Spring 2008
Summer 2008
Directed studies allow students to explore further subject areas that interest them, or to further
research topic areas not in the standard curriculum. At WNCC, they are also used to serve
students when courses are canceled due to low enrollments, a course offered rotationally is not
available, or a student’s schedule does not allow him or her to take a required class. Independent
studies are self-paced, open-entry, open-exit classes designed to be completed in one year).
Since training is an important component of WNCC’s overall purpose as a community college,
services provided at the HATC directly support businesses and industries in the community. The
graph on the next page illustrates the number of students attending seminars and workshops
through HATC.
Page 116
Western Nebraska Community College

Figure 7-41 Seminar and Workshop Sections
Fall 2005 – Summer 2008
Summer 2008
71
1481
Spring 2008
188
4147
Fall 2007
Summer 2007
202
68
1206
5475
Spring 2007
Fall 2006
Summer 2006
188
523
149
2466
3926
9226
Total Enrolled
# Sections
Spring 2006
Fall 2005
455
491
5962
6016
0
2000
4000
6000
8000
10000
Most of these workshops and seminars are short-term, intensive trainings, and some individuals
take several of the workshops. The impact in the region is nonetheless significant when that many
people receive some form of additional updating or information relative to their jobs.
Evidence of the Effectiveness of Learning Environments
External verification of the learning success of vocational students derives from the results of
licensure testing for occupational program completers, as shown in the table presented here:
Table 7-42 Student Achievement Rates on Licensure Exams
Nursing
100% pass rate since 2004 on the LPN licensure exam (RR 77)
More recent results show a pass rate of 96%.
HIMS 90% graduation rate using CAHIIM outcomes as of 2007 (RR 78)
Cosmetology
100% pass rate for students taking the licensure test since 1984
(RR 79)
Aviation 100% pass rate on all three tests from 2005-2008 (RR 80)
Student Success after Transfer
The creation and support of learning environments at WNCC can be verified in the success of
graduates at transfer institutions. Data from the University of Nebraska (a customized report for
WNCC) shows that transfer students from the College achieve a higher GPA than students who
begin their educational careers at the University. For example, in 2008, a category of transfer
Western Nebraska Community College Page 117

students from WNCC called “former freshmen” obtained a GPA of 3.258, against an average GPA
for the category “all UNL” of 2.758. The group of “former sophomores” earned a 3.686, compared
to the “all UNL” GPA of 3.091 (RR 81).
Core Component 3d: The organization’s learning resources support student
learning and effective teaching.
WNCC supports the quality of its programs by providing resources for student learning and
effective teaching that are sufficient in quantity, depth, and variety. The three campuses feature
different facilities designed with specific purposes to further the educational mission of the College;
those areas and the extent of services provided to students are described in the following section.
Scottsbluff Campus
Main Building
WNCC’s main building (160,239 square feet) contains 23 general purpose classrooms arranged in
three large circular pods, 5 computer labs in a more recent addition, 4 science labs, faculty offices,
and a cubicle office area for adjunct instructors. Online teaching is done within faculty offices or by
access on laptop computers available for checkout to faculty members. In addition, there special
use areas like athletic, theatre, and music facilities. The bulk of academic courses offered at
WNCC are delivered in the main building of the Scottsbluff campus, and the great majority of fulltime
faculty members have their offices inside the main building’s pods
Athletic Facilities/Resources
Athletic program offerings at WNCC include competitive athletics and student intramurals, as well
as academic programming for health, physical education, student health, and wellness. The main
building at Scottsbluff, the only campus which hosts athletic teams, features a basketball/volleyball
court in the gymnasium, athletic personnel offices, a specialized weight room, dressing rooms, and
a dance/exercise room. The weight room and offices were updated in 2003, which improved the
operations by centralizing all of the coaching/support staff members.
While the weight room was adequate in size several years ago, it is too small for WNCC’s current
needs. Four team sports and 100 or more athletes have been added over the last 9 years,
although the facilities have stayed the same. It is challenging to make sure that all of the teams
can find practice times in both the gym and weight room. Since the majority of the training
equipment in the room was purchased in 1993, the College has tried to add one piece of new
equipment each year to replace the older Universal machines.
In the last two years, WNCC has offered intramural flag football, basketball, dodge ball, soccer,
volleyball, billiards, and ping pong, serving about 400 student participants each year. According to
the Athletic Director, in order to continue growth in the athletic programs and to serve the entire
College population, another gym and a bigger weight room facility will be needed at some point.
Library
Library resources and services are still critical to student learning, a fact that the College
recognizes. The WNCC Library is located on the main campus in Scottsbluff, with a branch
Page 118
Western Nebraska Community College

location at Sidney. The Alliance Public Library shelves WNCC materials for Alliance students’ use.
The library collection at each location contains both print and electronic resources, computer
stations, and other learning support services designed to primarily support the curriculum. The
library also serves as a resource for Chadron State College students who are taking classes at a
WNCC site.
Library staff members participate in the international interlibrary loan network through the Online
Computer Library Center, a service available to both faculty and students. The Library also
subscribes to several on-line databases to provide users a broad range of resources. As
previously mentioned, faculty members are encouraged to recommend or specify books or
materials that support instruction in their classes. Library staff members place materials on reserve
at the request of an instructor, so that the book, DVD, or article can only be checked out for use
inside the facility and access is strictly controlled by a Librarian.
As of the latest report (2008), the WNCC library system (all 3 locations combined) holds 42,751
print books, 36,076 E-books, and subscribes to 126 different journals or series publications. Each
library branch collects information on daily traffic and usage (See also Institutional Snapshot). In
2009, over 4,700 different types of materials were checked out through the system, demonstrating
the extent to which the Library is used by students, faculty members, and people from the
community. The Library space serves a vital function as a study space because it is quiet and
accessible, and a bank of computers is also available for student use. At Sidney, the Library
contains computers as well, and tutoring takes place in the rear of the room in a designated space.
Even though the Scottsbluff Public Library is a good one, many community members also use
WNCC library resources, both for research and for enjoyment or general interest. An example
appears below of the usage based on circulation for the 2008-2009 academic year:
Table 7-43 Circulation by Patron Type
USERS
Yearly Total
WNCC Students 2337
WNCC Employees 1274
Other Students 71
Community Borrowers 1236
Intercampus Loans 198
Music Facilities
Because the study of fine arts and music are important components of a complete education, and
because even those who do not perform can enjoy and learn from musical presentations and
shows, the College robustly supports musical events. The instrumental and vocal music area has
a range of instrumental music necessities like percussion instruments, keyboards, pianos, plus
vocal equipment like choral and band risers, music stands, props, a complete sound system, and a
CD/DVD burner. Multiple practice rooms are available in the music area and residence halls. The
music area was remodeled in 2006 to increase storage for instruments and the music library
materials, and new furniture was added to accommodate the large choir sessions.
Western Nebraska Community College Page 119

Because of the popularity of the vocal offerings, however, WNCC’s physical music facilities are
beginning to fall short of the needs of the growing program, in the estimation of the Director of
Music at WNCC. The vocal and instrumental programs share a single rehearsal space and split
the use of 3 practice rooms for 8 ensembles, 35 applied voice lessons, 35 applied piano lessons,
and 23 applied instrumental lessons (in a typical semester). Room M-5, the largest rehearsal
room, doubles as a lecture hall for academic classes like Music Appreciation.
Complicating the situation even more, WNCC has only one formal performance space, the Little
Theatre. That venue is used by both vocal and instrumental music instructors and students (3-4
concerts or programs per year), the theatre instructors (for at least 1 play each semester), as well
as for speech events or practices.
The same theatre space is occasionally used as a lecture or programming venue for the general
College population, as well as being made available as a rental space for the community at large.
Theatre West Summer Repertory has total access to the classroom, rehearsal, and performance
space during summer when that group produces three plays.
Math Center
The Math Center, now located in room A-2 of the main building at Scottsbluff, provides tutoring for
students enrolled in any math course at WNCC. It is staffed by three certified tutors, one of whom
serves as the Center Coordinator, and four peer tutors. Normally, tutorial assistance is available
for Basic Math through Calculus II. Concepts discussed in class are reinforced by the tutoring.
The Math Center serves students by offering 56 available tutoring hours each week, as well as
through its diverse staff of both certified math tutors with degrees in mathematics as well as peer
tutors who have successfully completed the coursework which they are tutoring. Records indicate
that student use of the Center has increased each semester since the fall of 2007, reflecting an
overall gain of 18% (RR 84). The chart below shows recent usage numbers:
Table 7-44 Math Center Statistics
Term
Number of Sign-Ins
Number of
Contact Hours
Fall 2007 1200 1400
Spring 2008 1050 1168
Summer 2008 79 87
Fall 2008 1003 1440
TOTAL 3332 4095
In order to improve student learning and productivity, Math Center personnel are striving to have
more regular communication with the math faculty members and are looking for more opportunities
to educate as many students as possible about the services offered. More student input is also
being sought through surveys and evaluations so as to compile data about their use of the Math
Center, as well as to ensure that their needs are being met.
Students at Sidney are served by math tutors in the Library, and tutors are available in the
computer lab areas at Alliance. In Sidney, the Library Director arranges for tutoring in math or
Page 120
Western Nebraska Community College

other areas, and in Alliance, the Student Services Director for the campus makes arrangements.
At times, instructors are also granted release time to offer tutoring at the other campuses. That
has happened several times over the years at the Scottsbluff location as well, but it is more likely to
occur at Sidney or Alliance since Scottsbluff has a Coordinator designated to manage the Center.
Writing Center
The WNCC Writing Center, now housed in a remodeled space in the main building at Scottsbluff,
serves the writing needs of the entire WNCC student population through face-to-face tutorials with
a staff of certified tutors and qualified student tutors, or via an Online Writing Center equipped to
handle live chats with students. Writing Center staff members assist students in understanding
their assignments, encourage their participation in the writing process, and help develop student
critical thinking and editing skills. Twelve computer stations and a reference library are provided.
A full-time faculty member serves as the Writing Center Coordinator.
In addition to serving drop-in students, the WNCC Writing Center oversees mandatory labs for all
students enrolled in either the Basic Writing or Developmental Writing courses. These students
must attend a regularly scheduled one-hour lab session once a week throughout the semester.
Lab students are required to complete a short survey upon completion of their lab experience, and
recent responses show that 93% of the students had a beneficial experience in the Writing Center
(RR 86).
Since 2006, the Writing Center has experienced an increase each term in the number of drop-in
students using its services (RR 87). This increase can be attributed to more streamlined tutorial
practices and an engagement in sound pedagogy, as well as efforts to increase the awareness of
the services. Beginning in the fall semester of 2009, drop-in students will be required to fill out a
short survey regarding the help received and facilities at the Writing Center. Continued training
opportunities for Writing Center tutors are being sought to ensure that the Writing Center staff stays
current in practices and supports student learning. A full-time faculty member at Scottsbluff serves
as the Coordinator for the Writing Center, getting teaching release time for her duties. The
information below details the usage of the Writing Center at Scottsbluff.
Term
Table 7-45 Writing Center Statistics
Number of Basic & Developmental
Writing Lab Students
Number of Drop-In
Student Visits
Total Contact
Hours
Summer/Fall
2005
114 449 1339
Spring 2006 71 441 1103
Summer/Fall
2006
117 403 1480
Spring 2007 55 606 1094
Summer/Fall
2007
95 699 1466
Spring 2008 62 710 1205
Summer/Fall
2008
102 833 1731
Western Nebraska Community College Page 121

Although no full-time staffed Writing Center exists at Alliance and Sidney, writing lab service is
provided for dedicated lab students enrolled in one of the developmental-level writing courses and
for drop-in students as well. The library in Sidney and the student computer lab at Alliance are
used. At both locations, either peer tutors are arranged or an instructor is given release time from
teaching in order to provide consistent hours of availability. As with math tutoring, designated
people at both locations hire, supervise, and schedule the tutors based upon student requests.
SmartThinking Online Tutoring Service
Addressing a perceived gap in services for the increasing number of students taking online
coursework, in the spring of 2009 WNCC contracted for comprehensive online tutoring services
(real-time) with SmartThinking Inc. Tutoring is available round–the-clock for general education
areas, and real-time tutors are available in specialized areas like chemistry for several hours a day.
Students have free access to the service.
Presently, the service is advertised through the WebCT link and by instructors in online classes,
since the institution needs to understand what the eventual demand may be for the service.
However, other students are not excluded from using the tutoring. No usage data is yet available
because the service is new to the institution, although at some point, the institution will need to find
away to evaluate the benefit to students by investigating whether or not there is a correlation
between improved learning and the use of online tutoring services.
Clark N. Williams Multi-Cultural Learning Center
The greatest portion of space in the 10,500-square foot Williams Building, located to the west of
the main building at Scottsbluff, is dedicated to the Independent Learning and Assessment Center.
ILAC
Staff members at the ILAC offer a variety of services for students, including make-up exam
proctoring for faculty members, independent study classes, tutoring services, placement testing,
standardized testing such as for CLEP, ACT, SAT, and a variety of career testing options.
Peer tutors are available each semester at the ILAC for several subjects, such as Accounting I, II,
and Intermediate; Anatomy and Physiology; Biology; Criminal Justice; French; Chemistry;
Microcomputer Applications; Principles of Sociology; Psychology; and Reading Techniques. The
ILAC’s tutoring contact time has nearly doubled between 2005 and 2008. (RR 89).
According to the ILAC Director, services provided by tutors at the ILAC could be improved by
finding a more consistent tutor training system that reaches all tutors (particularly peer tutors). A
proposal for re-certification of the tutoring program through the College Reading and Learning
Association (CRLA) is being written, as the current one has just expired. The chart on the next
page details the tutor contact time for the past three academic years:
Page 122
Western Nebraska Community College

Table 7-46 ILAC Tutoring Contact Hours
2005-2006 Educational Year
Semester
Total Hours
Fall 2005 459.03
Spring 2006 125.20
Summer 2006 2.25
Total 586.48
2006-2007 Educational Year
Semester
Total Hours
Fall 2006 337.83
Spring 2007 311.43
Summer 2007 193.70
Total 649.26
2007-2008 Educational Year
Semester
Total Hours
Fall 2007 574.83
Spring 2008 524.87
Summer 2008 31.00
Total 1130.70
Reading Lab
The Reading Lab, located at the back of the ILAC main testing room, serves students enrolled in
Basic Reading, Reading Techniques, and ESL Reading. After old software could no longer be
supported by newer-generation computers, the Ace Reader Pro computer program was purchased
in 2006 and installed on the 10 computers in order to help students increase their reading speeds
and improve their comprehension skills. Students are able to access the computers in the Reading
Lab at any time during the ILAC hours of operation so that they can complete the exercises or
practice at times convenient for them.
Student learning is also reinforced through the use of the Reading for Understanding (RFU) card
system. Students work independently through a series of short reading assignments on which their
comprehension skills are tested, moving them toward increased comprehension and better
success in all of their coursework.
Supplemental Instruction
A particularly helpful learning support system for students, Supplemental Instruction (SI) is an
academic assistance program offered through the TRIO program but funded substantially through
the College’s general resources. The instructional support provided through the program increases
student performance and retention by assisting students in mastering course content—particularly
targeting traditionally difficult academic courses that result in a high percentage rate of students
earning a D, F, or withdrawal grade. SI provides regularly scheduled, out-of-class, peer-facilitated
sessions led by a student who has previously taken the same course and earned an A or B as a
final course grade. All SI Student Leaders are specifically chosen by the faculty member and the
SI Specialist to serve as a role model to other students. SI Leaders complete a two-day intensive
Western Nebraska Community College Page 123

training session to learn the SI method of teaching other students how to master content through
organizational and study skills.
Presently, Supplemental Instruction is offered in nine courses per semester. Since its inception in
the 2004-2005 academic year, the SI program has served 955 students and recorded over 8,930
hours of out-of-class study sessions to assist students in mastering content. On average, WNCC
students who attend SI sessions earn a final mean course grade .5 to 1.0 higher than students who
do not take advantage of the sessions. On the End-of-Year Survey administered during the spring
term of 2008, just over 77% of students who returned the survey gave the SI program a superior
rating (RR 90) .
Applied Technologies Building
The 39,793-square foot Applied Technologies building has a computer lab which provides ten
computers for student use and classrooms used as study and resource rooms, in addition to
garage bays, automotive body-work stalls, and a paint booth. Currently, the facility meets the
needs of WNCC’s students, but with changes to the allocation of Perkins funds and the possible
shortfall in state aid, the Chair of the Division of Applied Technologies thinks that it may become
difficult to continue to match student needs in programs that are typically driven by changes in
technology and equipment. Supplies and equipment have previously been available, but
replacement of the expensive equipment will be an item to address in the future. Below are some
of the specific subject areas in which instruction is offered:
Welding
The Welding emphasis area provides opportunities for enhanced student learning through its
facilities and resources. Several improvements have been made recently, such as new cement
block welding booths and new "green" lighting installed over the shop area. In the welding
classroom, a new overhead projector and computer lab with 12 work stations have also contributed
to improved student learning because of the increased access to welding software and DVD
training videos. Software for the welding computer lab now includes a welding database, and
instructors can use the software to quiz the students and score tests.
Automotive Technology
The Automotive Technology emphasis area offered as an option through the Division of Applied
Technologies provides Professional Skills awards (6 to 12 credits each), a Certificate (32 credits),
a Diploma (47 credits), and an AOS degree (67 credits). The awards work like steps on a ladder;
as more automotive and general education classes are completed, students can move up the
ladder, accumulating hours that lead to the attainment of higher-level credentials. In any given
year, about 50% to 75% of the enrollees are taking dual-credit classes through an area high
school, resulting in a large number of Professional Skills awards being earned each year. There
are usually several farm or ranch students who return to agricultural-related jobs better prepared to
fix and maintain vehicles and equipment.
The Automotive Technology area has successfully received National Automotive Technicians
Education Foundation (NATEF) certification for the last 20 years, and all instructors are currently
ASE (Automotive Service Excellence) certified in the areas they teach, one being Master Certified.
All instructors have postsecondary education training ranging from a two-year degree to master’s
Page 124
Western Nebraska Community College

level. Graduates often work as service technicians, but they also can enter positions such as shop
foreman, service writer, parts person, farm and ranch hand, railroad worker, construction
repairman, as well as in positions of management for equipment rental and farm and home stores.
Normally, about five students participate in an internship each school year.
Auto Body
The Auto Body Technology curriculum also uses a multi-level completion tier. Students are eligible
for a Professional Skills Award at the end of one semester or after completing six to twelve hours in
specific areas. One-year certificates, two-year diplomas, or AOS degrees are included in the tier
approach. Each tier is based on the student successfully adding combinations of skills classes,
basic core classes, and related general education classes. Students take auto body courses for a
variety of reasons, from preparation for employment to personal interest related to restoring
antique cars or building hot rods. Auto body instruction is offered in the following areas:
1. Computerized laser measuring of full frame and unibody vehicles
2. Structural adhesives and plastic repair
3. Computerized color matching
4. Custom paint and air brushing
5. Dent removal
6. Computerized damage estimation and shop management
7. Automotive electronics and inflatable restraint systems
For those interested in working in the profession, the Auto Body curriculum prepares graduates for
favorable career opportunities. The average income for a skilled collision repair technician is
$51,312 per year, with the top 10% making an average of $88,460 annually (RR 93). The demand
for trained technicians is expected to increase by 12% between now and 2016 (RR 94).
The John N. Harms Advanced Technology Center
The HATC, located south across 27 th Street from the main building at Scottsbluff, contains a
current total of 76,276 square feet of space. It is WNCC’s newest facility, housing a wide array of
classrooms and training programs, such as those highlighted below:
1. The Creative Learning Systems Smart Lab assists students in identifying areas of
technology in which they may have an interest
2. The Entrepreneur Lab helps to create an all-encompassing entrepreneurial community
through assisting in the education and training of entrepreneurs of all ages. It also assists
existing small businesses in the area
3. The CISCO Networking Academy is a comprehensive e-learning program that provides
students with Internet technology training
4. The Design Technology program prepares students to be practicing professionals in the
design and development of interactive, multimedia, and software design systems for
business applications, using state-of-the-art development platforms
Western Nebraska Community College Page 125

5. The Allied Health program offers programming for careers as a Basic Nursing Aide and
Medication Aide, additionally providing refresher courses or CEU’s in areas like nursing,
mental health, and social work
6. The Certified Testing Lab offers computer-based professional certification and licensure
testing, as well as hosting Prometric IT, Prometric Academic, Applied Measurement
Professional (AMP), Kryterion, and Pearson/VUE tests
7. Adult Education/GED and Conversational ESL programs are housed at HATC
8. The high and low bays enable heavy equipment such as fire, emergency, or law
enforcement vehicles to be used, and hazardous material training can also be offered
Nursing
Now located in a much-improved space in the new addition to the HATC building, both Practical
Nursing and Associate’s Degree Nursing programs provide solid educational opportunities for
students. The PN program has been a mainstay of the WNCC offerings for a number of years, and
it received a renewal of its accreditation from the National League of Nursing Accrediting
Commission in February of 2009 (for another eight years). The AD-N program is currently in
candidacy status with the same organization. The Health Information Technology (HIT) program
(co-located with Nursing) is also an accredited program, having been approved since 1998.
The Guadalupe Center
The Guadalupe Center, a part of Our Lady of Guadalupe Church in Scottsbluff, bridges between
the Hispanic community and WNCC. It houses adult education and after-school programs. In
2003, WNCC received a $20,000 grant from Education Quest to purchase 16 computers for the
Guadalupe lab and to provide materials for after-school activities for youths.
The Center hosts a Summer Youth Academy, a four-week summer program that offers sessions in
the arts, cultural awareness, leadership, career, healthy lifestyles, and technology. The program
utilizes the Guadalupe Center as well as the Harms Advanced Technology Center. In addition, the
University of Nebraska Extension Office, the University of Nebraska Medical Center, and the Area
Health Education center collaborate to offer a variety of programming. The program averages
around 20-30 community volunteers, and 175 young people participated in 2008.
After-school programs provide mentoring and tutoring for elementary through high school aged
students. Along with the tutoring, activities are developed to promote postsecondary education.
Staff members from WNCC visit the Guadalupe Center on occasion. An example of this is the
Cougar Challenge program that allows WNCC athletes to interact with students.
Services provided to the community include events or assistance in areas like financial aid, college
preparation, scholarship searches, basic computer, ESL, and GED coursework. During the spring
of 2009, Roosevelt Elementary School provided classrooms for additional courses to be taught.
Two basic computer classes were offered this year, with enrollments of five to seven students.
Page 126
Western Nebraska Community College

Alliance Campus
The Alliance Campus building, with 10,871 square feet of leased space, has 6 general purpose,
technology-enhanced classrooms, and 2 computer classrooms, one with 18 computers and the
other with 8 computers. All rooms are teaching classrooms, but the larger one with more
computers is also used as an open lab during times when classes are not in session. The Alliance
Campus also has a well-equipped nursing lab for its PN students, and following the closing of its
ITV rooms by Chadron State College in the spring of 2009, another classroom and office will be
available for lease.
The Powerline Pole Facility
Students enrolling in the Powerline Construction and Maintenance program at Alliance can obtain a
diploma in one year with a total of 56 credit hours, or they can earn an AOS with 65 credit hours.
To date, there have been 34 graduates, who have obtained a 91% placement rate. Graduates are
working in Nebraska, Wyoming, Kansas, and Colorado, and the occupation shows high growth
potential. A Powerline Fellow position (serving as an assistant to the Powerline instructor) was
added for the fall term of 2009. The addition of this support position allowed the student capacity
to increase from 15 to 20 students per session. A new digger truck was also recently purchased
(using donated funds earmarked for the Powerline program in the WNCC Foundation).
Students following the Powerline course of study take theoretical courses in electricity, math,
physics, and safety based on the Merchant Job Training and Safety curriculum, and they combine
that knowledge with direct application in field experience like climbing poles, operating machinery,
and learning to perform typical utility line job functions. Safety and responsibility are taught and
reinforced consistently because students are required to perform challenging tasks like climbing
poles in the dark and inclement weather to simulate actual working conditions. Internships at area
utility companies are offered each year to interested students.
The Pole facility, located on the east edge of Alliance about two miles from the campus building,
provides 5,229 square feet of space in a large steel structure with two high bays, a locker room,
and a classroom, which was recently upgraded to a Smart Room. Adjacent to the building is an
8.2 acre pole lab. The Powerline Instructor believes that as the program expands, improvements
and maintenance upgrades may become necessary for the specialized equipment. Another
challenge will be for the instructor and the assistants to stay current with technology advancements
in the utilities field and with changing OSHA rules that affect the industry. A second future
challenge lies in meeting disposable educational material costs, such as buying new poles.
Sidney Campus
The 27,409-square foot main campus building in Sidney contains 2 general purpose classrooms,
both of which are technology-enhanced, one with 21 computers and the other with 19. There are
also 8 computers available in the library for general use by students and the public, and 10
computers in the back of the library that are designated as Writing Center computers. Besides the
general education offerings and the PN program at Sidney, the campus features two long-standing
signature programs, Cosmetology and Aviation Maintenance.
Western Nebraska Community College Page 127

Cosmetology
The Cosmetology program at Sidney is the only one offered at a public institution in Nebraska.
The program is designed for delivery across 14 consecutive months, with August and January start
dates. Students can earn a Certificate by completing 60 credit hours, a diploma with 63, and an
AAS or AOS degree by successfully completing 72-74 credit hours (requiring 2,100 contact hours).
Students typically obtain the Certificate which is needed to sit for state licensure. Some students
start taking general education classes their second semester so they can acquire an AOS degree.
Graduates often obtain employment as a stylist, colorist, salon owner, product representative, or a
manufacturer’s representative. The following chart shows the enrollments in the Cosmetology:
Table 7-47 Cosmetology Student Enrollments 2005-2009
YEAR 2005 2006 2007 2008 2009
AAS 16 4 11 11 7
AOS 3 5 3 4 6
Diploma 14 9 7 9 7
Certificate 2 1 2 8
The program utilizes two classrooms and a lab area that serves up to 31 students. These facilities
include a dispensary, a reception area, and computers used for scheduling, inventory, and photo
imaging. Students are given the opportunity to attend at least two trade shows per year, where
they can earn up to 16 hours of continuing education in the latest products and techniques.
Evidence of the program’s effectiveness can be seen by the fact that the State of Nebraska has
been offering testing via computers for the past seven years. To date, WNCC students have had
100% pass rates. In 30 years, only 2 students have not taken the licensure exams.
Aviation Maintenance
The Aviation Maintenance facility consists of 18,652 feet of rented shop and hanger space located
at the Sidney Airport, about 4 miles south of the main campus building. The facility has two Smart
Classrooms and a computer lab equipped with software from the Federal Aviation Administration,
Check Ride, and Aircraft Technical Publishers. A workroom with equipment and tools is adjacent
to the classrooms, and the storage hangar area for the demonstrator engines and planes are part
of the same large structure.
In the only Aviation Maintenance emphasis area offered in Nebraska, students must complete
several instructional components in broad topic areas such as 400 contact hours in general
aviation, 750 in airframe, and 750 in power plant maintenance to obtain a certificate (for a total of
72 credit hours). An additional 6 hours of general studies earns a student a diploma, and 15 to 17
hours of general education credit qualifies the student for an AOS degree in Aviation Maintenance.
Options for the summer include an internship with one of several aviation companies or working on
general education classes required for the diploma or AOS degree. Students completing WNCC’s
course of study meet eligibility requirements to test for the Mechanics Certificate issued by the FAA
under FAR part 65 subpart D. Enrollment is normally split 50/50 between students seeking only
certification and those pursuing a degree.
Page 128
Western Nebraska Community College

Summary
WNCC has extensive experience in the assessment of student learning and in institutional
evaluation, and it embraces both of those activities as necessary for continuous improvement.
Instructional personnel have begun an ambitious but promising assessment initiative relating to
general education, and the course-level assessment strategies driven by course competencies are
well established. Adequate physical equipment and student academic support services are in
place to allow for student success.
The College has adequate space and equipment, in general, and it makes good use of those
assets to support learning. Individual areas such as music, athletics, theatre, and nursing
education will eventually need more dedicated space, but they thrive now, so the need is not
immediate. Opportunities for internal remodeling become more available as more of the curriculum
is delivered as distance education, since the demand for physical classroom space decreases.
The theatre is scheduled for renovation at some point, and the construction or acquisition of a
dedicated performance space for fine arts has been a long-term goal. Presently, however, the
needs of students are being met, and students’ learning achievements are not hampered by space
availability.
Western Nebraska Community College Page 129

Findings for Criterion 3
Strengths
1. The College’s role and mission remains centered upon teaching and learning.
2. The assessment initiative is widely known throughout the WNCC community, and
expectations are set for faculty utilization of measures, as well as analysis of results and
implementation of indicated changes.
3. The assessment initiative is supported by the administration, and a full-time faculty
member serves as Coordinator.
4. The Director of Online Learning and Services employs a “best practices” model that is
available to faculty members.
5. Professional development funds are available for continuing education, and faculty
members receive incentive pay for educational attainment.
6. For the most part, the College has adequate facilities for instructional areas and is
technologically sophisticated, and instructors are encouraged to improve the curriculum in
a variety of ways, including the granting of innovation awards and stipends.
7. Students have access to extensive support services such as counseling, tutoring, and
advising, and courses are offered in a variety of formats and through a variety of media.
8. The College supports innovation in instructional methodology by individual stipends for
curricular additions or improvements and through technological support.
9. The College offers and adequately supports unique vocational opportunities in the
Panhandle of Nebraska and the region in general.
10. Students leave WNCC prepared for success in the workforce and also at transfer
institutions, based upon effective learning environments and high learning expectations.
Challenges/Opportunities for Improvement
1. Not all faculty members participate fully in the assessment of student learning process
through all the stages of the cycle, including learning from feedback.
2. A comprehensive system to compile and analyze data on student learning and
performance tracking needs to be created and maintained so that data-informed decisions
can be made about programming, instructional effectiveness, and student competencies.
3. Access to all student services online is still difficult in a few instances, such as the ability to
register for classes the first time, although the process is improving continuously.
4. WNCC must continue to find ways to support technological proficiency to support student
success and College growth.
5. A complete student tracking system for developmental-level students such as one
recommended by “Achieving the Dream” coaches needs to be established.
6. Facilities availability limits the athletic, music, and theatre departments when competition
for available practice and performance space control the number of events and activities
which can be produced, so more creative solutions for space allocation are needed.
7. The equipment used in vocational programs like Automotive Technology, Powerline,
Aviation Maintenance, Welding, and Auto Body is expensive to maintain and even more
expensive to replace in order to remain current in instruction. Replacement and equipment
updates will present an increasing concern in shrinking budget cycles.
Page 130
Western Nebraska Community College

Chapter 8
Criterion 4: Knowledge
Chapter 8
Criterion 4
Andy Hunzeker
Admissions Counselor
AA Business Administration
“I chose WNCC to begin my college education as a student, now I work here.
If I wasn’t working at WNCC, I don’t think I would have seen how important
it is to continue one’s education. The college wants its employees to better
themselves. I’m surrounded by people during my work day who are motivated
to complete their degrees. There are so many of us, we actually get together for
study groups. I’m going to CSC for my bachelor’s in business administration.
From there, I plan to continue with a master’s in some concentration in higher
education – and that interest I gained from working here.” - Andy Hunzeker

Criterion 4: Acquisition, Discovery, and Application of Knowledge
The organization’s promotes a life of learning for its faculty, administration,
staff, and students by fostering and supporting inquiry, creativity, practice,
and social responsibility.
Core Component 4a: The organization demonstrates, through the actions of
its board, administrators, students, faculty, and staff, that it values a life of
learning.
Every employee and official associated with WNCC believes in learning, whether it is traditional
students completing specific educational-path requirements, returning non-traditional learners
wanting to change careers, or their own continued growth. The endorsement of learning as the
primary purpose of the College’s existence is demonstrated in numerous ways by various
components of the institution.
WCCA Board Policy
The Western Community College Area Board of Governors values a life of learning by espousing
the essential academic principles of freedom of inquiry and expression while acknowledging the
responsibilities associated with such self-determination. Board policy affirms that, “In the
development of knowledge, research endeavors and creative activities, the College staff and
student must be free to cultivate a spirit of inquiry and scholarly criticism.” The policy clarifies that
examining ideas in “an atmosphere of freedom and confidence” is fundamental to the role of the
institution (RR 95). The Western Nebraska Community College Philosophy statement affirms that
WNCC and its employees are “committed to serving the residents of western Nebraska with higher
education and lifelong learning opportunities” (RR 96).
Administrative Policy
Likewise, administrative policy, as imparted to instructors in the Faculty and Staff handbook, places
an emphasis on professionalism, stating that instructors are “required to possess a comprehensive
knowledge of the field of study, preparation and intense interest in students, a sensitivity toward
student interests, open-mindedness, a commitment to creative inquiry and investigation, and an
intellectual enthusiasm which transmits to the students” (RR 97).
Instructors are expected to keep current regarding specific disciplines and to integrate that
knowledge into the classroom, an expectation supported by the previously discussed options for
professional development and salary incentives linked to continuing educational attainment. In
addition, WNCC’s tuition remission policy allows staff, faculty, and dependents to take courses at
the College with no charge for tuition.
Faculty Members
Western Nebraska Community College faculty members create an individual course syllabus or
course outline for each course based upon the master syllabus. While the master syllabi outline
the primary topics which must be included in courses, faculty members are, according to the
Faculty and Staff Handbook, “encouraged to be creative and to exercise academic freedom
Western Nebraska Community College Page 133

associated with the free and open exchange of ideas, tailoring instructional activities or exercises
to deliver guidance in academic fields” (RR 98). Thus, pedagogical choices are determined by
individual instructors, who are granted relatively freedom in delivering instruction while monitoring
learning results to be sure that the methodology succeeds.
Faculty Scholarship and Student Involvement in Scholarly Work
Although WNCC is a two-year institution focused on teaching, faculty and administration members
participate in and are recognized for scholarly pursuits. In four cases, the projects have been
collaborations on books, and in another case a faculty member authored a set of essays and book
reviews which were published in magazines. Other examples include musical and theatrical
performances. A list of scholarly activities performed by administrative and faculty members can
be found in Appendix C appended to this document.
Students have opportunities to participate in service learning, practicum, and internship learning
opportunities, and they are also allowed to assist in program administration such as students being
given employment through grants like the STEM and STEP projects designed to recruit students
into the fields of science, mathematics, and engineering.
Two instructors have obtained small grants from NASA-Nebraska, an NSF grant-funded program
administered by the University of Nebraska-Lincoln. In one case, students are going to build
CEENbots, robots originally designed by engineering graduate students at the University of
Nebraska-Omaha. The plan is to have the students assemble the robots and then write about the
process, later using the robots for research and demonstrations in programming and data
collection. Another student is funded by a fellowship to assist with post-capture image
manipulation and enhancement in astrophotography, along with support provided to allow for his
assistance with astronomy labs and tutoring classmates. A second application is being submitted
to continue this project, and two other students have expressed interest in participating.
Degree Programs
WNCC supports lifelong learning through the development of programs that address the needs of
learners of all ages. The College’s programs and offerings are supported by the Board, staff,
administrators, and faculty, and they enable students to achieve their personal goals. The WCCA
Board demonstrates its commitment to lifelong learning is through its approval of the approximately
80 academic emphasis areas for the various degrees, certificates, diplomas, and skills awards,
which are designed to meet the needs of a diverse group of learners.
For instance, the relatively new option of the Associate of Occupational Studies (AOS) degree
promotes students as lifelong learners through the flexibility of a series of skills awards in addition
to general education requirements and core classes. New skills awards can be developed as
technology advances or as changes occur within a particular industry. WNCC currently offers
fourteen AOS options for traditional, non-traditional, and Corporate Academy students.
The flexibility of the degree makes it helpful to second-career or non-traditional students who may
be seeking applied education classes in order to enter or re-enter the workforce, but it serves
traditional students in areas like Powerline and Aviation Maintenance so that students can
concentrate in a vocational field and gain maximum applied knowledge and experience.
Page 134
Western Nebraska Community College

The following table displays the type and number of AOS degrees awarded since they were
instituted:
Table 8-48 AOS Degree Awards 2003-2009
AOS Degrees Awarded 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Applied Technology 0 2 0 1 0 0
Auto Body Technology 4 2 0 4 3 0
Automotive Technology 3 3 2 2 2 3
Aviation Maintenance 0 0 4 2 2 3
Business Technology 2 1 1 2 0 1
Corporate Academy 0 0 0 0 0 0
Cosmetology 0 0 4 1 1 0
Emergency Medical Tech 0 0 1 2 0 0
Information Technology 2 1 0 2 0 4
Powerline 0 0 0 4 4 1 4
TOTAL 11 9 12 20 12 25
A Lifetime of Learning
WNCC students demonstrate their value of lifelong learning by taking classes and by participating
in the many services the College provides. These services are offered to community members and
students of a variety of ages from childhood through their senior years.
Child Development Center and Youth Camps
In collaboration with Community Action Partnership of Western Nebraska, the College operates a
10,086 square-foot on-site Child Development Center at the Scottsbluff campus. On-campus
childcare is available for the children of students attending credit and non-credit classes. The
facility, licensed by the State of Nebraska for a capacity of 114 children, was completed in August
1993 through a joint venture of Panhandle Community Services, the WNCC Foundation, the City of
Scottsbluff, and the College. In addition, the Sidney campus provides childcare for up to eight
children per semester in the Here We Grow Child Development Center located adjacent to the
Sidney campus. The children are dependents of either students or employees of the Sidney
campus. The childcare provided is in great demand, and it is also critical to some students who
would not otherwise be able to complete their educations without the assistance.
Since 2007, Youth Camps have been offered through a partnership between WNCC, Twin Cities
Economic Development, the Scottsbluff/Gering United Chamber of Commerce, the Area Health
Education Center, and a number of local employers. These camps, organized for young people
between kindergarten and twelfth grade, have been available in the summer months, as well as
throughout the school year at a variety of times. The College has created camps in seven areas
such as technology, health care, robotics, art, construction, babysitting, criminal justice, and
entrepreneurship. The camps enrolled more than 250 students between 2007 and 2009.
Western Nebraska Community College Page 135

Discovery Lab
The John N. Harms Advanced Technology Center houses the Discovery Lab, a high-tech career
exploration laboratory which uses a project-based, self-directed approach to learning. The Lab
includes career exploration in robotics, computer graphics, science, circuitry, hydroponics, and
publishing, along with methodologies that include computer simulation, physical simulation, and
multimedia design. Since 2007, the Discovery Lab has been utilized by more than 250 Panhandle
students, including elementary, middle, high school, college, and home-schooled students, as well
as students with special needs. The majority of students attend one of the local high schools, but it
is also used by civic organizations such as 4-H. Efforts are underway to enhance and increase
Discovery lab offerings by making stronger contacts with Panhandle schools, aligning testing
requirements with lab activities (RR 99).
Distance Learning Consortium
To support students across the large service areas, WNCC participates in the Western Nebraska
Distance Learning Consortium. This partnership consists of WNCC, members from 21 school
districts of the Nebraska Panhandle, ESU 13 and Chadron State College. Students must meet
specific criteria to be eligible for the transfer-level courses available through the system and have
the permission of their parents and that of designated officials at the high school that they attend.
Since 2008, high-school students in the service area have received a 50% discount on tuition and
fees. The effect can be seen when comparing enrollments in the spring term of 2008 to the same
semester in 2009, where the number of students under 18 years of age increased 46% from 149
students to 218. The increase can be largely attributed to the half-tuition benefit and purposeful
actions by College employees to promote dual-credit opportunities.
Three4Free Program
For the summer term of 2007, WNCC’s Three4Free program was approved by the Board of
Governors. This opportunity enables rising seniors and May high school graduates–as well as
GED graduates–to take one credit class on campus during the summer free of charge. The
Three4Free Program has proven successful in attracting students and in building academic
achievement. Of the 79 students who enrolled in 2007, 73 completed their coursework. In 2008,
86 students enrolled, with 65 completing their coursework. Moreover, in 2008, 63% of the seniors
who participated in the program enrolled at WNCC for the following fall semester, and 38% of the
juniors who had taken advantage of the program enrolled in dual-credit courses when their highschool
classes resumed.
In the summer session of 2009, a total of 72 students enrolled, and 60 of them completed their
courses (83%). The average GPA earned by those students was 3.34. Seniors who completed
the courses and graduated in 2009 returned to take WNCC courses this fall at a rate of 78% (35
out of 45). Current seniors (the 2010 graduating class) who completed their WNCC courses
enrolled as dual-credit students at a rate of 82% (9 out of 11). Interestingly, 6 of the 12 students
who did not complete their courses are enrolled in WNCC courses this fall.
High School Career Academies
Besides the academic transfer dual-credit offerings organized through the Educational Services
unit, WNCC launched the High School Career Academies in 2008. Career Academies are
designed to provide high-school students an opportunity to explore various career fields by
Page 136
Western Nebraska Community College

providing background and practical skills for a specific career area. These pathways are modeled
directly upon the Nebraska model developed by Future Force Nebraska, which has determined a
set of career clusters for career education intended to impart 21 st century skills to students, in
collaboration with business and industry partners. At times, students are able to earn college credit
while still in high school and to get a head start on a college degree while gaining exposure to the
college environment. During the 2008-09 pilot offering, 50 students enrolled from Scottsbluff High
School in Career Academies in Health Informatics, Therapeutic Services, Emergency Medical
Technician Training, and Criminal Justice.
Adult Education and ESL Services
Another aspect of the range of lifelong learning occasions embraced by the College can be found
in programs designed for students and adults who have not attained formal educational
credentials. The Adult Education Program, which came under the sponsorship of WNCC in 1968,
provides services to students sixteen years of age or older who are not currently enrolled in school.
In order to stimulate learning and to facilitate the start to a successful learning career, the AE/GED
teachers tutor students who have extreme difficulty in reading and/or writing. As of 2009, the
program has sites in seven of the twelve counties within the Panhandle of Nebraska and offers
GED preparation, Adult Education, English as a Second Language, and citizenship workshops.
Community-based ESL programs exist at numerous locations throughout the Panhandle in an
attempt to reach as broad a populace as possible. Community ESL courses, as distinguished from
the academic ESL courses intended to prepare students to transition into transfer-level college
work, are designed to help adults 16 years of age and older learn the four basic communication
skills of listening, speaking, reading, and writing, especially as these abilities relate to everyday life.
The courses are open entry and open exit, accommodating the needs of people who want a more
flexible course focused on workplace and cultural activities.
Locations for the AE Program include the community centers in the Native American and Latino
communities of Scottsbluff, the County Detention Facility, the John N. Harms Advanced
Technology Center, and other locations throughout the Panhandle. WNCC supports this program
by providing classrooms and offices, graduation caps and gowns, professional development
opportunities, and funding matches for the GED examiner. Approximately 250 students enroll
annually, with about 100 graduating.
Community Education
In an effort to increase flexibility, convenience, and the availability of a full range of courses to
actual and potential students in its service area, WNCC offers a wide variety of credit and noncredit
classes through distance-learning formats. To promote greater student success in online
classes, WNCC offers “Introduction to Online Learning” as an elective course designed to prepare
students for success in the online learning environment by presenting necessary technical skills
and exposure to electronic learning activities.
Moreover, in a continuing effort to provide a broad variety of educational offerings, WNCC hosts a
wide array of non-credit community education courses to provide lifelong learners opportunities to
experience new areas of education, cultivate their interests, or enrich their personal or professional
skills. Between the fall term of 2005 and summer session of 2008, WNCC offered over 2,300
Western Nebraska Community College Page 137

course sections with an enrollment of nearly 40,000 students (duplicated number) that encompass
nearly 37,000 contact hours of instruction at all three campus locations and community sites.
Gold Card Membership and Wellness Activities
WNCC recognizes senior citizens as an audience that needs services and programs. An example
of institutional efforts to engage the senior market can be seen in the Gold Card membership,
which enables residents 60 years of age or older in WNCC’s service area to take as many as 6
credit-bearing classes per semester with no charge for tuition. In 2007, WNCC registered 141
senior citizens into courses through Gold Card membership for a wide range of traditional and nontraditional
academic courses.
The College also sponsors an annual Senior Wellness Festival, a popular event that draws nearly
350 senior citizens to the Scottsbluff Campus for presentations and workshops specifically of
interest to this population. WNCC partners with the Office of Aging to provide workshops to senior
citizens in the area of Medicaid and Medicare information.
Emeritus Distinction
In recognition of outstanding service by a faculty or administration member, provisions for emeritus
distinction have been made by the WCCA Board. The designation, given in recognition of a career
characterized by intellectual inquiry and encouraging the life of the mind in others, is awarded after
a selective process of nomination, review, and affirmation by the Board. The names and
accomplishments of those receiving Emeritus status are announced at the annual commencement
exercises, and a portrait is placed in the hallway outside the Little Theatre so that employees,
students, and members of the public can see the legacy of achievement at the College.
Core Component 4b: The organization demonstrates that acquisition of a
breadth of knowledge and skills, and the exercise of intellectual inquiry, are
integral to its educational programs.
WNCC takes seriously the responsibility it holds in ensuring that students are well-rounded when
they leave the institution. To this end, the College provides diverse opportunities. To develop
students who are multi-dimensional and pursue the exercise of learning, WNCC maintains a broad
structure including general education requirements, student organizations, publications, community
exposure and involvement, library resources, and the assessment of student learning.
General Education
As discussed in Criterion 3 in the context of describing the assessment initiative related to the
general education courses at WNCC, the College stresses the importance of a solid educational
base for all students. They are required to take a number of general-education and liberal-arts
courses in order to provide them with the opportunity to develop a sense of inquiry and particular
skills, abilities, and attitudes correlating with the institution’s general-education goals.
WNCC recognizes that student-learning goals may change during a lifetime; therefore, the general
education requirement for all degrees is collegiate in nature and, as such, should provide an
academic foundation for lifelong learning. The amount of required general education coursework is
Page 138
Western Nebraska Community College

elative to the type of degree or professional certification being sought, ranging from 12 hours for
an Associate of Applied Science degree to 33 hours for an Associate of Arts award.
Student Advising
In an effort to ensure that students complete the required courses for their degree programs,
students are given detailed advice about what courses must be taken to meet the generaleducation
and discipline-specific requirements for their programs. Normally, first-semester
students are advised by an Academic Advisor who works in the Student Services area. After
completing the first semester, students are assigned to a faculty advisor based on their interest or
proposed major. However, many students continue to go to their original advisor, since they are
comfortable with the person who got them started and have established a connection.
The relocation of the advising and support staff members to the main building at Scottsbluff was
instituted to enhance the access of students to those services because some students did not
cross the parking lot to make appointments in the Williams building; in addition, the complete
design encompasses a plan to allow advisors to become better acquainted with different academic
division instructors and courses so that particular advisors can become more familiar with specific
academic areas.
Ideally, the closer working relationship between academic advisors working in the Student Services
area and the teaching faculty members facilitated by the relocation will allow the advisor to
transition the student to the assigned faculty advisor more easily. Physical proximity allows for a
student to be escorted to a faculty member’s office, and the initial advisors can more
knowledgeably recommend faculty advisors to take over the guidance of the students’ educational
careers, having become more familiar with instructors and their specialties.
Advising is an area which the College intends to focus upon in the near future. Few students
actually transition to the faculty advisor assigned to them, and many faculty members do not feel
comfortable advising because they get little or no formal or continued training. Since research
clearly shows that faculty member-student connections are correlated with retention, a system to
improve the connections between students and instructors through advising opportunities is an
important institutional challenge to address.
As well, the most prevalent emphasis area declaration is general studies, which makes it hard to
advise students with much specificity. Although a curriculum exists which provides guidance for
electives and required courses for degree completion in general studies, it is difficult for advisors to
help students uncover their interests or ability areas in order to select elective courses. The
institution does have a Career Center at Scottsbluff, but it is difficult to get students to go there for
consultations. Students at Sidney and Alliance have access to similar services through the
Student Services representatives located at the other campuses.
Particularly in emphasis areas that have few electives because they feature strictly sequenced
coursework, faculty members who teach in the discipline field advise students from their first entry
into the school through the completion of their course of study. Examples of this type of tailored
advising can be found in the Criminal Justice studies area, Business Administration, Office
Technology, IT, and both PN and AD-N programs. Members of the Division of Business have even
created a program-specific advising handbook, just as the Division of Health Occupations’ faculty
Western Nebraska Community College Page 139

produces a separate Student Handbook in order to provide consistent, accurate information.
Cosmetology follows suit with a complete student program guide.
WNCC is beginning to develop an intrusive advising system for students enrolled in developmental
education courses by assigning a portion of the job duties of a full-time employee to monitor the
progress of students and to assist them in determining their educational path.
Student Awards
To reinforce the value of academic achievement in all aspects of the college experience, for the
last ten years, WNCC has distributed awards to students at a ceremony in late May of each year to
recognize their achievements in academic, institutional, and community contributions. In addition
to the individual awards, recognition is awarded for the highest athletic team GPA, the recipients of
Who’s Who awards and the winner of the Phi Theta Kappa Academic All American nomination.
Below are individual awards as presented on the nomination form, including one given to a faculty
or staff member for significant support of diversity:
1. Board of Governors Award
Highest award conferred by the College, given to an outstanding graduating sophomore
who best exemplifies the qualities of excellence in academics, leadership, and service to
the College and community
2. Presidential Award
Given to a student who has excelled in academics, leadership, and service to the College
and community
3. Vice President of Educational Services Award
Given to a student who has overcome adversity and, despite obstacles, persevered in
her/his educational goals and has excelled in academics, leadership, and service to the
College and community
4. Vice President of Student Services - Student Leadership Award
Given to an outstanding student leader who has made a significant contribution to his/her
organization and to the College community
5. Vice President of Student Services - Student Organization of the Year Award
Given to the Outstanding Student Organization which has made a significant contribution
to the College and community
6. Dean of Administrative Services Non-Traditional Student of the Year Award
Given to the Outstanding Non-Traditional Student of the Year who is over 25 and has
excelled in academics, leadership, and service to the College and community
7. Vice President of Outreach Student of the Year Award
Given to the Outstanding Business and Industry Training Student of the Year
Page 140
Western Nebraska Community College

8. Cougar Award
Given to a student athlete who has excelled in athletics and academics, and who has been
an active participant in College life
9. Shades of Color Award
Given to a faculty or staff member who has promoted and contributed to diversity within
the College community
Student Publications
The College supports The Spectator, a news and entertainment periodical published five times a
semester by students pursuing a degree related to journalism, and Emerging Voices, an annual
visual and photographic arts magazine and literary anthology of student, faculty, and community
member prose and poetry selections. Student editors, under the guidance of a sponsor, establish
the content and format both publications. For the school newspaper, students write all columns,
articles, and reviews.
Student editors of the Emerging Voices journal receive performance grants to pay their tuition at
the College, and reporters on the Spectator staff do as well. Students are highly encouraged to
seek out topics for coverage, and newspaper stories or articles are not censored. Most of the
photographs used in the newspaper are taken by student reporters, but occasionally a photograph
is used that has been taken by an employee who works part-time doing sports information for the
institution and part-time assisting the sponsor of the Spectator in helping students ready the
newspaper for printing.
Opportunities for Co-curricular Involvement
To further enhance the educational experience, the College encourages student participation in
full-length dramatic productions, one-act plays, oral interpretation performances, concerts, informal
instrumental/vocal sessions, jazz and classical performances, vocal showcases, and other similar
events. In addition, WNCC fields a speech/debate team, providing the possibility of participation in
regional and even national events. Students either select material or produce their own works for
performance. These events provide students an opportunity to enhance their exposure to and
involvement in their community, as well as broadening their horizons and social/global awareness.
Internships allow students to move from the classroom to the workforce and gain experience in
their career field in a hands-on environment, providing chances for students to work in their chosen
profession and to gain credit while doing so. Since 2001, over 100 students have successfully
completed internships within the academic divisions, including vocational programs such as
Powerline, Aviation Maintenance, Automotive Technology,
The College hosts community events open to students and the general public, including
presentations by notable speakers (live and via satellite); blood drives; cultural celebrations;
regional, county, and district school competitions; and many other activities of student and
community interest. For example, recent forums on wind energy were hosted by the College, and
Senator Ben Nelson conducted a town-hall meeting on health care reform.
Western Nebraska Community College Page 141

The E.N. Thompson Forum on World Issues series offered via satellite transmission through the
University of Nebraska-Lincoln addresses relevant, timely topics and world issues, providing an
example of how the College promotes lifelong learning. Programs are advertised internally through
the Outlook system and externally by the Humanities Council so that College employees, students,
and community members are aware of upcoming topics.
Although the distinguished lecture series has been offered since the 2007-2008 academic year,
students do not attend. A few staff or faculty members attend on occasion, but community
members primarily come to the presentations, based upon interest in the theme for the year. The
Associate Dean of Student Services is actively seeking ways to engage students, including the
encouragement of faculty members to grant credit opportunities linked to students attending a
lecture and then completing a report or summary based on the topic or the presentation.
This year’s series focuses upon China, and offerings in the past have explored the people,
resources, and economies of foreign countries, along with features on human rights, national
security, infectious disease, and world food systems. The instructional team at WNCC also intends
to explore ways to engage students in accessing such credible and important information about the
world in which they live.
Another example of community and student opportunities for involvement occurred with the official
unveiling of The Eiseley Reader at Scottsbluff on August 20, 2009, by the Loren Eiseley Board of
Directors. A copy of the Eiseley Reader has been provided to every school and public library in
Nebraska, and a complete classroom set has been given to each Educational Service Unit in the
state. WNCC has also received 25 copies because of support given to the project. Additionally,
The Eiseley Reader has been nominated by an administrator at WNCC for both a non-fiction award
and the One Book One Nebraska designation by the Nebraska Center for the Book, a state
organization linked to the Library of Congress. Were the Eiseley Reader to be selected, numerous
discussion groups and study sessions would be organized, and teaching-aid supplemental
materials would be produced and distributed during the one-year period when the prize-winning
book is read and discussed across the state.
The importance of Dr. Loren Eiseley, who was born and educated at Lincoln, Nebraska, as a
naturalist, environmentalist, and humanist writer is further reinforced by links to the Nebraska
Panhandle, the setting for some of his essays. A poem and a volume of essays bearing the name
“The Innocent Assassins” recalls Eiseley’s discovery of a unique fossilized specimen, the remains
of a Smilodon (saber-toothed Tiger) whose jaw remained locked into the clavicle of another cat,
both animals inexorably entwined until they died. The poem is included in the new Eiseley Reader,
as are two other Panhandle-based essays, and a cast of the saber-tooth bones resides in an
important local venue called The Nature Center located in the Wildcat Hills State Park just eleven
miles south of Scottsbluff/Gering.
A proposed 8,000-square foot addition to the Nature Center will be designated as a Loren Eiseley
Center, which will connect with one already designated at the Allwine Prairie Preserve in Omaha
and another planned to be constructed at the site of the new fairgrounds for the Nebraska State
Fair in Grand Island. All of these locations highlight alternative energy, and the Eiseley Center at
Scottsbluff is projected to offer education in environmental studies via cybertechnology to all public
schools in Nebraska, as well as to colleges and universities. Along with a boost in tourism and
Page 142
Western Nebraska Community College

alternative energy education, the goals of the ambitious conservation and development project are
to preserve the biological, paleontological, and archaeological resources for the future generations.
These types of activities allow WNCC to meet its educational mission, especially in areas like
historical and cultural studies, along with alternative energy, since the Eiseley Center addition is
projected to incorporate photovoltaic technology as well as wind power from a generating turbine
located at the Nature Center. This installation will serve as a model for possible research and
training, just as the proposed wind turbine fields in Banner County, south of Scotts Bluff County,
will provide regional employment and affiliated educational opportunities for WNCC.
Study-Abroad Opportunities
In an effort to extend the experiences of students beyond its geographic service area, WNCC
supports study-abroad opportunities. Over the past decade, 60 students have traveled with faculty
members and chaperones to Mexico, France, Spain, Ecuador, Costa Rica, and Peru. In 2008,
students traveled to South America, where they were immersed for 21 days in the culture,
language, and experiences of the Ecuadorians and Peruvians.
Students traveling abroad through arrangements made by WNCC actually enroll in language
institutes located within the country where they study the native language and participate in formal
and informal cultural experiences. A foreign-language instructor hosts the trips, recruiting students
through classroom notices, posters, and ads on the announcement monitors who are interested in
exploring different countries, as well as those wanting to specialize in a particular language.
The College has developed a Western Nebraska Community College Short-Term Study Abroad
Handbook (RR 100) to be distributed to all students participating in international travel, in order to
ensure that students are aware of the educational purpose of the trip and to provide them with
information about security and planning. In most cases, students earn transferrable credit or a
certificate from the hosting language institute.
International Student Enrollment and Contributions
In 2009, the College enrolled 37 international students, reflecting diversity in the classroom. Over
100 international students have enrolled since the fall term of 2005. WNCC’s students and the
community at large benefit from interaction with international students and from learning about
aspects of other cultures, languages, customs, prejudices, religions, and politics. International
students are also popular with other students and with community members, not only because they
are interesting since they are exotic to the Panhandle but because they normally model extreme
dedication and scholarly aptitude. In order to get where they are, most of them have applied
themselves in their home countries and they are driven by a spirit of adventure to travel thousands
of miles from home to a strange country, much less to an isolated rural area.
The eventual goal for WNCC will be to host about 100 international students in any given academic
year, since that seems to be the number that the current structure can adequately support. Many
of the international students are here to participate in athletics, but some of them come to WNCC
on their own to study. International students do not receive any special benefits, discounts, or
institutional advantages. Occasionally, those who don’t go home during the breaks seek to work
on the grounds crew at the College during the summer because they are not eligible for outside
employment due to their visa status, but they do not receive hiring preference for those jobs.
Western Nebraska Community College Page 143

LifeLink-Nebraska Program
The College meets the needs of its district constituencies and embraces diversity through its
participation in LifeLink-Nebraska, an enrichment transition program for students aged 18-21 with
medical, behavioral, or intellectual disabilities. The program is designed to prepare students for the
workforce through academics, social and life skills, and vocational skill development. In other
cases, students who have the academic preparation enter standard college courses, and some of
them may be seeking degrees. LifeLink students who need it are able to utilize assistive
technology to help with reading and writing challenges. The students obtain part-time employment
while they are in the program. Since the 2008 inception, 20 students have enrolled in LifeLink.
Unfortunately, the model does not yet reach its full potential because no colleague mentors are
currently serving. Typical of a commuter campus student lifestyle, students at WNCC are often
working part-time elsewhere, have families, or simply leave campus after classes. Both time and
availability limit the potential to engage people interested in serving as mentors for Life-Link
students. In similar programs, however, having fellow student mentors has eased transitions for
students in similar types of programs, so building a mentor network remains a challenge for the
ESU 13 and College personnel to solve.
Core Component 4c: The organization assesses the usefulness of its curricula
to students who will live and work in a global, diverse, and technological
society.
WNCC’s commitment to education for a global, diverse, and technological society is expressed in
its statement of philosophy, which declares a “Belief in the inherent right of every person to an
opportunity for education,” as well as another statement reflecting an “Awareness of the changing
role of education” (RR 102). The institution provides appropriate curricula to students living in
today’s world, and internal and external cross-checks evaluate WNCC’s effectiveness at reaching
those goals.
Program Reviews and Program Certifications
The College works under the guidelines of the Coordinating Commission for Postsecondary
Education (CCPE) in Nebraska, which has responsibility to review, monitor, and approve, disallow,
or close instructional programs. In addition, many of WNCC’s vocational programs of study are
grounded in curricula designated by various organizations, governing bodies, or regulatory
agencies which set standards or guidelines for the content of the courses that comprise the
programs. Upon successful completion of these courses, appropriate credentials are awarded to
students, or they become eligible to sit for examinations that will result in the acquisition of
licensure or credentialing.
For example, the Aviation Maintenance program curriculum must comply with the Federal Aviation
Administration Federal Aviation Regulation 147. The National League for Nursing Accrediting
Association’s 2008 site visit and review confirmed that WNCC’s Practical Nursing program
complies with State of Nebraska Standards of Practice, as well as with national standards
established by the League of Nursing. A follow-up visit in 2009 occurred because the program
relocated to the new facility at HATC, but the accreditation status was not affected.
Page 144
Western Nebraska Community College

The Associate Degree in Nursing program (which is new to WNCC) was approved by the Nebraska
State Board of Nursing before it was implemented, and the institution is currently in candidacy
status for accreditation by the National League for Nursing Accrediting Commission as well. Upon
successful completion of the program, students are eligible to sit for Registered Nursing boards,
leading to the issuance of a professional nursing license. As with the PN program, success rates
for graduates sitting for Board exams are tracked.
The Powerline Construction, Safety, and Maintenance Program curriculum is based on the
Merchant Job Training and Safety Program, a nationally-recognized curriculum. WNCC’s
Automotive Technology and Auto Body Technology offerings have been certified for the last 20
consecutive years by the National Automotive Technicians Education Foundation. WNCC’s
Cosmetology Program curriculum is based upon the State of Nebraska Cosmetology standards
from the Nebraska Department of Health and Human Services. In order to obtain their
cosmetology license, students must take the State Board Written Practical Exam.
Information Technology emphasis area instructors have participated in Program 99 and Future
Force Nebraska programs. These two initiatives help community colleges across Nebraska align
information technology curriculum. IT faculty members also participate in Working Connections, a
faculty-development conference sponsored by the Midwest Center for Information Technology.
Quarterly meetings are held to help promote articulation, faculty development, student recruitment,
and to develop new ideas for teaching and curriculum.
Transfer and Articulation Agreements
In order to be sure that the curriculum at the College is current and meets the standards within a
discipline area, WNCC follows the Nebraska Transfer Initiative for transfer-level coursework, which
guarantees transfer of courses within the state of Nebraska to any college or university. WNCC
has a more complete agreement with Chadron State College because of the number of
concurrently enrolled students. In addition, WNCC has separate, program-specific transfer
agreements with various institutions, such as Clarkson College, Midlands Lutheran, the University
of Wyoming, Kaplan University, the University of Nebraska-Lincoln, the University of Nebraska-
Omaha, the University Nebraska-Kearney, Cabela’s University, and is developing them with the
South Dakota School of Mines, the College of Saint Mary in Omaha, and National American
University.
Besides adhering to formal articulation agreements, the guidelines for best practices set by the
Higher Learning Commission, as well as those of the Nebraska Community College Association,
are closely followed. In Nebraska, a set of rules prescribe instructor credentials, syllabi
construction, and textbook usage. WNCC credits transfer readily to other colleges or universities,
even those courses which are used as electives in particular programs. The Faculty and Staff
Handbook makes clear that although instructors have latitude in determining how competencies
are met, they must follow the course content described in the master syllabus because other
institutions rely upon the integrity of those courses when making decisions about allowing students
to transfer credit.
The College also has working agreements with a variety of organizations such as the regional
hospitals, public health care facilities, nursing homes, businesses, and the county jail to provide
Western Nebraska Community College Page 145

clinical experiences and internships for students. A Memorandum of Understanding is crafted
between the College and the entity, and the assessment of student performance or skill attainment
by the person who provides oversight for the student is a necessary component of an internship.
Many of WNCC’s programs have Advisory Committees that provide information, opportunities,
suggestions, guidance, insights, or resources to WNCC faculty, administration, and students. The
input from people actually working in the field about a program’s curriculum can prove invaluable.
CCSSE Data Related to Living in a Diverse World
An important question on the Community College Survey of Student Engagement administered in
the spring of 2007 relates to whether WNCC encourages contact among students from different
economic, social, and racial or ethnic backgrounds. The baseline data revealed that among fulltime
and part-time students, WNCC was rated slightly higher than the CCSSE cohort of other small
colleges against whom it was compared. In fact, among full-time students who have taken 30 or
more credits with WNCC, students ranked WNCC significantly above the mean in this category.
The data affirm to WNCC faculty members that this facilitated interaction provides opportunities
that prove useful to students who will live and work in a global, diverse society (RR 105).
The Division of Social Science Student Learning Survey
In an effort to understand better the learning achievement or positive change in knowledge or
behaviors associated with the general-education goals of ethics and cultural and civic awareness,
the Division of Social Science has created a survey to be given to students.
Although the survey is an indirect indicator because it relies upon self-reported responses,
additional credibility can be attributed to the results because the respondents are also directed to
list at least five specific instances or examples to demonstrate genuine awareness. A specific goal
of the survey is to determine whether or not students can understand the application of principles.
Additionally, analysis is aimed toward determining the effectiveness of students being required to
take two courses from within the area of social sciences, as is required for an AA degree. In the
spring of 2008, the survey was administered to 140 students enrolled in one of the several socialscience
courses offered. Below are selected findings from that survey (RR 106).
1. Students who had attended three or four semesters of college were more likely than
students enrolled in their first or second semester to agree or strongly agree with the
following statements:
a. “I know the major principles included in the code of ethics of at least one
professional organization.”
b. “My classes at WNCC have made me more aware of diversity.”
c. “My classes at WNCC have made me more aware of ethics.”
2. Students who had completed 2 or more Social Science courses at WNCC or elsewhere
were more likely than students enrolled in their first course at WNCC to agree or strongly
agree with the following statements:
a. “WNCC classes promote awareness of current events and participation in
discussion of topics important to citizens of the world.”
b. “Faculty at WNCC value and demonstrate respect for diversity.”
Page 146
Western Nebraska Community College

There were statistically significant positive correlations among several items on the survey. The
number of ethical, civic, and diversity issues discussed in class were all highly significantly
correlated. The results indicate that these critical and sometimes hard-to-measure topics of
instruction are being presented, and they are covered to an extent to achieve meaningful student
learning results which contribute to the production of well-rounded, informed, and tolerant citizens.
Technological Proficiency
Twice in the past three years, WNCC received a Top Digital Community College Award presented
by the Center of Digital Education and Converge magazine. Out of nearly 200 community colleges
nationwide who participated in the survey, WNCC placed 6 th in 2008 and 4 th in 2007. This award
reflects WNCC’s expertise in the areas of technology such as online classes, computer labs, online
admissions, student access to transcripts and grades, information security and infrastructure,
campus security and weather alerts, and online library capabilities.
The College’s technology-based curriculum is enhanced by the CISCO Certified Networking
Academy, a world-recognized curriculum that delivers information and communication technology
skills to help meet worldwide demand. WNCC has offered this program throughout its service area
since 1999, preparing students for entry-level employment in managing wide-area networks for
business and industry. Between 2006 and 2008, 216 students enrolled in the CISCO offerings.
Core Component 4d: The organization provides support to ensure that faculty,
students and staff acquire, discover and apply knowledge responsibly.
As stated in the WNCC philosophy statement, the College is committed to “helping students clarify
goals by improving skills and providing guidance, encouragement, and assistance in a positive
atmosphere fostering personal growth and social responsibility.”
WNCC ensures that knowledge and information is accessed and used responsibly through a
variety of policies and programs designed to support the ethical ideals of the profession, to support
continuing education, and to provide opportunities for staff and faculty members to participate,
along with students, in activities that model social and civic responsibility.
Hiring and Evaluation Processes
Reinforcement of ethical practice is communicated to potential employees with the hiring process.
The criteria for selection of any staff or faculty member are based on the merits, ability, experience
and qualifications of the candidate. Confidentiality is maintained for applicants in a pool, and hiring
committee members are provided an interview guide and given instructions about ethical and legal
procedures for interviews. The institution always performs reference checks and will soon perform
background checks on all new employees.
Evaluations of staff and faculty members are carried out in order to ascertain that they perform
their respective duties responsibly, and a culture of civility and mutual respect is advanced
throughout the institution. Training is provided through the Registrar’s office and IT staff members
to data-entry personnel about what fields are essential to enter, along with specific guidelines
about confidentiality.
Western Nebraska Community College Page 147

Data Access
Grades, attendance rosters, early-alert reports, and any other forms of student information relating
to enrollment in a course or to learning results, are accessible only through an instructor’s
password-protected personalized Portal, or to a limited number of people authorized to crosscheck
or correct problems with the data, such as the Assistant to the Registrar who can modify a
grade on an archived roster if requested, in writing, by an instructor to do so. In the same way,
attendance reports are only monitored by employees working in the Financial Aid office, who also
track Work Study hourly reporting and other narrow-in-scope functions tied to mandated state or
federal reporting.
Confidentiality is prioritized by limited access to electronic records and pop-up warnings when
certain programs are opened, advising the user that he or she will be viewing confidential data. In
addition, access to certain screens in Datatel is controlled so that only authorized viewers with an
educational-need-to-know can access the information. Other student support systems such as the
previously mentioned XACT early warning alert designed to trigger necessary intervention are
automated in delivery so that only those employees with direct responsibility for assisting the
student are notified of the report.
Similarly, the confidentiality of personal information such as social security numbers is guarded,
those numbers only being required when absolutely essential, such as for payroll purposes or
course enrollment. Otherwise, every student and employee of WNCC is issued a Datatel unique
ID number which can be used to verify the identification of a system user or for personal or
professional records. Besides electronic security, employees are aware of the need for
confidentiality, and information it passed on only if the other person has an educational need to
know, such as a safety or health concern, or if he person has the capacity to help a student
overcome a problem.
WNCC has an Information Resources Technology Policy, a Privacy Policy, and E-Mail Use Rules
and Guidelines in place. These resources and information guides are available on the College
website under the “Current Students” button and then the “Computer Labs” link. The same policies
are referenced in online courses to help guide instructors and students in the conscientious use of
technology.
The Information Resources Technology Policy clarifies the allowable use of information technology
resource at WNCC. Similarly, the WCCA Board of Governors Policy Manual states that “All users
of College information technology resources are responsible for seeing that these resources are
used in a safe, effective, ethical, and lawful manner,” and the following additional specific
guidelines are provided to users in the policy manual:
1. Respect the intended purpose of the College’s information technology resources.
a. Use should be for purposes of or in support of education or other College related
activities.
2. Users should never knowingly violate federal, state or copyright laws.
a. College information technology resources should not be used for commercial ventures
or for personal financial gain (RR 107).
Page 148
Western Nebraska Community College

The following two excerpts from the Privacy Policy illustrate the overall attitude of WNCC and its
employees toward information available electronically and its use or misuse:
1. Information provided on a volunteer basis during routine requests for personal information
(such as surveys, email addresses, requests for information, etc.) will be used only for the
purpose(s) outlined. Every web page that requests information from you should disclose the
purpose of how this information will be used. If you do not wish to have the information
used in the manner listed, or if the potential use of the information is not outlined, you are
not required to provide it; however, you may not receive certain services if the information is
not provided.
2. We disclose any nonpublic information only when it is necessary for the conduct of Western
Nebraska Community College, State, or Federal government business, or under
circumstances where disclosure is required by law. Information may also be disclosed for
audit purposes, to regulatory agencies, or for other general administrative services.
Information is not intentionally disclosed or distributed to any entity who uses it to sell
products or services. Information will not be released without written authorization to the
extent allowed by law.
Code of Ethics and Copyright Law
Faculty and staff members are directed by the Code of Ethics found in the College Board Policy
Manual to maintain a level of personal and professional behavior consistent with their position in
the College and to maintain a professional attitude toward students, colleagues, and community
members. College employees are similarly informed about copyright laws with a direct statement
declaring that “The Board directs that College employees adhere to all provisions of Title 17 of the
United States Code, entitled Copyrights, and other relative federal legislation and guidelines
related to the duplication, retention, and use of copyrighted materials” (RR 108). Further, Board
policy clarifies certain prohibitions and limitations in a section that states the following:
1. Unlawful copies of copyrighted materials may not be produced on College-owned
equipment.
2. Unlawful copies of copyrighted material may not be used with College-owned
equipment, within College-owned facilities, or at College-sponsored functions.
3. The legal and/or insurance protection of the College will not be extended to
employees who unlawfully copy and use copyrighted materials (RR 109).
Academic Freedom
As noted earlier in this document, academic freedom is supported by the WCCA Board, but so are
its related responsibilities and qualifiers, as shown by the following provisions found in policy:
Academic freedom must be subject to the self-restraints imposed by good judgment.
The staff member must fulfill his/her responsibility to society, to the College, and to the
profession by manifesting academic competence, scholarly discretion, and good
citizenship. At no time should or will the principle of academic freedom protect the
Western Nebraska Community College Page 149

insubordination of a staff member, nor will it prevent the institution from evaluating the
work and effectiveness of each and every professional staff member, nor will it constitute
an excuse for non-compliance with the institution’s policies and procedure or for a
disregard for its welfare (RR 110).
Adherence to the Code of Ethics, copyright laws, and guidelines for academic freedom help to
ensure that both faculty and staff operate in an ethical, moral, and responsible manner.
Academic Integrity Statements and the Student Code of Conduct
Not only does WNCC support faculty and staff members in the responsible acquisition and
application of knowledge, but the College supports students through academic integrity statements,
guidance for the proper use of technology, the Student Code of Conduct in the College Catalog,
and many different student organizations and resources (RR 111).
The WNCC Catalog and the Student Planner contain statements that encourage students to be
responsible, law-abiding citizens; the sections also define and warn against academic misconduct,
including plagiarism and other forms of cheating. An Academic Integrity Statement is a required
element of a WNCC syllabus, assuring that students are aware of plagiarism and of the College’s
policy regarding academic integrity, as shown by the example of the recommended syllabus
statement presented below:
ACADEMIC INTEGRITY:
Academic integrity forms a fundamental bond of trust between colleagues, peers,
teachers, and students, and it underlies all genuine learning. At WNCC, there is no
tolerance for plagiarism or academic dishonesty in any form, including unacknowledged
"borrowing" of proprietary material, copying answers or papers, using crib sheets,
unauthorized help during exams, altering tests, or passing off someone else's work as
one's own.
A breach of ethics or act of dishonesty can result in:
• failure of a paper or an exam within a course
• failure of an entire course (blatant plagiarism or cheating on a test or quiz)
• academic suspension or expulsion from the College
Honor Code
A WNCC Pledge of Honor was developed in early 2007 for students and faculty members in
developmental-level courses. The purpose of the statement, which is designed to provide
information and then allow for student and faculty member endorsement by signatures, is defined
as follows in this statement from the introduction of the document:
Members of the Western Nebraska Community College governing board, administration,
faculty, and staff believe that a fundamental objective of the college experience is to
provide students with a high quality education while also developing in them a sense of
ethics and social responsibility. We believe that earned trust is an integral part of the
learning process and that self-discipline is necessary in this pursuit. We also believe that
an instance of dishonesty harms the entire college community. It is with this in mind that
we set forth an Honor Code at WNCC (RR 112).
Page 150
Western Nebraska Community College

The body of the Pledge outlines ethical guidelines relating to academics for both faculty members
and students, and it also provides statements about valuing and supporting individuals. The
Pledge is available for individual instructors for elective use in classes. Signatures by both parties
signal a mutual commitment toward cultivating and maintaining a productive learning environment.
Information Technology Resources Policies and Online Courses
The College has adopted policies and procedures that set guidelines for acceptable online content
and computer use. Beyond the computers available in the Library and computer labs, students
have access to technology in the Writing Center, Math Center, the ILAC, computer-equipped
classrooms, as well as through wireless connections for personal devices. All users first encounter
a screen detailing the proper use of College electronic equipment when accessing a public
computer, and they must agree to the terms before being allowed access to the machine’s
programs. To access any internal programs or drives, an authorized password must be used, and
access is controlled to anything except open software like Word or Excel.
Online instruction is another area in which WNCC strives to ensure responsible and ethical
behavior. A few of the methods the College uses to ensure responsible use include addressing
student privacy by issuing a unique username and password; a statement in the syllabus informing
students that courses are subject to review by appropriate personnel; and information about
WNCC’s policy to comply with FERPA, specifically the right to limit disclosure of personally
identifiable information contained in education records as it applies to online courses.
Summary
WNCC provides multiple types of lifelong learning opportunities for constituents of all ages and
classifications, from pre-school to the golden years, focusing upon two-year transfer and vocational
education as the primary service around which all the other services and programs revolve.
WNCC values learning in its administrators, staff, and faculty as well as in students, and it has
support systems in place to make that possible. The institution values and rewards high
achievement in the realm of knowledge acquisition and learning of all types through its formal and
informal awards and recognition systems.
Perhaps at one time the relative geographical isolation in the sparsely-population High Plains
region might have led to a belief that employees of such an institution would not be technologically
informed or in step with pedagogical developments. However, the College’s faculty members and
administrators travel to conferences, meet with their state peers, and access the national
publications, especially prolific now via the Internet, like colleagues at other institutions, and they
are encouraged to do so.
The College has high expectations for student learning, and students are well-prepared when they
leave. The institution takes pride in the fact that it keeps pace with technology and plays an
important role in promoting the life of the mind and cultural awareness through its educational
offerings as well as opportunities for engagement beyond the classroom. The College makes it
clear in its public materials, its educational offerings, and its policies and practices that integrity is a
key principle for the institution.
Western Nebraska Community College Page 151

Findings for Criterion Four
Strengths
1. The WCCA Board of Governors and the administration address and enforce ethical and
responsible use of information within the College.
2. WNCC is a student-centered, multiple-service community college which values and
promotes lifelong learning.
3. The College incorporates multiple strategies to serve a varied range of students and
community members with academic, co-curricular, and public programs and events.
4. The College evaluates the effectiveness of its programs and services and responds to
service-area needs by tailoring instruction, altering, or adding programs and degrees.
5. The College serves the full range of learners in the community, including participation in
programs like LifeLink-Nebraska.
6. The College publishes its intent to stimulate critical thinking, an appreciation for diversity,
global awareness, and integrity; and faculty members include the concepts into
coursework, course documents, and the sponsorship of student organizations.
7. WNCC provides formal and informal opportunities for students to explore and appreciate
other cultures through coursework, internships, public programs, and student
organizations, as well as introducing students to facets of our regional and national culture.
8. The College sets and enforces high expectations for responsible and ethical behavior from
students as well as employees, facilitated by the clear communication of expectations.
9. The College has established a system to assess the general-education core in order to
complement individual course assessment of student learning practices.
10. WNCC prepares students to live and work in a technological society.
Challenges/Opportunities for Improvement
1. Although the College values and provides numerous opportunities for lifelong learning and
involvement, student attendance at public and institutional events is often low, so the
opportunities for increased awareness or learning beyond the classroom are lost, meaning
that the College needs to find ways to stimulate interest and increase engagement.
2. Students would benefit from greater exposure to the diversity of their local, state, and
national community by an increased variety of cross-disciplinary course offerings featuring
a cross-cultural perspective, and by encouraging off-campus involvement in organizations
that serve a multi-ethnic population.
3. The assessment of general education will provide useful data, but data collection has just
begun; a concrete plan for how to sustain the activity and to consistently learn from the
results needs to be developed.
4. Although the LifeLink–Nebraska Program exists within our College community, it is not
fully implemented, and further efforts should be channeled toward recruiting and training
colleague mentors who could help LifeLink students with transitions into the college
community and into college-level courses.
5. Upon completion of surveys such as the Social Science Division “General Education Goals
Student Learning Survey,” the data are not fully shared among faculty members who could
benefit from the interpretation of the information the surveys provide.
Page 152
Western Nebraska Community College

6. The College seeks to improve the student advising model to create better student-faculty
connections to improve retention, and intrusive advising for developmental-level students
needs expanded to be more than the part-time duty of one person.
7. Academic freedom is embraced, as is the individual choice of instructional methods and
learning activities, but an institution-wide, comprehensive system of assessment data
collection, dissemination, and feedback implementation is not yet perfected in order to
evaluate authentic learning results from various types of pedagogical practices.
8. The College has a Pledge of Honor which would serve to state explicitly expectations for
both faculty members and students, allowing for a more conscious and deliberate
discussion of ethics, but it is not well known or used often by instructors in individual
courses.
Western Nebraska Community College Page 153

Chapter 9
Criterion 5: Engagement
Darla Heggem
Twin Cities
Development
Chapter 9
Criterion 5
“The ability of WNCC to provide customized training programs for
individual businesses is something we promote to every new business
looking at our community. The Harms Advanced Technology Center is
an asset that most communities our size don’t have. We are fortunate
to have the center and WNCC’s training programs for new and existing
companies. It shows the progressive nature of our community.”
- Darla Heggem

Criterion 5: Engagement and Service
As called for by its mission, the organization identifies its constituencies
and serves them in ways both value.
Criterion 5a: WNCC learns from the constituencies it serves and analyzes its
capacity to serve their needs and expectations.
Western Nebraska Community College clearly identifies its constituents and listens to them to
discern their needs by convening Program Advisory committees, by building regional
collaborations, and by organizing and producing campus and community events.
Program Advisory Committees
WNCC has a number of Advisory Committees in place to guide the direction of various programs
within the College. Vocational and grant programs within the College annually use advisory
committees to provide feedback and recommendations regarding training and equipment to help
the College’s programs stay current with the demands of the workplace. College Advisory
Committees are valuable primarily because they are relevant to student and area needs. For
example, Advisory Committees are used in the following areas:
Table 9-49 Advisory Committees
Emergency Medical Tech
Auto Body Technology
Welding Technology
Adult Education
Perkins Consortium Grant
Nursing
Powerline Technology
Auto Technology
Entrepreneurship
Health Academy
Business
Health Information Technology
Regional Collaborations
The College offers secondary education institutions, health facilities, corporations, non-profit
organizations, and public entities a combination of traditional educational offerings and customized
courses. Once underway, activities are analyzed to determine the scope and quality of service, as
well as whether student needs are being met, the monitoring done to help determine future needs
or areas for expansion of services. The number of students served through these partnerships can
be found in the discussion under Core Component 5c, page 168. A sampling of regional
partnerships includes the following collaborative ventures.
1. In collaboration with regional high schools, dual-credit instruction has been offered by the
College for over 25 years, at WNCC campuses, on-site at high schools by certified
adjuncts, and via the ITV system. In 2007, for instance, dual-credit instruction accounted
for 68 courses, just over 6% of total courses and 308 students (see chart page 163).
Western Nebraska Community College Page 157

2. The Career Academies program developed with the involvement of high school personnel,
parents, students, and businesses in the summer of 2007 allow students to explore career
pathways in health informatics, medical transcription, emergency medical, health aide, and
criminal justice fields. The eventual objective is to expand this service to all high schools
in the WNCC service area.
3. The Regional West Medical Center (RWMC) Health Care Academy, which began in 2005
with the signing of a memorandum of understanding (MOU) between WNCC and Regional
West Medical Center in Scottsbluff, enhances the educational opportunities available to
RWMC employees. Representatives from WNCC meet weekly with RWMC employees to
evaluate the program and to plan for future cooperative trainings or topics to be covered.
4. The Cabela’s Corporate University and WNCC’s partnership began with an MOU between
WNCC and Cabela’s Inc. in 2003. The partnership provides education to the employees of
Cabela’s Inc. in subject areas like business, accounting, and IT, as well as customized
awards in human resources, leadership, and supervision. WNCC representatives meet
often with a Cabela’s training director to plan new offerings and to monitor the program.
5. In 2004, an MOU was developed between Panhandle Partnership for Health and Human
Services (PPHHS), the Rural Nebraska Healthcare Network (RNHN), the Panhandle
Public Health District (PPHD), and WNCC to create a pathway for quality educational
training in the areas of allied health. Currently, the partnership serves forty-two
organizations, nine of which are hospitals, providing specialized training in the health
fields. A goal of the consortium is to find ways to facilitate necessary and timely
educational opportunities for local health care providers who can avoid having to travel to
other locations to get the vital information.
Campus and Community Events
WNCC offers courses and activities in outlying communities throughout the Panhandle in an effort
to reach as many regional citizens as possible. These community education and/or academic
offerings are also characterized by a flexible schedule and a variety of delivery methods to ensure
that the College is serving its constituencies. WNCC employs Community Coordinators, who act
as a local point of contact for community members to request specific courses and activities.
In addition, the College’s offering of its many fine-arts events for the public, both on and off
campus, is intended to enhance the quality of life for citizens in the region. Many of the events and
programs have originated in response to requests from community members. Due to high
attendance at certain events each year, the College is committed to continuing to fill its role as an
area center for the arts. Community and public programs sponsored or produced by the College
continue because public response indicates interest and demand, and, in many cases, the local
community members are active participants.
Fine Arts Festival
An example of an event which introduces artistic endeavor into the community is the annual Fine
Arts Festival, held at the Midwest Theatre in Scottsbluff, showcasing the talent of students and
faculty members from the Division of Language and Arts. A typical program includes performances
Page 158
Western Nebraska Community College

y students and/or faculty members of instrumental and vocal music, highlights of theatrical scenes
and forensic events, poetry readings, and a display of visual art. The Festival has become an
annual event since it was first presented in 2005.
Musical Events
WNCC’s music and theatre instructors organize a variety of performances each year. Naturally,
students figure prominently in all College events, particularly musical shows. Their performance
allows friends and families to celebrate students’ achievements on stage. Some of the musical
events organized by WNCC faculty members and students include the following.
1. “A Gala Evening,” an annual fundraiser and community tradition, is held every year at the
Gering Civic Center (sold out for 8 consecutive years). The two-night event features an
elegant dinner and continuous musical performances by the College’s vocal groups.
2. “The Varsity Showcases” (also held at the Civic Center and also selling out routinely)
occurs in the fall semester, featuring a buffet dinner and choral and solo performances.
3. “Jump, Jive, and Swing” is a catered big-band style dance. Its inaugural debut occurred in
the fall of 2008 with plans for “Jump, Jive, and Swing” to become an annual event in some
form or another.
4. “A Christmas Carol,” a stylized rendition of selected scenes from the Charles Dickens’
classic complemented by holiday music, is offered at the Midwest Theater for several
evening and matinee performances.
5. “Cookies, Carols & Christmas Cheer” features vocal music groups singing holiday music
while in Victorian period costumes. The show includes choreographed movements by
individuals and groups who sing traditional classics, along with more difficult art songs, so
that entertainment and education are combined in the production.
6. “Bach for Lunch” performances are offered by vocal music students each Christmas
season at the Western Nebraska Arts Center, and, like nearly every other program, tickets
sell out long before the event ever happens.
7. The instrumental music groups, by popular request, play at the Mall each Christmas, at
area nursing homes, and at some home athletic events.
8. Members of the WNCC Collegiate Chorale performed John Rutter’s Magnificat at New
York’s Carnegie Hall, with John Rutter conducting in the summer of 2008. Every other
year, vocal students travel to Carnegie Hall to perform.
9. WNCC vocal music students were invited to sing at the Nebraska Governor’s Inaugural
Ball when Governor Heineman took office in 2006.
Western Nebraska Community College Page 159

10. The Director of Music received grants from the Nebraska Arts Council to facilitate a WNCC
partnership with five different foundations to bring Carnegie Hall’s Communities LinkUP!
Program designed for students in grades fourth through sixth to greater Nebraska. All
area fifth graders were involved in the instruction, as well as having the opportunity to
perform live in concert with the Omaha Symphony in March of 2009.
Educational Theatre Offerings
The College also believes in educational theater, producing a play each fall and spring term. At
times, classics are produced because they stretch the actors to re-create the period atmosphere
and to make the play relevant to a contemporary audience. At other times, more recent scripts or
one-acts, or even didactic plays built around themes such as equality of opportunity or bigotry, are
staged. Weekend evening and matinee performances (some reserved exclusively for area high
school students) ensure that the public can see the performance. Students and College
employees are always invited to the show with no admission charge.
Normally, a mixture of college students, high-school students, and community members act in the
dramas. Likewise, different volunteers provide technical and managerial support for the
productions. Recently, WNCC has begun offering dramas designed for children. For each of the
last two years, over 500 children from area schools have enjoyed shows for no admission, and that
level of involvement clearly indicates that the programming serves a useful purpose.
Formal Sampling Measures
EMSI Reports
The institution monitors cultural, academic, and economic trends in a variety of ways, both
systematically and informally. As mentioned previously (page 67) in this document, the College
relies upon information from sources like the Educational Modeling Specialist Incorporated (EMSI)
report (formerly CC benefits) about employment opportunities when considering program creation
or modifications. In addition, WNCC gains perspective from the reports created by this group
about the College’s economic impact within the region.
Clarus Corporation Survey of Service-Area Needs
In the spring of 2009, the WCCA Board, following a recommendation from President Ely, approved
a survey of regional needs to be conducted by the Clarus Corporation based in Alliance, Nebraska.
Not only education-related but also training and economic development topics are being
investigated. Results are expected to be delivered by the end of 2009, after which a strategic plan
will be created using the Clarus data as a guide, along with the information received from the study
being performed by the National Center for Higher Education Management Systems organization
about institutional efficiency (as previously discussed on page 19 of this document).
Class Climate Surveys
WNCC utilizes the ScanTron Class Climate software program, which allows locally-developed
course evaluation forms to be used. This software package enhances the College’s ability to
administer and score student-perception classroom survey instruments utilized by academic,
vocational, and business and industry personnel. The surveys accompany all supervisory
evaluations, can be administered by request in any class, and are used all of the time in HATC
classes. A system is presently being developed to set a dependable sampling rotation so that
Page 160
Western Nebraska Community College

faculty members’ classes are regularly sampled to better understand students’ perceptions about
learning and the learning environment. Information from these surveys affects curriculum and
instructional delivery. Ineffective teaching being reflected in student surveys can trigger a
supervisory evaluation visit by a Division Chair as well.
Core Component 5b: The organization has the capacity and commitment to
engage with its identified constituencies and communities.
In 2006-2008, the College offered 2,013 credit and non-credit classes, with 38,105 participants
(based on duplicated student count), which provided a total of 845,726 hours of training and
education. In 2008, these results were shared with the County Commissioners in WNCC’s service
area in order to demonstrate the value of the College as well as to raise awareness of opportunities
available in the region (RR 120).
Examples of outreach locations and activities designed specifically to engage constituencies in
ways beyond academic coursework include those listed below.
1. The Guadalupe Center has provided tutoring, adult education and other vital services in the
predominantly Spanish-speaking residents of southern Scottsbluff since 1969. The
Guadalupe Center’s primary focus rests on community interaction, as shown below:
Table 9-50 Guadalupe Center Activities
Activity
Number Served
On-site registration which includes advising,
scholarship information, and financial aid
100+ students
Tutoring, credit and non-credit offerings
Service is provided as needed
Internet accessible computer lab
100 monthly
After-school Programs
10-20 students daily
Summer Youth Academy 175 students in 2008
Multicultural Youth Conference 400 students in 2008
Parent and Community Workshops
Average of 12 attend each workshop
2. The John N. Harms Advanced Technology Center (HATC) provides customized training,
technical assistance, workforce development, certified testing, continuing education,
professional development, and personal enrichment, both on- and off-site. Examples of the
educational/training opportunities available through the Harms Center include:
Table 9-51 HATC Student Service by Training Type
Activity
Number Served
Basic Nursing Assistant Training 636 students since 2004 (RR 121)
LifeLinks-Nebraska 20 students have been served since 2008
Customized Business Training
Service provided to over 100 businesses in the
Nebraska Panhandle.
Western Nebraska Community College Page 161

3. Full-time and adjunct faculty members assigned to the Alliance campus and visiting faculty
members who commute from the other campuses or use the ITV system meet the needs
of Alliance students by offering academic and vocational coursework. Even when the ITV
system is used for lectures, faculty members travel to the receiving site on occasion to
meet students. The full range of online courses is also available to all students. Examples
of programs and activities at the Alliance campus are highlighted below:
Table 9-52 Alliance Campus Highlights
Program
Practical Nursing
Powerline Construction &
Maintenance Technology
Area High School
Partnerships
Pine Ridge Job Corp
Business Community
Partnership
Highlights
• In 2008, celebrated 50 years of service in the area
• Has served more than 1,000 graduates
• Students and faculty members volunteer annually
for the Box Butte County Health Fair
• 34 graduates to date, 20 currently enrolled
• 100% graduate placement rate for those seeking
employment
• In 2008-09, there were 200 students served
through 33 dual-credit classes in 6 area schools
• In 2008, a dual-credit construction trades program
was developed
• Welding has been offered for the past six years
• Six local businesses raised funding to sponsor the
Enhancing, Developing and Growing
Entrepreneurs (EDGE) Program
• Seminars for essential soft skills (customer service,
teamwork, and leadership) are offered in modules
4. Faculty members assigned to the Sidney campus offer general and transfer-level
coursework on campus, as well as via the ITV system to Alliance and Scottsbluff
simultaneously. Even when the ITV system is used, as it is used to broadcast from all
three sites, although from Scottsbluff and Sidney most often, instructors travel on occasion
to the receiving site in order to meet the remote-location students in person. Since WNCC
has the additional ITV system which links only the Alliance and Sidney campuses, classes
are broadcast quite often just between those two locations, including several business and
nursing classes. Instructors drive between the two campuses as often as once each week.
The Sidney campus also houses unique vocational programs, as are illustrated in a table
to follow.
Page 162
Western Nebraska Community College

Examples of the career-related educational opportunities at Sidney are shown below:
Table 9-53 Sidney Campus Highlights
Program
Cabela’s Partnership
Highlights
• 27,649 Cabela’s employees (based on duplicated student count) were
registered in WNCC courses for 2007-2008 (RR 122)
• College support includes audio-visual equipment, manuals, and a
computer lab
• Training averages 300-400 people per store opening
Aviation Airframe and
Power Plant
Cosmetology
Practical Nursing
• The only community-college program offered in the state of Nebraska
• Airframe and Power Plant certification are FAA approved
• Program graduates have a 98% pass rate on the oral and practical FAA
exams (RR 123)
• Program requires 2100 contact hours of lecture/lab training
• 100% pass rate on the Nebraska State Cosmetology exam with 92%
graduate placement. (RR 124)
• Students participate in retail experiences while training
• The campus is licensed to educate 16 students in a cycle
• Sidney students have achieved a 100% pass rate of the NCLEX-LPN
exam (RR 125)
5. Dual-credit instruction has shown continuous growth. The following graph illustrates the
growth of dual credit in the last 4 years, to a high of 308 students being enrolled in 2008.
350
300
250
200
150
100
50
0
Figure 9-54 Dual Credit Enrollment
308
202
163
188
160
Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008
Semester
Enrollment
Western Nebraska Community College Page 163

Extra-Curricular Functions
Western Nebraska Community College’s campuses have a wide variety of ways to involve the
community. Examples of community involvement in extra-curricular or community-based activities
include the following:
1. Multicultural Youth Conference
WNCC’s Multicultural Youth Conference is produced by students and staff from the
College’s United Leaders for Cultural Diversity organization, as well as admissions and
outreach personnel. The annual event serves approximately 400 high-school and middleschool
students from all parts of WNCC’s service area. The organizers received the 2008
Latino Organization of the Year award at the Hispanic Heritage Celebration in Lincoln.
2. Senior Day
High school seniors from across WNCC’s service area are invited to its campuses, where
they view presentations about financial aid, registration, tutoring, and program offerings.
3. Nebraska AIDS Walk
Western Nebraska Community College has strong ties to the Panhandle AIDS Project,
with faculty members serving on its Board of Directors. The College has participated for a
number of years, and in the past two years, WNCC and its students raised over $2,000
each year to support the cause.
4. Athletic Camps
WNCC offers a wide variety of athletic camps, as it has for different sports over the last 40
years, including basketball, volleyball, baseball, softball, and soccer. Individuals attending
the camps range in age from 5 through 19, and each camp can accommodate between
50–100 students.
5. District Music Contest
Every spring, WNCC hosts the District Music Contest in connection with local schools.
Approximately 1,500 students and 26 music instructors attend annually from 15 different
high schools. This event has taken place at WNCC for approximately 20 years.
6. Aviation Fly-In
For the past 11 years, the Sidney Aviation Vocair Flying club has hosted a Fly-In Breakfast
in the fall. In 2008, breakfast was served at the Aviation Program facilities to a total of 335
people, comprised of 313 community members and 22 pilots. The Young Eagles program
(for youths from ages 8 to 14 who are interested in flying) also provided 37 flights.
7. United Way
Each year, WNCC becomes a corporate partner in the fund drive in Scottsbluff and
Alliance (Sidney has a separate agency). Normally, the Scottsbluff and Alliance group
raise between $5,000--$7,000 for the charity.
Page 164
Western Nebraska Community College

8. Adopt-a-School
WNCC actively participates in the Scottsbluff/Gering United Chamber of Commerce Adopta-School
program. This involves adopting an area elementary, middle, or high school for
the academic year. WNCC and Geil Elementary, in Gering, won the Outstanding Partners
of the Year award in 2007.
9. Community Cinema
For the past two years, a faculty member has moderated the Community Cinema series at
the Midwest Theater in Scottsbluff, a free public screening of independent films followed by
a facilitated discussion. Usually, the films focus on issues like conservation, consumerism,
or racism. The series is one of only fifty in the nation, and the Midwest Theater is the lone
site for the series in Nebraska.
10. Board Service and Community Group Memberships
Many faculty and staff members are members of community organization and even serve
on the boards of agencies like United Way, Economic Development, Habitat for Humanity,
The Nebraska Center for the Book, The Wildcat Wildlands Project, the North Platte Valley
Historical Society, Panhandle Community Services, Legion Baseball, Boy Scouts, the
Midwest Theater, the Praise Team, Valley Voices, Kiwanis, Twin Cities Development, the
YMCA, the Chamber of Commerce, the Artists Guild, Elks Club, and Rotary International.
Annually, College employees and students engage in numerous community-service events carried
out through organized athletics, employee-based, and/or student-based projects, as shown in the
following examples.
Athletics
1. Within an academic year, student-athletes engage in a minimum of 40 different
community service projects.
2. Fifteen professional staff and 130 student-athletes participate at the request of area public
service agencies or service clubs. Annual projects include events like United Way’s “Day
of Caring,” The University of Nebraska Lincoln Extension Office’s “Food, Fun, and Fitness”
program, and the “National Night Out” educational programming.
3. Athletes read to elementary school children through the “Adopt-a-School” program each
semester, and they often feature skating parties for children at the local rink.
4. Over the past three years, there has been a 50% increase in the number of community
service projects performed by athletes, including events like “Fix-up, Clean-up Day,” when
athletes clean yards, paint houses, or help with maintenance projects for no charge.
Western Nebraska Community College Page 165

Annual Employee-based Community Service Projects
1. A committee of College personnel coordinates activities between academic or service
campus departments and the partner school in the Adopt-a-School project. Examples of
the services provided by WNCC include tutoring for students and age-appropriate
educational or entertainment presentations/projects for different grade levels.
2. The WNCC Foundation seeks employee contributions for student scholarships, special
projects, and professional-development stipends. WNCC employees have contributed to
the Foundation drive, raising a total of $19,000 in the past two years.
3. At Christmas, employees organize a family-adoption activity and toy drive. Each
department, office area, or academic unit adopts a student family, giving money or gifts
based on family members’ ages to help with family celebrations. Employees also donate
toys and gifts for students in need. In 2008, 32 families were served through the toy drive.
Student-based Activities
1. Phi Theta Kappa (PTK), the national two-year college student honor society, collects
personal care items and school supplies for the local domestic violence shelter and
juvenile detention center. Members also participate in WNCC Earth Day (a public
symposium) activities and partner with Keep America Beautiful to promote environmental
stewardship at the public program held at the College.
2. The College Democrats student club conducts on-campus awareness and voter
registration drives for first-time voters. They also assist with Earth Day activities by
distributing information and brochures about earth-friendly practices.
3. The Art Club decorates chairs every year to be auctioned off, with proceeds being donated
to Doves, a non-profit domestic violence center. Art Club members also carve pumpkins
for the annual Riverside Zoo Spooktacular fundraiser.
4. The Alliance Campus Top of the Pole Club projects include working with and donating to
the Habitat for Humanity and Alliance Angel Tree programs.
5. Student Government members at Scottsbluff have hosted debates and conducted annual
clean-up drives of the local walking pathways. The Upward Bound students perform public
service such as annual clean-up campaigns and food and toy drives.
Title IV TRIO Programs
Modeled upon the 1965 Congressional philosophy of equalizing opportunities and opening access
to higher education which led to the initial creation of TRIO programs, a TRIO grant was sought by
the College in 1986. Happily, TRIO services began at WNCC in 1987 through the awarding of a
program grant from the United States Department of Education.
The WNCC TRIO programs now represent the blending of three separate entities, Student Support
Services (also known as Your Educational Success or Y.E.S.), Upward Bound (UB), and Veterans
Page 166
Western Nebraska Community College

Upward Bound (VUB). Student Support Services was the first TRIO program available at WNCC,
and it now serves 200 students annually.
The Upward Bound was added in 1995, since then serving 65 students annually. To take part in
the program, students must be low-income, first-generation students with low placement scores.
During the fall semester of 1999, Veterans Upward Bound (VUB) began at WNCC, and it now has
the capacity to serves 120 students. VUB provides intensive skill development and short-term
remedial courses for military veterans. A branch of the VUB program operates in Rapid City,
South Dakota, to serve veterans in southern South Dakota and northern Nebraska.
The TRIO operating grant must be renewed every four years, and that re-issuance requires
documentation about the effectiveness of services rendered. As an example of that recordkeeping,
the following performance report from 2008-2009 demonstrates the effectiveness of TRIO
programs at understanding and then addressing students’ needs to achieve success in
postsecondary education (PSE):
Student Support Services
• Serves WNCC Campuses at Scottsbluff, Sidney, and Alliance
• Serves 200+ low-income and first-generation students annually
• Students Maintaining good academic standing: 90%
• Students currently enrolled PSE: 85%
• Students graduated PSE and/or transferred: 35%
Upward Bound
• Serves Scottsbluff, Gering, Mitchell, and Minatare High Schools
• Serves 65+ low-income and first-generation students annually
• Students who entered PSE: 90%
• Students who graduated PSE: 43%
• Students currently enrolled in PSE: 43%
• Students currently serving in the military: 12%
Veterans Upward Bound
• Serves Nebraska Panhandle and Western South Dakota
• Serves 120+ low-income and first-generation veterans annually
• Students who entered postsecondary: 65%
• Students who graduated postsecondary: 53%
• Students currently enrolled in PSE: 64%
Services provided to the students enrolled in the TRIO programs have become an important
component of the College because they encourage students to seek higher education who
otherwise might not do so. As the results above indicate, the success rate is high in the programs,
just as the success rate of students who receive specialized attention from tailored programs like
Western Nebraska Community College Page 167

Supplemental Instruction surpasses the institutional average. Students participating in SI receive
higher grades than those who do not, and only about 23% of WNCC students graduate from
college, while program-supported students graduate at rates of 35-45%.
The positive results from the TRIO presence encourage WNCC to improve and expand its support
mechanisms. In some cases, it may be a question of how various resources and services are
integrated, and in others, like intrusive advising, the institution must find additional resources in
order to reach its goals of expanded service. As with any successful venture, TRIO staff members
build student success from following best practices established by other programs nationally, but
its staff members also create local success by trying new methods or activities, as well as by
learning from the students they serve. Focus groups and surveys are used to plan new courses,
seminars, or workshops to be created on the basis of perceived need.
Core Component 5c: WNCC demonstrates its responsiveness to those
constituencies that depend on it for service.
Western Nebraska Community College serves a variety of constituents, and via partnerships and
articulation agreements with other entities, WNCC is able to offer a successful transition to higher
education. WNCC partnerships include corporations, public governing bodies, health facilities, K-
12 school districts, industry leaders, public utilities, and public service entities.
Articulation Agreements for Transfer Education
Besides its participation in the Nebraska Transfer Initiative, WNCC strives to ensure the
transferability of its courses by maintaining articulation agreements, consortium agreements,
cooperative agreements, and concurrent enrollment agreements with over 24 other collegiate
institutions in Nebraska, Colorado, Wyoming, and Kansas. These agreements increase access to
higher education for WNCC’s constituencies in its rural service area (RR 127).
Given WNCC’s objective of seamless articulation, the College conducts Transfer Day twice per
year at its Scottsbluff campus. Student Services representatives provide transportation for
students who desire to participate from the Alliance and Sidney campuses. During Transfer Day,
recruiters from 10 to 14 colleges gather to answer questions and to provide information to students
about opportunities and requirements for transfer to other institutions of higher learning.
Panhandle Health Academies
Responding to the need for increased preparation for health care workers in the area, the
Panhandle Partnership for Health and Human Services (PPHHS) offered 49,473.25 contact hours
of training between 2005 and 2008. This has resulted in 93 credit hours being earned by
participants. During this time period, 5,255 employees (based on duplicated student count) have
been trained (RR 128) .
Within the Regional West Academy, 120.75 College credits have been earned through the 6,767
hours of training provided. In all, 6,114 RWMC employees (based on duplicated student count)
have had the benefit of customized occupational training (RR 129).
Page 168
Western Nebraska Community College

Cabela’s Corporate University Partnership
The partnership with Cabela’s Inc. was instituted in 2003 after officers in the corporation explored
the possibility of providing continuing and advanced education for their employees. Since then,
73,589 Cabela’s employees (based on duplicated student count) have trained with WNCC. There
have been 1,942 credit hours earned and 201,284 contact hours of training provided (RR 131).
Powerline Partnerships
After utility industry representatives approached WNCC in 2003 about a training partnership, the
City of Alliance joined as a public sector member. To promote economic development, Alliance
provided considerable financial incentives to attract the Powerline Construction and Maintenance
(PC&M) program. The utility industry partners continue to support the offerings at WNCC through
earmarked funding donated to the WNCC Foundation, along with equipment gifts. The original
Advisory Committee remains highly involved in keeping the curriculum current and providing
employment opportunities and job leads for graduates. The City of Alliance has also recently made
an old switching station available as a training site, further supporting the program.
P-16 Initiative
WNCC is actively engaged in the P-16 Initiative organized through the Partnership for Innovation
(PFI) in Nebraska, a state-wide consortium funded by secondary and post-secondary schools each
devoting 10% of allocated Perkins funds to the organization. Curricular alignment, career
academies, career pathways training, a careers website, problem-based, case-based learning
workshops, and grants to form regional partnerships are examples of the types of activities tied to
PFI. This year, WNCC received a $10,000 grant to establish Panhandle coalitions to continue the
work on transitions from high school to college.
Faculty and Staff Member Participation in Cultural Events
The College provides assistance through volunteer activities for many cultural events, since it is
obvious that a community college should be fundamentally integrated into the community, and
because local residents take advantage of the offerings. For the past eleven years, a two-day
multi-cultural youth conference for approximately 400 youth and adults has been an annual fall
event. Event participants are given the opportunity to hear a keynote speaker and attend specific
breakout sessions. Conference topics include cultural competency, education, leadership, health
screenings, and career exploration.
WNCC strongly supports Theatre West, the local repertory group, including housing for non-area
production members and use of the Little Theatre in the main building at Scottsbluff during the
summer. This cooperative nineteen-year venture has provided up to eight performances for each
of three different plays each summer at the College. The plays have been attended by over 6,000
people, a measure of the appreciation the community members have for the efforts. Without
WNCC, the Theatre West Group could not operate, since WNCC both has the performance space
and the willingness to allow relatively unrestricted use of its facilities.
College students and WNCC employees sometimes act in the plays, build sets, provide costuming,
and faculty members have even directed several plays. Even when not directly involved in a
summer production, WNCC music and theatre instructors often give advice or assistance to the
Executive Director or other production members. Many students either join the production staff for
Western Nebraska Community College Page 169

fun or are occasionally hired by Theatre West to serve as stage or prop managers. Often, a
student handles the light or sound boards for WNCC and Theatre West productions.
Every student group at the College has a sponsor assigned to oversee and advise the club or
organization, and the sponsor must be present whenever the group sponsors an event. In the
past, debates between local political candidates, talent shows, special musical presentations,
movie nights, hypnotists, inspirational speakers, and other events take place. Students and
employees are welcomed to any College event for no charge (except some athletic tournaments,
depending upon the regional guidelines). In the same way, the public is invited to productions of all
kinds, and many events are presented for free, so that families who do not have many chances to
attend events because of the cost of admission are allowed the opportunity to spend time together.
Core Component 5d: Internal and external constituencies value the services
that WNCC provides.
The value of Western Nebraska Community College to its internal and external constituencies
continues to grow within the service area. Besides the traditional educational activities and the
training designed for businesses and corporate partners, activities which continue to grow in
response to demand, WNCC’s cultural programs are well received. The Gala musical event and
the Varsity Vocal Showcase, for instance, both sell out every year (over 350 seats per evening for
two consecutive nights). Instrumental group concerts and theatrical productions are also well
attended, particularly the Theatre West shows.
The production of a children’s-theater play at WNCC in 2008 resulted in over 500 students from the
area high schools and youth special-services programs coming to the College for a free viewing.
Faculty members have produced plays at the Guadalupe Center and the West Nebraska Arts
Center. WNCC’s athletic teams draw large crowds and have a strong base of support. Much of
the operational cost for the teams derives from booster club activities, and athletes and
international students have host families assigned to them called Dorm Parents. Usually, more
families or couples volunteer to be Dorm Parents than there are students interested in the program.
The College is the choice for the Regional west Medical Center’s Radiological Technology
program’s graduation, Gering High School Commencement, and numerous public meetings or
area trainings. Other events like job fairs are held on one of the three campuses at times.
Recently, Senator Ben Nelson was hosted by the College to discuss health care legislation, and
over 400 citizens turned out to learn about impending legislation. While the College is careful not
to appear to compete with the Gering Civic Center, a local convention and event venue, it hosts
education-related activities at Scottsbluff several times a month.
The campuses at Alliance and Sidney also host community and cultural events, both important
locations in the community because there are fewer other places where public gatherings can
happen. The contributions of the Endowment Association to WNCC through offering scholarships
to every high-school graduate in Cheyenne County at Sidney and the actions of the City of Alliance
in providing a steel building, pole lab, and transformer/switching station for the Powerline program
indicate ways in which community members and entities support and embrace the College’s
presence in their communities.
Page 170
Western Nebraska Community College

Selected Results from Student and Community Satisfaction Surveys
Golden & Associates Survey Report
In 2005, Sandra Golden & Associates, a community-college research firm, was contracted by the
College to determine the needs of its area residents. A partial result of that investigation was that
the researchers aligned present or potentially developing College services with what the district
populace indicated to be a priority. In particular, the Golden & Associates report points out three
traits and projected developments which community members most value.
1. The College offers a broad range of transfer courses, career programs and customized
training, with some programs unique to the area such as Aviation Maintenance and the
planned Powerline program. (Powerline courses at Alliance began in May 2006).
2. Flexible scheduling currently includes offerings in the evening, weekend, and on-line. (All
of these options have been increased in scope, as discussed in the earlier Responses to
the Challenges of the 2000 Team Report, pg. 24, and again in Criterion 3 , pg. 115.)
3. The Center for Business and Individual Training will be opening a new facility with state of
the art technology, including a number of important curriculum areas. (The facility was
dedicated in September 2005 as the John N. Harms Advanced Technology Center of
Nebraska.) (RR 132)
Cheyenne County Vision 2020
The College uses information from other external surveys to help guide WNCC programming and
services, as well as to gauge public perception of its services. When local officials commissioned
the Cheyenne County Vision 2020 Strategic Planning survey, over 500 respondents provided
perspectives on a variety of topics, some which included comments relative to WNCC. Under
Theme 5 relating to Education, the report includes a finding that “A number of the respondents
identified higher education and schools as important” (RR 133). A young mother provided an
anecdotal comment that she was only able to gain an education and build a better life for her and
her daughter because of WNCC being available in the area. Another citizen responding to a query
about infrastructure is reported to believe that “WNCC needs housing to attract students” (RR 134).
The Endowment Association at Sidney has purchased eight apartments reserved for lease by
WNCC students.
CCSSE
Students are expected to work hard during their educational experience, but WNCC also
recognizes that students also need a comfortable and secure environment in which to thrive. In
addition, there are a number of related services which the College can bring to bear in order to
facilitate and support educational success. Student Services staff members use applicable
portions of the Community College Survey of Student Engagement (CCSSE) to determine how
enrolled college students perceive certain parts of their college experience. In 2007, over 400
students who took the CCSSE survey responded to questions about the services provided in areas
like advising, tutoring, financial aid, computer lab availability, credit transfer assistance, and
disability services.
Western Nebraska Community College Page 171

The following table outlines selected results from the 2007 CCSSE survey.
Table 9-55 2007 CCSSE Levels of Student Satisfaction in Percentages--All Students
WNCC
Other Small 2007 CCSSE
Colleges Cohort
Academic Advising / Planning Somewhat Satisfied 45.1 43.4 43.7
Very Satisfied 31.4 31.1 27. 3
Total 76.5 74.5 71.0
Career Counseling Somewhat Satisfied 36.9 29.7 29.4
Very Satisfied 15.4 17.2 15. 9
Total 52.3 46.9 45.3
Job Placement Assistance Somewhat Satisfied 18.5 17.4 15.9
Very Satisfied 5.6 8.5 7.0
Total 24.1 25.9 22.9
Peer or Other Tutoring Somewhat Satisfied 23.5 22.9 22.9
Very Satisfied 24.1 17.5 16. 6
Total 47.6 40.4 39.5
Skill Labs (writing, math, etc.) Somewhat Satisfied 27.8 29.5 28.4
Very Satisfied 26.2 22.9 22. 0
Total 54.0 52.4 50.4
Financial Aid Advising Somewhat Satisfied 27.0 26.9 25.3
Very Satisfied 34.1 29.7 24. 9
Total 61.1 56.6 50.2
Computer Lab Somewhat Satisfied 25.9 28.3 28.2
Very Satisfied 51.8 45.4 43. 2
Total 77.7 73.7 71.4
Student Organizations Somewhat Satisfied 21.6 21.3 19.3
Very Satisfied 10.1 10.3 8.9
Total 31.7 31.6 28.2
Transfer Credit Assistance Somewhat Satisfied 21.6 22.5 23.0
Very Satisfied 15.7 15.3 14. 6
Total 37.3 37.8 37.6
Services to Students with Somewhat Satisfied 6.2 10.6 9.7
Disabilities Very Satisfied 6.7 8.5 7.8
Total 12.9 19.1 17.5
Page 172
Western Nebraska Community College

As can be seen, WNCC fared well in several categories compared to other small colleges and
cohort intuitions. Even though student participation in student organizations seems low, the
comparative satisfaction rating was high. Transfer credit assistance also received favorable
ratings. The fact that academic advising/planning indicated the highest satisfaction at 76.5% is
intriguing when linked with other findings. Students ranked academic advising/planning as “Very
Important” or “Somewhat Important” (90.1%), and they self-reported as participating in academic
advising/planning either “Sometimes” or “Often” for a total of about 55.0% of the time. The
“Sometimes” result was 42.9%; the “Often” result was only 12.1%.
Students seem to be satisfied with the academic advising they receive, but the number of students
engaged in such advising appears to be lower than would seem to be necessary in order to sustain
a link between an advisor (faculty member of otherwise) and the institution.
Since research indicates that a student-faculty member connection is a critical component of
retention strategies (as previously discussed), the results from the 2007 CCSSE report about the
frequency of advising consultations served as one of the precipitating factors in the decision to
bring the central advising in closer proximity to academic advising--when the Student Services
personnel from the Williams Building were relocated to the main building at Scottsbluff. Students in
Sidney and Alliance primarily work with a Student Services representative for advising, except for a
few in specialized areas like nursing, where they consult with a faculty member in the discipline to
ensure that they remain in step with the program.
The “Services to Students with Disabilities” category appears from this initial survey report to be a
matter of institutional concern. The new ADA guidelines and comprehensive strategy named the
Compensatory Abilities Policy addressed the issue somewhat, but there may remain a problem in
the routing of concerns to the Disability Services Officer, the time available for him to spend with
individual students, or in the lack of formal communications or meetings wherein faculty members
can understand best methods of implementation for prescribed accommodations.
Of course, the term disability can mean anything from physical impairment to a diagnosable
learning disability of some type, so the range of possibility in the question makes it hard to
understand which specific area needs the most attention in the time between first encounter and
fully implemented service. Given that returning veterans and more students from the K-12 ranks
will be entering higher education and more of them may require specific support of some type in
order to succeed, it is important to WNCC to refine strategies to assist the students. An important
step will be to compare the results from the same question on the 2009 report when it is reviewed.
Summary
The College has a long tradition of service in its district, particularly in Scottsbluff as a junior
college and then later as it expanded farther into the service area with branch campuses and
additional academic and industry-related training. Although the other campuses have been in their
respective communities for shorter periods of time, they also have become vital but customary
additions because the WNCC listens to its constituents and responds to their needs. The citizens
who live and work in the area nearly universally support and take pride in their local highereducation
institution, a fact which is invariably noted by visitors or job candidates who inquire about
the College in one of the host communities where a campus is located.
Western Nebraska Community College Page 173

Findings for Criterion 5
Strengths
1. WNCC sustains numerous outreach programs to extend opportunities throughout its large
service area for both academic and co-curricular opportunities, as well as public service
and educational/entertainment events and programs.
2. WNCC is actively engaged in partnerships throughout the Panhandle in the areas of
secondary education, health, business, industry, and community event programming,
besides its extensive and inclusive network of postsecondary education offerings.
3. WNCC regularly uses internal and external research to determine the needs of its
constituents, along with estimating the value of the services provided by the College.
4. WNCC builds relationships with the communities it serves through multi-cultural, artistic,
academic, and athletic productions and events.
5. WNCC faculty and staff members and students are integrated into the community and
provide assistance and support to regional public-service agencies and charities.
6. The College’s services received high ratings from students in the 2007 CCSSE survey,
and the consumers of advising services did not note a problem in the structure, although
the College plans to overhaul the system to improve advising and increase retention.
Challenges/Opportunities for Improvement
1. WNCC should continue to pursue new programs to meet the changing needs of its
constituencies as the economy evolves.
2. WNCC must continue to increase access for diverse populations and encourage
inclusiveness in recognition of a global environment in which it and its students thrive.
3. A formal schedule for when Class Climate student surveys are to be administered needs to
be established, and the feedback from the Division Chairs who review the result must be
included as a required step in the dissemination of results-analysis process.
4. The College is attempting to raise regional awareness of the extent of its outreach
activities so that taxpayers in the outer reaches of its 17,000-square mile district feel that
they are being served in proportion to the tax load that they bear because of the localfunding
measures which are used in Nebraska.
5. The College must find ways to increase recognition for its numerous public-service
activities in order to strengthen the perception of the College as a vital community partner
in social, educational, and economic ventures.
6. WNCC should evaluate and improve its system of disability services for students, if indeed
gaps exist, and it should communicate to its clients a willingness to assist them in their
educational quests. If the CCSSE data indicate a misperception on the part of students
about the College’s philosophy or intent toward reasonable necessary accommodation, the
College needs to find ways to correct that view.
Page 174
Western Nebraska Community College

Chapter 10
Summary & Request for
Continued Accreditation
Rebecca Guerrero
Science
“I want to get a degree before my kids go to college, so I can help them
earn theirs. My children are 16, 14, and 13. My experiences have been
awesome at WNCC. It’s been a long time since high school, and I had to
start with some pretty basic math. Adding, I think. What’s nice is that there
are so many opportunities for help -- the Writing Center, Supplemental
Instruction, and the Math Lab.” -Rebecca Guerrero
Chapter 10
Summary & Request

Document Summary and Request for Continued Accreditation
Western Nebraska Community College is a student-centered learning college which serves its
internal and external constituencies effectively. The College builds upon an eighty-year tradition in
the Nebraska Panhandle, but it does not rest on past achievement, nor does the fact that it is
recognized and respected in the region lead to complacency on the part of its administrative and
instructional leaders. Whether it is updating curricula to match discipline-area advances,
identifying and meeting business or corporate training needs, or giving back to the communities in
its district through events and programming, WNCC resolves to expand its operations and services
even as the surrounding population base shrinks in the High Plains.
Faculty, staff, and administrators report for work every day at one of WNCC’s three campuses, or
drive an hour and a half one-way home on deserted roads late at night, for one reason—to serve
students. The positive force of changing lives through education furnishes the resolve for the
College to surmount obstacles like uncertain funding and tough economic times. WNCC, which
has been in existence much longer than many other community colleges, has the advantage of
collective perspective. Triumphs and challenges have come and gone, but the College persists
through winter blizzards, world wars, agricultural fluctuations, and political and social upheavals.
Representatives of the College believe that the visiting team of Consultant Evaluators will discover
that the positive elements in the College as they are represented in this report are genuine. The
team will also come to see that the acknowledged challenges are honest appraisals of instances
for improvement. Everyone at WNCC understands that improvement is always possible, and even
those who struggled at the time to explore, evaluate, and critique the institution recognize the selfstudy
process as cathartic. It has been a meaningful exercise to take stock of the College.
WNCC understands its role and mission as a community college, the operative word for WNCC
being community, and it realizes that learners are learners, and each of them deserves an
institution of higher education driven to excellence. The College welcomes the visiting team’s
scrutiny, and particularly its recommendations grounded in experience and expertise for
recognized concerns in areas like data acquisition and use, retention, planning, and resource base
unpredictability. Past experience has shown that a thorough and thoughtful review of the system
as a whole will help the dedicated instructors and other employees at the College do a better job.
Thank you for reading the document and for the necessary hours of labor invested in a careful
analysis of the College’s operations, opportunities, and challenges. No doubt many of the tools
and techniques used by the College will shift again within the next ten years because innovation is
crucial to continued effectiveness in education. That is not frightening to WNCC’s leaders and
teachers, though, because the College has refashioned itself several times—growing stronger and
more valuable to its constituencies each time. One thing will not change. WNCC’s employees will
find a way to serve students, wherever and at whatever level of preparation it finds them.
In consideration of the evidence presented in this written record which captures a sampling of the
results from the learning odyssey the self-study project has represented, Western Nebraska
Community College formally and respectfully requests continuation of its accreditation through the
Higher Learning Commission of the North Central Association of Colleges and Schools.
Western Nebraska Community College Page 177

Chapter 11
Institutional Snapshot
Chapter 11
Institutional Snapshot
Lana Downey
Nursing and Music
“I wasn’t sure if I was ready to go to a big city or a university. I wanted
to get used to going to college and get the feel of it. When you go
to a big school, you have a lot of people in the room, and you don’t
know your professor. At WNCC, it’s a comfortable environment and
you can adapt to college life.” - Lana Downey

Institutional Snapshot
Student Demography
Table 11-56 Degree-Seeking Full- and Part-time Enrollment by Class Level
Status 2006-07 2007-08 2008-09
Freshman 1483 1429 1496
Sophomore 849 910 981
10-day Fall Total 2332 2339 2477
Table 11-57 Students by Degree-Seeking (DS) and Non-degree Seeking (NDS) Status
Gender and Ethnicity
2006-07 2007-08 2008-09
DS NDS DS NDS DS NDS
Male 781 2793 793 3929 858 3519
Female 1551 2823 1546 3732 1619 3767
Gender Unknown 0 0 0 0 0 0
Nonresident alien 58 0 39 0 40 0
Black, non-Hispanic 35 117 32 260 32 127
American Indian/Alaska Native 30 30 32 54 26 49
Asian/Pacific Islander 9 47 16 170 18 83
Hispanic 290 165 301 138 340 207
White, non-Hispanic 1725 4717 1784 6344 1830 6355
Race and ethnicity unknown 185 540 135 595 191 465
Unduplicated TOTAL 2332 5616 2339 7561 2477 7286
Table 11-58 Age Range of Students (degree-seeking)
Age Range 2006-07 2007-08 2008-09
Age 24 and under 1460 1479 1545
Age 25 and older 872 860 932
Total 2332 2339 2477
Table 11-59 Number of Students by Residency (degree- seeking)
Residency Status 2006-07 2007-08 2008-09
In-State Resident 2131 2099 2240
Out-of-State Resident 143 201 197
Non U.S. Resident 58 39 40
Total 2332 2339 2477
Western Nebraska Community College Page 181

Table 11-60 Applications and Acceptances (degree-seeking)
Status 2006-07 2007-08 2008-09
Freshman 724 784 1053
Undergraduate Transfer 83 73 76
Total 807 857 1129
Table 11-61 Standardized Placement Test Mean Scores for Prospective Students
eCOMPASS Test Fall 2006 Fall 2007 Fall 2008
Writing Skills 67.23 61.60 60.80
Reading Skills 78.72 78.09 77.90
Pre-Algebra 60.63 55.39 55.26
Elementary Algebra 31.85 42.39 41.84
College Algebra 78.72 52.38 58.14
Table 11-62 Percentages of Students Applying for Financial Assistance
Applicants Fall 2006 Fall 2007 Fall 2008
Undergraduate 54.03% 57.59% 66.13%
Table 11-63 Number/Percentage of Unduplicated Degree-Seeking Students
Receiving Financial Assistance
Financial Aid Fall 2006 Fall 2007 Fall 2008
Total Financial Aid 1,230 1,309 1,397
Percent of Total Enrollment 52.74% 55.84% 56.39%
Loans 15.14% 19.80% 21.11%
Work Study 2.44% 3.11% 2.94%
Scholarships/Grants/Institutional
Performance
45.07% 50.30% 49.73%
Academic Based, Merit-Based
Scholarships
12.09% 14.38% 13.36%
Page 182
Western Nebraska Community College

Institutional Financial Aid Dollars
Awarded for Tuition
Table 11-64 Tuition Discount Rates
Fall 2006 Fall 2007 Fall 2008
$368,736 $474,602 $487,239
Payments of Tuition Expected of
Students
$2,638,629 $3,065,375 $3,214,407
As a Percentage 12.26% 13.41% 13.16%
Student Retention and Program Productivity
Table 11-65 Percent of First-time, Full-time Undergraduate Students Returning for Study
Number Entering (NE)
Number Returning (NR)
Fall
'05
NE
Fall
'06
NR
NR/NE
Fall
'06
NR
Fall
'07
NE
NR/NE
Asian 0 0 0.0% 3 3 100.0% 5 4 0.0%
Black 13 4 30.8% 14 5 35.7% 16 4 25.0%
Hispanic 44 15 34.1% 59 28 47.5% 60 26 43.3%
Native American 1 0 0.0% 7 2 28.6% 4 0 0.0%
Nonresident Alien 16 16 100.0% 21 18 85.7% 13 8 61.5%
White 195 8 4 43.1% 234 132 56.4% 257 1 29 50.2%
Unknown 35 8 22.9% 23 10 43.5% 23 11 47.8%
Total 304 1 27 41.8% 361 198 54.8% 378 18 2 48.2%
Fall
'07
NE
Fall
'08
NR
NR/
NE
Table 11-66 Numbers of Students Earning a Degree
Ethnicity 2006-07 2007-08 2008-09
Nonresident Alien 9 20 12
Black, non-Hispanic 5 5 3
American Indian/Alaska Native 1 2 2
Asian/Pacific Islander 0 2 3
Hispanic 24 31 23
White, non-Hispanic 175 173 177
Race and ethnicity unknown 14 10 5
Total 228 243 225
Western Nebraska Community College Page 183

Table 11-67 Graduates by College/Program Following IPEDS CIP Codes
CIP Codes 2006-07 2007-08 2008-09
Agriculture/Natural Resources (1,3) 0 0 1
Architecture/Engineering/Engineering Technology (4,14,15) 3 4 0
Biological & Physical Science (26,40,41) 5 2 1
Business (52) 27 35 33
Communications/Communication Technology/Fine Arts (9,
10, 50)
3 3 2
Education/Library Science (13,21,25) 15 32 13
Humanities/Interdisciplinary (5, 16, 23, 24, 30, 38, 39, 54) 42 43 47
Health (51) 70 67 80
Law (22) 1 1 1
Mathematics/Computer Science (11, 27) 7 5 6
Military Technology/Protective Services (29/43) 3 8 7
Personal Services/Consumer Services/Fitness (12, 19, 31) 11 8 0
Psychological/Social Sciences & Services (42, 44, 45) 8 8 7
Trades/Production/Transportation Health (46, 47, 48, 49) 33 26 31
Total 228 242 229
Faculty Demography
Table 11-68 Full-time Faculty by Division (subject area of instruction)
DIVISION
AREA OF INSTRUCTION
2009-10
FACULTY
Academic Enrichment ESL, Math, English, Reading 5
Applied Technologies
Automotive, Auto Body, Powerline, Electronics,
Aviation, Welding
9
Business
Business, Accounting, Office Tech, Information Tech,
Cosmetology
15
Health Occupations
Associate Degree-Nursing, Practical Nursing, BNA,
Health Information Technology
11
Language & Arts
English, Journalism, Speech, Theatre, Instrumental
Music, Art, Vocal Music, Foreign Language
11
Mathematics, Science, &
Physical Education
Social Sciences
Life Sciences, Mathematics, Biology, Physical
Education, Chemistry, Physics, Engineering,
Human Services, Sociology, Criminal Justice,
Education, Social Science, Psychology, Economics,
Early Childhood Education
15
8
Page 184
Western Nebraska Community College

Table 11-69 Full- and Part-time Faculty Members by Race/Ethnicity & Gender
Fall 2007 Fall 2008
Race/Ethnicity Full-Time Part-Time Full-Time Part-Time
Nonresident alien 0 0 0 0
Black, non-Hispanic 1 0 1 3
American Indian/Alaska Native 0 1 0 1
Asian/Pacific Islander 0 2 1 2
Hispanic 2 3 2 0
White, non-Hispanic 69 93 68 71
Race and ethnicity unknown 1 20 0 10
Gender Full-Time Part-Time Full-Time Part-Time
Male 39 46 37 35
Female 34 66 35 49
Unknown 0 7 0 3
Table 11-70 Full- and Part-Time Faculty Members by Highest Degree Earned
Degree Level
Fall 2007 Fall 2008
Full-Time Part-Time Full-Time Part-Time
Doctorate 4 1 3 1
First Professional 1 1 1 2
Master's 52 41 50 37
Bachelor's 8 14 10 13
Associate's 6 6 6 3
Industry Certification 1 5 2 7
Total 72 68 72 63
Western Nebraska Community College Page 185

Table 11-71 Faculty Member Headcount (combined full and part-time) by
IPEDS Classification of Instruction Program (CIP)
INSTRUCTIONAL PROGRAM AREA 2006-07 2007-08 2008-09
Agriculture/Natural Resources (1,3) 2 1 3
Architecture/Engineering/Engineering Technology (4,14,15) 6 6 6
Biological & Physical Science (26,40,41) 10 13 13
Business (52) 13 15 10
Communications/Communication Technology/Fine Arts (9, 10, 50) 16 19 8
Education/Library Science (13,21,25) 20 16 17
Humanities/Interdisciplinary (5, 16, 23, 24, 30, 38, 39, 54) 20 20 21
Health (51) 28 21 22
Law (22)
Mathematics/Computer Science (11, 27) 24 29 32
Military Technology/Protective Services (29/43) 1 2 2
Personal Services/Consumer Services/Fitness (12, 19, 31) 3 3 2
Psychological/Social Sciences & Services (42, 44, 45) 11 10 10
Trades/Production/Transportation Health (46, 47, 48, 49) 13 12 12
Instructional Resources (Library)
Table 11-72 Constituents use of Resources 2007-2008 2008-2009
Circulation: Students 2,881 2,337
Circulation: Faculty 2,959 1,274
Circulation: Community 278 1,236
Total Number of Searches in Electronic Reference Sources NA NA
Total Number of Tex Download from Electronic Sources NA NA
ILL - Books Loaned to Other Libraries 211 209
ILL - Articles Provided to Other Libraries 11 1
ILL - Books Borrowed for Patrons 198 133
ILL - Articles Received from Other Libraries 14 17
Reference transactions in a Typical Week 8 11
Gate Count in a Typical Week 332.70 315.45
Participants in Group Presentation (Annually) 136 210
Group Instruction Sessions (Annually) 9 24
Page 186
Western Nebraska Community College

Table 11-73 Library Demographics 2007-2008 2008-2009
Total Library Expenditures $411,921.26 $458,955.17
Professional Staff FTE Positions (Librarians) 3 4
Support Staff FTE Positions 2 1
FTE Student Assistants 1.8 1.8
Number Public Workstations in Library 11 11
Hours Open per Week 66.5 66.5
Total Collection Volume Count – Bound 39,166 37,881
Current Serial Titles Total 130 130
Hours of Reference Desk Service 66.5 66.5
Number of Electronic Reference Sources 22 22
Institutional Financial Data
Table 11-74 Institutional Financial Data 2006-2009
Actual Unrestricted Revenues 2006-07 2007-08 2008-09
Tuition and fees 3,007,365 3,539,977 3,701,646
State Appropriations 9,917,102 12,485,245 12,632,043
Local Appropriations 6,865,686 4,878,534 5,788,250
Other 472,600 403,506 385,237
TOTAL 20,262,753 21,307,262 22,507,176
Actual Unrestricted Expenses 2006-07 2007-08 2008-09
Instructional/Departmental/Library 10,715,280 11,300,036 11,301,608
Student Services 2,353,628 2,299,970 2,105,360
Operation and Maintenance of Plant 2,427,044 2,694,344 2,752,345
Administration 4,111,645 4,298,431 4,559,071
(Add) to/use cash reserves 655,156 714,481 1,788,792
TOTAL 20,262,753 21,307,262 22,507,176
Western Nebraska Community College Page 187

Chapter 12
Appendices
Chapter 12
Appendices
Madelyn Diaz
Pre-dentistry
Elvis Garcia
Pre-dentistry
“I came from Cuba to America when I was almost 18. I played baseball in high
school. The coach from WNCC visited me, and Madelyn and I decided to go to
Nebraska. I am really grateful for the opportunities WNCC and the country have
given me.” - Elvis Garcia
“Elvis and I were married when I finished high school. We moved from Florida to
Nebraska – it’s so much different here. I was born in Cuba and came to America
when I was 10. I haven’t felt awkward at all in Scottsbluff. Everyone makes me
feel at home.” - Madelyn Diaz

Figure A-75 Appendix A
WNCC Service Area
Western Nebraska Community College Page 191

Appendix B
Table B-76 Assessment Activities Summary: 2003-2009
Year
Activity
2003-04
• A General Education Matrix was developed utilizing faculty input about the extent to
which components of the general education goals are being addressed for each
course taught. The matrix results were used to generate discussion regarding the
general education goals
2005-06
• A Learning Survey is developed to assess student perception of learning related to
the general education objectives. A line graph depicting the results and a findingsanalysis
section report was distributed to faculty members
• A survey instrument to measure student learning in the area of ethics, values and
diversity is developed by the Social Science Division. The survey has been given for
four semesters. The results have been analyzed and shared with the Division and
members of the Student Learning Committee
• Course competencies are developed for math courses. Common math final questions
are matched to key concepts in specific math courses. This task allowed for an item
analysis and pattern discernment of student performance in the completion of the
common math final
• Mathematics instructors begin using an embedded critical thinking question in the
College Algebra classes. A rubric is used to measure the results. Instructors
reviewed the results and implemented changes as well as improved the rubric
• Using a concept map, the math instructors review the common math final item
analysis outcomes
• A class on assessment methods is offered in-house
• English Composition faculty members meet and work on a rubric to assess written
communication
2006-07
• A long-range Master Plan for the assessment of student learning is developed and is
distributed to faculty, administrative staff, and Board members
• A number of assessment training and awareness opportunities are held for faculty
relative to the assessment of student learning to increase institution-wide awareness
of the initiative goals
• Newsletters are written and distributed to faculty and staff.
• 67% of the faculty members have entered course competencies for a minimum of one
course
• An Assessment data entry site is created on the web
• A course is offered on using the WIDS curricular development plan
• WIDS is used by the Powerline and Early Childhood Education programs to integrate
assessment strategies and curricular mapping
Page 192
Western Nebraska Community College

2007-08
• The Community College Survey of Student Engagement (CCSSE) and Community
College Faculty Survey of Student Engagement (CCFSSE) are administered at
WNCC for the first time
• Student Learning Committee members host small group discussion regarding the
CCSSE survey results
• CCSSE presentations/debriefings are held at each campus for faculty members to
discuss the survey results. Additionally, presentations are made to the President’s
Cabinet and the Board of Governors
• English composition instructors begin using a scoring rubric to assess student writing
projects
• Using a spreadsheet, Applied Technologies instructors apply industry standards to
measure student mastery relative to competencies
• Faculty forums are held with individuals sharing their progress and assessment
results with other faculty members
• The percentage of course competencies by Division is assessed and it is determined
that the completion rate for all Divisions has improved
2008-09
• To illustrate assessment projects, assessment results as well as the use and
implication of the results, a website is initiated. The website will also serve as an
assessment resource
• eLumen is purchased and will be used as an institution-wide repository for
assessment data
• Administrators and faculty members will review CCSSE and CCFSSE results to
compare them against 2007 findings
Western Nebraska Community College Page 193

Appendix C
Table C-77 Faculty and Administrative Staff Member Scholarship
Eileen Ely
President
Ray Andrew Newman
Division of Language and
Arts
William Spurgeon
Division of Business Office
and Information Technology
Text
In Pursuit of Excellence: the Community College of Denver, with John
Roueche, Community College Press, 2001
Essay/Review Series
“And Therefore as a Stranger Give it Welcome,” University Bookman, 2008
“Frights and Chills, Intelligently Rendered,” University Bookman, 2006.
“Wednesday’s Child: Billy Collins is an Extraordinary Observer of the
Ordinary,” The Weekly Standard, 2006
Presentations
“Best Practices for Articulation” (Round table and Poster Session) League
for Innovation 2004 and 2005
Jeanette Johnson
Division of Business Office
and Information Technology
Text
Career Development Capstone, Prentice Hall, 2008
David Harnish
Division of Science, Math,
and Physical Education
Children’s Book
“The Everything Kids’ Basketball Book,” with Bob Schaller, 2009
Yelena Khanevskaya
Division of Language and
Arts
Solo Art Exhibitions
“Mosaics of Personal Ventures,” Western Nebraska Arts Center, 2007.
“Unfailing Demarcations of a Self-professed Idealist,” West Nebraska Arts
Center, 2005
Paul Bowdre
Division of Social Sciences
Presentations
“One Community College’s Experience,” New Mexico Higher Education
Assessment and Retention Conference, February 2009.
“The Importance of Criminal Justice Advisory Boards,” Southwest
Association of Criminal Justice, October 2008
Page 194
Western Nebraska Community College

Cynthia Armstrong
Division of Social Sciences
(with Paul Bowdre)
Presentation
“Experts of the Frontier,” Law and Society Association Annual Meeting,
2009
Garry Alkire
Dean of Educational
Services
Rita Stinner
Division of Language and
Arts
Essays
“Ducks upon a Pond,” Northern Lights, 2002
“In the Way of the Father,” Sewanee Review, 2001
“Indians” and “Lo!” The William Faulkner Encyclopedia, 1999
Text
Field Archeology: Practices and Procedures, with George Zeimens:
Western Plains Press, 2005
Performances
Played Florence Foster Jenkins in the Nebraska Repertory Theater
Production of “Souvenir–A Fantasia on the Life of Florence Foster
Jenkins,” Johnny Carson School of Theater and Film, Lincoln, 2008.
Co-wrote and performed an original musical, “The Lark and the
Lounge Lizard,” in cabaret format for the Repertory Theater, 2009
Paul Jacobsen
Executive Director of
Information Technology
Presentation
Dissertation research nominated to be presented at Sloan
Consortium International Conference, summer 2009
Nathaniel Johnson
Division of Language and
Arts
Performance
Performed original arrangement of Artie Shaw Clarinet Concerto,
“Pipes and Stripes Concert,” Denver, 2009
Western Nebraska Community College Page 195

Appendix D
Figure D-78 WNCC
Organizational Chart
Page 196
Western Nebraska Community College

Chapter 13
Role & Mission, Philosophy & Vision
Randall Henry, Jr.
Music
Randall Henry, Sr.
Journalism
Chapter 13
Role & Mission,
Philosophy & Vision
Caree Henry
AA Business
Administration
“WNCC isn’t one of those colleges that you have to go to as a last
resort – this is a top choice. My original intent was to come here
and work on my teaching credentials. Then I met an instructor who
introduced me to a different career field. Simply put, my life changed.
Where I am going now didn’t happen without WNCC. This place is a
great beginning – it’s the place to be.” - Randall Henry, Sr.

Western Nebraska Community College Role and Mission
Western Nebraska Community College shall be a student centered, open access instit ution
primarily devoted to qualit y instruction and public service, prov iding counseling and other s tudent
services intended to promote the success of a diverse student population, particularly those who
have been traditionally under served in other educational settings.
Western Nebraska Community Colle ge, individually and collectiv ely, shall provide the following
instructional and service priorities:
Applied Technology Education
Including Associate of Applied Science d egrees (AAS), Associate of Occupational Studies (AOS),
diplomas, certificates, professional skills awards , and coursework to qualify individuals for entry
into employment or to enable individuals to rema in current, to upgrade skills, or to acquire new
skills;
Transfer Education
Including liberal arts and sciences associate degrees (AA and AS) comprising course work which is
comparable to the course work of the fi rst two years of a bachelor’s degree program and applied
technology degrees comprising course work which may be applicable to the course work of the first
two years of a bachelor’s degree program;
Developmental Education
Including remedial program s, developmental progr ams, Adult Basic Education, General Educat ion
Development (GED) preparation, English Literacy Programs (ELP), and refresher courses.;
Adult Continuing Education
Including car eer related programs and services for professional certific ation or improvement;
Economic and Community Development includi ng c ustomized training programs developed for
businesses and communities to meet needs such as occupational assessment, job training, and
job upgrading and other programs and services that are within the scope of the College’s expertise;
Public Service
Including vocational and personal development course s and activit ies not specif ically identified in
other priorities;
Applied Research
Limited to the enhancem ent of the instructional programs, student achi evement, institutional
effectiveness, and public service activities or related to faculty professional development.
Western Nebraska Community College Page 199

Western Nebraska Community College Philosophy
Western Nebraska Community College is a comprehensive community college committed to
serving the residents of western Nebraska with higher education and lifelong learning
opportunities. The faculty, staff, and the Board of Governors seek to provide leadership in
education while responding to the identified needs of ar ea residents by providing high quality
educational programs and support services that are a ccessible to all who can benefit from them. In
fulfilling our role and mission, we subscribe to the following philosophy:
• Belief in the inherent right of every person to an opportunity for education commensurate with the
individual’s potential and interest. We offer a comprehensive progr am, which includes academic
and technic al courses as well as general educat ion for transfer to a baccalaureate-granting
institution or preparation for entry to the job market.
• Respons ibility for providing an environ ment that offers opportunities for developing qualit y in
academic, technical, and vocational disciplines. We are committed to helping students clarify goals
by improving skills and prov iding guidance, encouragement, and ass istance in a pos itive
atmosphere fostering personal growth and social responsibility.
• Commitment to lifelong learning . We provide area business and in dustry with vocational training
for skilled employment, which encompasses inservice/preservice training in addition to basic sk ills,
continuing education, and vocational interests.
• Awareness of the chan ging role of education . W e are prepared to make adjustments in the
curriculum and services to meet the diverse, unique needs of students.
Western Nebraska Community College Vision Statement
It is our vision that Western Nebrask a Comm unity College will promote and provide quality
education, training opportunities , and support services through a v ariety of media, sources, and
delivery methods. In our delivery of these instruct ional and educ ational s ervices, we will seek to
meet the needs of the individual and to promote lifel ong learning. As a me mber of the global
village, we are sensitive and respons ive to t he unique contributions of eac h individual and
committed to the development of all pers ons. We desire to help our students to be ever aware of a
larger, global environment and we seek to help them to understand their role in the la rger
community. We continually strive for leadership in instructional technology, student support, and
teaching and learning, whil e providing access to all who seek our assistance, whether within our
walls or beyond.
Page 200
Western Nebraska Community College

Understood
Valued
Empowered
Supported
Unified
Enriched