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

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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
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Western Nebraska Community College
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Introduction A yellowed newspaper p
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MISSION STATEMENTS ................
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Chapter 7 CRITERION 3: STUDENT LEAR
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EMERITUS DISTINCTION ..............
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LIST OF TABLES AND FIGURES TABLE 3-
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DISTRICT 1 DISTRICT 2 DISTRICT 3 DI
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CRITERION TWO Co-Chairs Dan Kinney
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History and Geographic Service Regi
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the cosmetology and aircraft mainte
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Allied Health Services, and Adult E
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Chapter 2 Summary of Accreditation/
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The Self-Study Process and Report C
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Chapter 3 Response to Challenges Jo
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8. The use of course-level specific
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WNCC has a booth at the Scottsbluff
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Below are the same results reported
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The above support systems, however,
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HATC’s end-of-year enrollment is
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years before leaving to assume a pr
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Service Area Day Time Independent L
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Chapter 4 Federal Compliance Lucas
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The conversion rate from contact to
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3. Elect to file a written Grade Ap
Page 57 and 58: The College has been in complete co
Page 59 and 60: Contractual Relationships WNCC faci
Page 62 and 63: Criterion 1: Mission and Integrity
Page 64 and 65: memorable. When a new institutional
Page 66 and 67: The passage of Initiative 424 in Ne
Page 68 and 69: dual-credit enrollment, the require
Page 70 and 71: Distance Learning Advances in techn
Page 72 and 73: The College Council now consists of
Page 74 and 75: to create a bond. Many courses are
Page 76 and 77: Faculty and Staff The integrity of
Page 78 and 79: Athletics WNCC’s Athletic Departm
Page 80: Strengths Findings for Criterion On
Page 84 and 85: Criterion Two: Preparing for the Fu
Page 86 and 87: An expansion of HATC in 2008 includ
Page 88 and 89: With the growth and expansion of on
Page 90 and 91: 1. Throughout the service area from
Page 92 and 93: and fees, and 8.6% classed as other
Page 94 and 95: opportunities for students, but a c
Page 96 and 97: spent in class and studying takes a
Page 98 and 99: Examples of planning for current an
Page 100 and 101: with retirements which occurred in
Page 102 and 103: As depicted below (based on degree-
Page 104 and 105: • Intercollegiate Athletics Athle
Page 106 and 107: In addition to the CAAP test, the C
Page 110 and 111: Summary WNCC executive administrato
Page 112: Chapter 7 Criterion 3: Assessment P
Page 115 and 116: username field and “guest 1” in
Page 117 and 118: 5. Personal Development-including m
Page 119 and 120: Faculty members are working on plan
Page 121 and 122: After receiving the survey results
Page 123 and 124: Pre- and post-tests have been used
Page 125 and 126: materials for acquisition to the Li
Page 127 and 128: Director. The Counseling Director i
Page 129 and 130: may be reticent in traditional clas
Page 131 and 132: their contact information at semest
Page 133 and 134: The chart below details sections by
Page 135 and 136: students from WNCC called “former
Page 137 and 138: Because of the popularity of the vo
Page 139 and 140: Although no full-time staffed Writi
Page 141 and 142: training session to learn the SI me
Page 143 and 144: 5. The Allied Health program offers
Page 145 and 146: Cosmetology The Cosmetology program
Page 147 and 148: Findings for Criterion 3 Strengths
Page 150 and 151: Criterion 4: Acquisition, Discovery
Page 152 and 153: The following table displays the ty
Page 154 and 155: providing background and practical
Page 156 and 157: elative to the type of degree or pr
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8. Cougar Award Given to a student
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alternative energy education, the g
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The Associate Degree in Nursing pro
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There were statistically significan
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The following two excerpts from the
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The body of the Pledge outlines eth
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6. The College seeks to improve the
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Criterion 5: Engagement and Service
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y students and/or faculty members o
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faculty members’ classes are regu
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Examples of the career-related educ
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8. Adopt-a-School WNCC actively par
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Upward Bound (VUB). Student Support
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Cabela’s Corporate University Par
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Selected Results from Student and C
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As can be seen, WNCC fared well in
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Chapter 10 Summary & Request for Co
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Chapter 11 Institutional Snapshot C
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Table 11-60 Applications and Accept
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Table 11-67 Graduates by College/Pr
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Table 11-71 Faculty Member Headcoun
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Chapter 12 Appendices Chapter 12 Ap
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Appendix B Table B-76 Assessment Ac
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Appendix C Table C-77 Faculty and A
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Appendix D Figure D-78 WNCC Organiz
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Western Nebraska Community College
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Understood Valued Empowered Support
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