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

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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
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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
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The College has been in complete co
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Contractual Relationships WNCC faci
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Criterion 1: Mission and Integrity
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memorable. When a new institutional
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The passage of Initiative 424 in Ne
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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 108 and 109: Reduction in Force (RIF) Practices
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: Faculty members are working on plan
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
Page 158 and 159: 8. Cougar Award Given to a student
Page 160 and 161: alternative energy education, the g
Page 162 and 163: The Associate Degree in Nursing pro
Page 164 and 165: There were statistically significan
Page 166 and 167: The following two excerpts from the
Page 168 and 169: 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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