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

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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
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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
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Distance Learning Advances in techn
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The College Council now consists of
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to create a bond. Many courses are
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Faculty and Staff The integrity of
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Athletics WNCC’s Athletic Departm
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Strengths Findings for Criterion On
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Criterion Two: Preparing for the Fu
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An expansion of HATC in 2008 includ
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With the growth and expansion of on
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1. Throughout the service area from
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and fees, and 8.6% classed as other
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opportunities for students, but a c
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spent in class and studying takes a
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Examples of planning for current an
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with retirements which occurred in
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As depicted below (based on degree-
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• 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 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 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
Page 170: 6. The College seeks to improve the
Page 174 and 175: Criterion 5: Engagement and Service
Page 176 and 177: y students and/or faculty members o
Page 178 and 179: faculty members’ classes are regu
Page 180 and 181: Examples of the career-related educ
Page 182 and 183: 8. Adopt-a-School WNCC actively par
Page 184 and 185: Upward Bound (VUB). Student Support
Page 186 and 187: Cabela’s Corporate University Par
Page 188 and 189: Selected Results from Student and C
Page 190 and 191: As can be seen, WNCC fared well in
Page 192: Chapter 10 Summary & Request for Co
Page 196: Chapter 11 Institutional Snapshot C
Page 199 and 200: Table 11-60 Applications and Accept
Page 201 and 202: Table 11-67 Graduates by College/Pr
Page 203 and 204: 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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