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

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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
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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
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In addition to the CAAP test, the C
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Reduction in Force (RIF) Practices
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Summary WNCC executive administrato
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Chapter 7 Criterion 3: Assessment P
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username field and “guest 1” in
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5. Personal Development-including m
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Faculty members are working on plan
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After receiving the survey results
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Pre- and post-tests have been used
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materials for acquisition to the Li
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Director. The Counseling Director i
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may be reticent in traditional clas
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their contact information at semest
Page 133 and 134: The chart below details sections by
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Page 137 and 138: Because of the popularity of the vo
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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
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 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
Page 206: Chapter 12 Appendices Chapter 12 Ap
Page 209 and 210: Appendix B Table B-76 Assessment Ac
Page 211 and 212: Appendix C Table C-77 Faculty and A
Page 213 and 214: Appendix D Figure D-78 WNCC Organiz
Page 216 and 217: Western Nebraska Community College
Page 218: Understood Valued Empowered Support
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