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

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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
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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
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The chart below details sections by
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students from WNCC called “former
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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
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Page 162 and 163: The Associate Degree in Nursing pro
Page 164 and 165: There were statistically significan
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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 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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