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

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The College has seen a steady increase in enrollment over the last few years. Part of this gain derives from effective and deliberate recruitment plans, and part of it likely reflects a slumping local and national economy. Although our region is less affected than other parts of the country (rural agricultural zones reflect economic downturns more slowly but then recover more slowly, in general), good jobs are hard to find locally. The following chart lists the WNCC system enrollment history over the previous five years: Table 3-1 Five-Year Enrollment History Semester Full-time Part-time Total Fall 2009 1124 1179 2303 Fall 2008 984 1986 2970 Fall 2007 949 1358 2307 Fall 2006 903 1025 1928 Fall 2005 872 1350 2222 The chart above indicates a substantial increase in the part-time numbers during the fall of 2008, mostly driven by a corporate partner’s (Cabela’s) increased demand for training due to new store openings. In 2009, the economic situation has curtailed store openings and training provided by industry partners, thus lessening enrollments. WNCC seeks to find ways to attract more students from outside the area and to improve retention, although enrollment is stable and recently growing again. Retention Particularly, the College wants to increase retention rates, which are at times below the national average, given that the national figure from fall-fall, as reported by ACT, is 53.6%. The primary concern relating to retention is individual student success, since most students who are not retained simply stop their educational path (at that time, at least). It also appears that retention is a critical factor for an institution with a shrinking area populace from which to draw. The following charts display the retention rates for fall to spring and fall to fall (for first-time, full-time students) in the last five years: Table 3-2 Fall to Spring Retention Rates: Fall 2004—Spring 2008 Fall 04- Spring 05 Fall 05- Spring 06 Fall 06- Spring 07 Fall 07- Spring 08 Fall 08-FT Students Spring 09 Retained Fall 08- Spring 09 Scottsbluff 81.4% 72.2% 78.8% 78.4% 290 235 81.0% Alliance 68.0% 61.5 % 68.0 % 76.2% 22 20 90.9% Sidney 80.7% 73.0% 81.4% 55.8% 52 37 71.2% Total 80.3% 71.8% 78.4% 75.7% 364 292 80.2% Western Nebraska Community College Page 21
Below are the same results reported in graphic form: Figure 3-3 Fall to Spring Retention 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% Scottsbluff Alliance Sidney Total Fall 04 to Spr 05 Fall 05 to Spr 06 Fall 06 to Spr 07 Fall 07 to Spr 08 Fall 08 to Spr 09 The carry-over to spring or second-semester classes is fairly strong, although it is sometimes variable as well. Recent improvements for the Fall 2008 to Spring 2009 terms is heartening, but the College still intends to improve the figures in order to ensure even more seamless and predictable progression along an educational path. The Fall to Fall Retention chart below demonstrates the greater concern for the College, overall as a system, as well as the rates at different campuses, as illustrated below: Table 3-4 Fall to Fall Retention Rates: Fall 2004—Fall 2008 Fall 04- Fall 05 Fall 05-Fall 06 Fall 06- Fall 07 Fall 07- Fall 08 Fall 08-FT Students Fall 09 Retained Fall 08- Fall 09 Scottsbluff 50.2% 40.4% 55.3% 54.2% 286 159 55.6% Alliance 48.0% 61.5 % 32.0% 56.3% 17* 9 52.9% Sidney 61.4% 40.5% 64.4% 32.7% 55 29 52.7% Total 51.9% 41.3% 54.8% 50.8% 358 197 55.0% 80.0% 60.0% 40.0% 20.0% 0.0% Figure 3-5 Fall to Fall Retention Scottsbluff Alliance Sidney Total Fall 04 to Fall 05 Fall 05 to Fall 06 Fall 06 to Fall 07 Fall 07 to Fall 08 Fall 08 to Fall 09 The College incorporates several strategies to address retention, discussed directly below. In 2008, a College Success class was reinstituted, specifically designed for students who take at least one developmental-level course. Unfortunately, not enough data exists yet to see whether or not this class will help students succeed overall. The division which Page 22 Western Nebraska Community College
Page 1 and 2: Western Nebraska Community College
Page 4: Introduction A yellowed newspaper p
Page 7 and 8: MISSION STATEMENTS ................
Page 9 and 10: Chapter 7 CRITERION 3: STUDENT LEAR
Page 11 and 12: EMERITUS DISTINCTION ..............
Page 13 and 14: LIST OF TABLES AND FIGURES TABLE 3-
Page 15 and 16: DISTRICT 1 DISTRICT 2 DISTRICT 3 DI
Page 17 and 18: CRITERION TWO Co-Chairs Dan Kinney
Page 20 and 21: History and Geographic Service Regi
Page 22 and 23: the cosmetology and aircraft mainte
Page 24 and 25: Allied Health Services, and Adult E
Page 26: Chapter 2 Summary of Accreditation/
Page 29 and 30: The Self-Study Process and Report C
Page 32: Chapter 3 Response to Challenges Jo
Page 35 and 36: 8. The use of course-level specific
Page 37: WNCC has a booth at the Scottsbluff
Page 41 and 42: The above support systems, however,
Page 43 and 44: HATC’s end-of-year enrollment is
Page 45 and 46: years before leaving to assume a pr
Page 47 and 48: Service Area Day Time Independent L
Page 50: Chapter 4 Federal Compliance Lucas
Page 53 and 54: The conversion rate from contact to
Page 55 and 56: 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
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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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Although no full-time staffed Writi
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training session to learn the SI me
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5. The Allied Health program offers
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Cosmetology The Cosmetology program
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Findings for Criterion 3 Strengths
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Criterion 4: Acquisition, Discovery
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The following table displays the ty
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providing background and practical
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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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