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“Soar into your Future!”<br />
Accreditation <strong>Self</strong>-<strong>Study</strong><br />
February <strong>2019</strong><br />
Prepared for the New England Commission on Institutions of Higher Education<br />
(<strong>NECHE</strong>)<br />
River Valley Community College ● One College Place, Claremont, NH 03743 ● (603) 542-7744 ● www.rivervalley.edu<br />
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Table of Contents<br />
INSTITUTIONAL CHARACTERISTICS .............................................................................................................. iii<br />
CHIEF INSTITUTIONAL OFFICERS .............................................................................................................. ix<br />
ORGANIZATIONAL CHARTS ........................................................................................................................... x<br />
TABLE OF CIHE ACTIONS, ITEMS OF SPECIAL ATTENTION, OR CONCERNS ............................................... xxiv<br />
INTRODUCTION ............................................................................................................................................. 1<br />
<strong>RVCC</strong> STANDARD COMMITTEES .................................................................................................................... 3<br />
INSTITUTIONAL OVERVIEW ........................................................................................................................... 4<br />
Standard One ................................................................................................................................................ 8<br />
Standard Two............................................................................................................................................. 14<br />
Standard Three ........................................................................................................................................... 27<br />
Standard Four ............................................................................................................................................. 37<br />
Standard Five .............................................................................................................................................. 58<br />
Standard Six ................................................................................................................................................ 76<br />
Standard Seven ........................................................................................................................................... 97<br />
Standard Eight .......................................................................................................................................... 119<br />
Standard Nine ........................................................................................................................................... 136<br />
Appendices ................................................................................................................................................ 151<br />
Affirmation of Compliance with Federal Regulations Relating to Title IV ............................................ 151<br />
E-Series Forms ....................................................................................................................................... 153<br />
Management Letter & Financial Report…………………………………………………………………………………………..171<br />
List of Documents/Exhibits ................................................................................................................... 261<br />
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INSTITUTIONAL CHARACTERISTICS<br />
Institutional Characteristics Form Revised September 2009<br />
Date: November 6, 2018<br />
1. Corporate name of institution: River Valley Community College<br />
2. Date institution was chartered or authorized: 1961<br />
3. Date institution enrolled first students in degree programs: 1968<br />
4. Date institution awarded first degrees: 1970<br />
5. Type of control:<br />
Public<br />
Private<br />
State<br />
City<br />
Other<br />
(Specify) _________________<br />
Independent, not-for-profit<br />
Religious Group<br />
(Name of Church) __________________________<br />
Proprietary<br />
Other: (Specify) ___________________<br />
6. By what agency is the institution legally authorized to provide a program of education beyond<br />
high school, and what degrees is it authorized to grant? State of New Hampshire – Associate in Arts,<br />
Associate in Science<br />
_______________________________________________________________________________<br />
7. Level of postsecondary offering (check all that apply)<br />
Less than one year of work<br />
First professional degree<br />
At least one but less than two years<br />
Master’s and/or work beyond the first<br />
professional degree<br />
Diploma or certificate programs of<br />
Work beyond the master’s level<br />
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at least two but less than four years<br />
Associate degree granting program<br />
of at least two years<br />
but not at the doctoral level<br />
A doctor of philosophy or<br />
equivalent degree<br />
Four- or five-year baccalaureate<br />
program<br />
Other doctoral programs<br />
degree granting<br />
Other (Specify)<br />
8. Type of undergraduate programs (check all that apply)<br />
Occupational training at the<br />
crafts/clerical level (certificate<br />
or diploma)<br />
Liberal arts and general<br />
Occupational training at the technical<br />
or semi-professional level<br />
(degree)<br />
Teacher preparatory<br />
Two-year programs designed for<br />
full transfer to a baccalaureate<br />
degree<br />
__________________<br />
Professional<br />
Other_Non- Credit Workshops<br />
9. The calendar system at the institution is:<br />
Semester Quarter Trimester Other __________________<br />
10. What constitutes the credit hour load for a full-time equivalent (FTE) student each semester?<br />
a) Undergraduate __12_____ credit hours<br />
b) Graduate __N/A_____ credit hours<br />
c) Professional __N/A_____ credit hours<br />
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11. Student population:<br />
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a) Degree-seeking students:<br />
Undergraduate Graduate Total<br />
Full-time student headcount<br />
189 N/A 189<br />
Part-time student headcount<br />
653 N/A 653<br />
FTE<br />
573.3 N/A 573.3<br />
b) Number of students (headcount) in non-credit, short-term courses: ______229_______<br />
12. List all programs accredited by a nationally recognized, specialized accrediting agency.<br />
Program Agency Accredited since Last Reviewed Next Review<br />
Accounting<br />
Business<br />
Management<br />
Medical<br />
Assistant<br />
Medical<br />
Laboratory<br />
Technician<br />
Nursing<br />
Occupational<br />
Therapy<br />
Assistant<br />
Association of<br />
Collegiate<br />
Business<br />
Schools &<br />
Programs<br />
(ACBSP)<br />
Association of<br />
Collegiate<br />
Business<br />
Schools &<br />
Programs<br />
(ACBSP)<br />
Commission on<br />
Accreditation of<br />
Allied Health<br />
Education<br />
Programs<br />
(CAAHEP)<br />
National<br />
Accrediting<br />
Agency for<br />
Clinical<br />
Laboratory<br />
Sciences<br />
(NAACLS)<br />
Accreditation<br />
Commission for<br />
Education in<br />
Nursing<br />
(ACEN)<br />
Accreditation<br />
Council for<br />
Occupational<br />
Therapy<br />
Education<br />
(ACOTE)<br />
2008 2008 <strong>2019</strong><br />
2008 2008 <strong>2019</strong><br />
1982 2015 2023<br />
1970 2018 2028<br />
2002 (NLNAC)<br />
2016 (ACEN)<br />
2016 2021<br />
1973 2018 2023
Physical<br />
Therapy<br />
Assistant<br />
Radiologic<br />
Technology<br />
Respiratory<br />
Therapy<br />
Commission on<br />
Accreditation in<br />
Physical<br />
Therapy<br />
Education<br />
(CAPTE)<br />
Joint Review<br />
Committee on<br />
Education in<br />
Radiologic<br />
Technology<br />
(JRCERT)<br />
Commission on<br />
Accreditation of<br />
Respiratory<br />
Care (COARC)<br />
1978 2015 2025<br />
2014 2018 <strong>2019</strong><br />
1976 2016 2026<br />
13. Off-campus Locations. List all instructional locations other than the main campus. For each site,<br />
indicate whether the location offers full-degree programs or 50% or more of one or more degree<br />
programs. Record the full-time equivalent enrollment (FTE) for the most recent year.<br />
Add more rows as needed.<br />
A. In-state Locations<br />
Full degree 50%-99% FTE<br />
Academic Center in Keene X x *<br />
Academic Center in Lebanon x *<br />
*FTE for academic centers is not<br />
calculated separately<br />
B. Out-of-state Locations<br />
14. International Locations: For each overseas instructional location, indicate the name of the program,<br />
the location, and the headcount of students enrolled for the most recent year. An overseas<br />
instructional location is defined as “any overseas location of an institution, other than the main<br />
campus, at which the institution matriculates students to whom it offers any portion of a degree<br />
program or offers on-site instruction or instructional support for students enrolled in a predominantly<br />
or totally on-line program.” Do not include study abroad locations.<br />
N/A<br />
15. Degrees and certificates offered 50% or more electronically: For each degree or Title IV-eligible<br />
certificate, indicate the level (certificate, associate, baccalaureate, master’s, professional, doctoral),<br />
the percentage of credits that may be completed on-line, and the FTE of matriculated students for the<br />
most recent year. Enter more rows as needed.<br />
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Name of program Degree level % online<br />
FTE<br />
AY18<br />
Accounting Associate 85% 37<br />
Accounting Certificate 83% 3.5<br />
Advanced Accounting Certificate 70% 1<br />
Business Management Concentration Associate 90% 63.84<br />
Business Management Certificate 85% 3.83<br />
Criminal Justice Associate 55% 18.34<br />
Early Childhood Education Associate 85% 63.5<br />
Early Childhood Education Level I Certificate 85% 2<br />
Early Childhood Education Level II Certificate 85% 6<br />
Early Childhood Education Infant & Toddler Certificate 85% 0.75<br />
General Studies 1 + 2 + 3 Associate 50% 227.67<br />
General Studies 1 Associate 1.17<br />
General Studies 2 Associate 5.66<br />
General Studies 3 Associate 220.84<br />
Liberal Arts Associate 80% 108.08<br />
Medical Administrative Assistant Certificate 83% 7.67<br />
Social Services Associate 50% 21.75<br />
Social Services Certificate 66% 0<br />
16. Instruction offered through contractual relationships: For each contractual relationship through<br />
which instruction is offered for a Title IV-eligible degree or certificate, indicate the name of the contractor,<br />
the location of instruction, the program name, and degree or certificate, and the number of credits that may<br />
be completed through the contractual relationship. Enter more rows as needed.<br />
None<br />
17. List by name and title the chief administrative officers of the institution.<br />
Table provided on following page.<br />
18. Supply a table of organization for the institution. While the organization of any institution will<br />
depend on its purpose, size and scope of operation, institutional organization usually includes four<br />
areas. Although every institution may not have a major administrative division for these areas, the<br />
following outline may be helpful in charting and describing the overall administrative organization:<br />
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a) Organization of academic affairs, showing a line of responsibility to president for each<br />
department, school division, library, admissions office, and other units assigned to this area;<br />
b) Organization of student affairs, including health services, student government, intercollegiate<br />
activities, and other units assigned to this area;<br />
c) Organization of finances and business management, including plant operations and maintenance,<br />
non-academic personnel administration, IT, auxiliary enterprises, and other units assigned to this<br />
area;<br />
d) Organization of institutional advancement, including fund development, public relations, alumni<br />
office and other units assigned to this area.<br />
19. Record briefly the central elements in the history of the institution:<br />
History of the institution:<br />
Date Event<br />
1961 New Hampshire Legislature authorized the development of 5 vocational institutes [RSA<br />
188-1] to prepare qualified high school graduates or the equivalent as skilled workers<br />
to meet the occupational needs of the state.<br />
1968 New Hampshire Vocational Institute at Claremont opens.<br />
1969 Name of NH Vocational Institute is changed to New Hampshire Vocational Technical<br />
College at Claremont.<br />
1973 NH Vocational Technical College at Claremont is accredited by NEASC (CTCI).<br />
1989 NH Vocational Technical College at Claremont name is changed to New Hampshire<br />
Technical College at Claremont.<br />
1996 NH Technical College name is changed to New Hampshire Community Technical<br />
College (NHCTC) at Claremont.<br />
1996 NHCTC at Claremont is merged with NHCTC at Nashua to form one regional college.<br />
1999 NHCTC at Claremont implements an Associate in Arts degree<br />
2002 NHCTC- Claremont/Nashua is accredited by NEASC (CIHE)<br />
2004 NHCTC at Claremont opens the Keene Academic Center.<br />
2006 Reorganization results in the separation of merged colleges, creating New Hampshire<br />
Community Technical College at Claremont as one college.<br />
2007 New Hampshire Technical College System reorganizes as a self-governing entity under<br />
the Board of Trustees and changes its name to the Community College System of New<br />
Hampshire.<br />
2008 Renamed River Valley Community College<br />
2012 Fifth Year Report to NEASC<br />
2013-2014 Renovation of the <strong>RVCC</strong> Claremont facility<br />
2016 <strong>RVCC</strong> opens the Academic Center of Excellence in Lebanon, N.H. (Former Lebanon<br />
College)<br />
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CHIEF INSTITUTIONAL OFFICERS<br />
Function or Office Name Exact Title Year of Appointment<br />
Chair Board of Trustees Jeremy Hitchcock Chairperson,<br />
CCSNH Board of Trustees<br />
President/CEO Alfred Williams President 2018<br />
Executive Vice President<br />
Chief Academic Officer Aimee Jahn VP of Academic Affairs 2018<br />
Deans of Schools and Colleges<br />
(insert rows as needed)<br />
Chief Financial Officer Andrea Allbee Business Affairs Officer 2016<br />
2018<br />
Chief Student Services Officer Jennifer Cournoyer Interim Associate VP of<br />
Student Affairs<br />
2018<br />
Planning<br />
Institutional Research<br />
Assessment<br />
Development<br />
Library James Allen Director of the Library 2008<br />
Chief Information Officer Shubhashish Mathema IT Manager 2017<br />
Continuing Education Daniel Osborn Coordinator of Workforce<br />
& Community Education<br />
2017<br />
Grants/Research<br />
Admissions Kathy Aldrich Admissions Counselor 2017<br />
Registrar Jillian Davis Registrar 2018<br />
Financial Aid Julia Dower Director of Financial Aid 2005<br />
Public Relations<br />
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ORGANIZATIONAL CHARTS<br />
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TABLE OF CIHE ACTIONS, ITEMS OF SPECIAL<br />
ATTENTION, OR CONCERNS<br />
TABLE OF CIHE ACTIONS, ITEMS OF SPECIAL ATTENTION, OR CONCERNS<br />
Date of<br />
CIHE<br />
Letter<br />
Detailed Actions, Items of Special Attention, or<br />
Concerns<br />
CIHE<br />
Standards<br />
cited in Letter<br />
January Provide update on Radiologic Technology program<br />
26, 2017 following JRCERT site evaluation Spring 2018<br />
January<br />
26, 2017<br />
January<br />
26, 2017<br />
January<br />
26, 2017<br />
January<br />
25, 2016<br />
Provide update on Lebanon, NH location with<br />
emphasis on:<br />
Achieving enrollment goals for location<br />
o Increase enrollment by 5% annually<br />
o Increase non-credit offerings in<br />
workforce development and<br />
continuation at the site by 6%<br />
Provide update on Lebanon, NH location with<br />
emphasis on:<br />
Competing facility improvements to<br />
enhance the academic and student services<br />
available to students<br />
o Converting classrooms to smart<br />
classrooms<br />
o Upgrading technology<br />
o Upgrading security<br />
o Creation of a multi-healthcare and<br />
science lab to enable expansion of<br />
STEM and healthcare programs at<br />
the site<br />
Provide update on Lebanon, NH location with<br />
emphasis on:<br />
Implementing plans to ensure stable<br />
leadership for the institution and Lebanon<br />
Academic Center<br />
Implementing New Data management system with<br />
emphasis on assessing data and using results to<br />
inform planning and decision-making<br />
N/A 152<br />
<strong>Self</strong>-<strong>Study</strong><br />
Page Number<br />
Students 22, 42, 53, 66,<br />
111<br />
Institutional<br />
Resources<br />
(7.21)<br />
Planning &<br />
Evaluation<br />
(2.3)<br />
Organization &<br />
Governance<br />
(3.12)<br />
Planning &<br />
Evaluation<br />
(2.2)<br />
112<br />
17, 35<br />
19, 95, 128<br />
January<br />
25, 2016<br />
January<br />
25, 2016<br />
Assuring appropriate student participation in the<br />
governance and planning process of the College<br />
Evaluating the effectiveness of the Strategic<br />
Enrollment Management Plan with emphasis on<br />
achieving student success and retention goals<br />
Educational<br />
Effectiveness<br />
(8.3, 8.5, 8.6,<br />
8.10)<br />
Organization &<br />
Governance<br />
(3.16)<br />
Planning &<br />
Evaluation<br />
(2.6, 2.8)<br />
35<br />
65<br />
January<br />
25, 2016<br />
Developing risk assessment and financial plans to<br />
inform decisions related to institutional growth with<br />
attention to expanding to new locations<br />
Planning &<br />
Evaluation<br />
(2.4)<br />
17, 103<br />
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Institutional<br />
Resources<br />
(7.6, 7.14)<br />
TABLE OF CIHE ACTIONS, ITEMS OF SPECIAL ATTENTION, OR CONCERNS (CONTINUED)<br />
Date of<br />
CIHE<br />
Letter<br />
January<br />
25, 2016<br />
November<br />
18, 2013<br />
Detailed Actions, Items of Special Attention, or<br />
Concerns<br />
Implementing leadership transition plans with<br />
emphasis on stabilizing turnover and filling interim<br />
positions with permanent employees to assure that<br />
the Extended Leadership Team is functioning<br />
effectively<br />
Continued success in offering programs at its offcampus<br />
instructional locations<br />
Assuring sufficient faculty to offer the<br />
programs in Keene<br />
CIHE<br />
Standards<br />
cited in Letter<br />
Planning &<br />
Evaluation<br />
(2.3)<br />
Organization &<br />
Governance<br />
(3.12)<br />
Teaching,<br />
Learning &<br />
Scholarship<br />
(6.2)<br />
<strong>Self</strong>-<strong>Study</strong><br />
Page Number<br />
2, 19, 44<br />
53, 85<br />
November<br />
18, 2013<br />
Continued success in offering programs at its offcampus<br />
instructional locations:<br />
Using the results of the program review of<br />
the Advanced Machine Technology program<br />
offered in Lebanon to make improvements<br />
The Academic<br />
Program (4.6)<br />
42, 53<br />
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INTRODUCTION<br />
River Valley Community College (<strong>RVCC</strong>) began the self-study process in 2015, with the<br />
following goals in mind:<br />
<br />
<br />
<br />
To improve the College’s ability to meet the needs of all students;<br />
To demonstrate the College’s ability to persevere and provide high quality education<br />
for students even in the midst of challenging times;<br />
To highlight the College’s areas of strength and communicate readiness to build<br />
upon these strengths moving forward.<br />
The president at the time, Dr. Harvey-Smith, identified and appointed a chair for each<br />
standard. On October 15 th , 2015, all Standard Chairs were sent to participate in the <strong>Self</strong>-<br />
<strong>Study</strong> Workshop in Southbridge, MA. Upon returning to campus, under the direction of the<br />
Special Assistant to the President, the Standard Chairs met and developed a timeline for<br />
data collection and completion of the self-study. In order to ensure wide participation, all<br />
members of the college community were charged with volunteering for a Standard that<br />
was of interest to them. Standard committees were finalized during the Fall 2015<br />
semester, based on the 2013 Standards for Accreditation.<br />
In 2016, with the consolidation from eleven to nine Standards for Accreditation, the<br />
standard committees were re-formatted to reflect the new standards. Committees were<br />
also updated to reflect current employment at the College, and to ensure that all college<br />
faculty and staff were given a voice in the process. Simultaneously, the project oversight<br />
was transitioned to the Associate Vice-President of Academic Affairs (AVPAA) of the Keene<br />
Academic Center (KAC) who currently serves as a faculty member and the Department<br />
Chair of the Business department.<br />
In AY 2016-2017, due to multiple changes in administration, <strong>RVCC</strong> was granted permission<br />
from <strong>NECHE</strong> to postpone the self-study from Spring of 2018 to Spring of <strong>2019</strong>. Standard<br />
committees began meeting in the Spring Semester of 2017 to work individually on their<br />
standards and to begin preparations for data collection in Fall of 2017. Each Standard<br />
Chair or Co-Chair was responsible for setting meeting dates and agendas, working with<br />
and guiding their committees, and gathering data to address the required information.<br />
During the “Faculty and Staff Work Weeks” in fall 2017, which are the traditional kick-off<br />
to the academic year, Dr. Patricia O’Brien travelled to <strong>RVCC</strong> and presented to the entire<br />
college community. At this August 24, 2017 visit, Dr. O’Brien’s presentation highlighted<br />
the process of accreditation, some areas to pay attention to when gathering data and<br />
writing standards, and information to clarify questions on the consolidation of the<br />
standards. The standard committees then proceeded to break out sessions where each<br />
committee could review the work that had been done in Spring 2017, review their<br />
progress, and ask questions of Dr. O’Brien. Following the break-out sessions, the<br />
Standard Chairs met with Dr. O’Brien to wrap up with any follow-up questions that they<br />
had.<br />
Standard Chairs continued to work on gathering data, and in Fall of 2017, a “one voice”<br />
writer was appointed to write the self-study. During the Spring 2018 Faculty Work Week<br />
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in January, the one-voice writer outlined the timeline of requests for data from Standard<br />
committees and presented the process she would follow for writing of the narrative.<br />
On April 25, 2018, the college community was once again visited by a <strong>NECHE</strong><br />
representative. Dr. Carol Anderson came to speak with the college community regarding<br />
self-study preparation, a review of the Standards for Accreditation, Commission<br />
Expectations, and Areas of Emphasis. This presentation was very helpful in highlighting<br />
specific sub-standards that teams needed to focus on and Dr. Anderson reviewed specific<br />
areas that <strong>RVCC</strong> specifically needed to highlight from previous letters the college had<br />
received from <strong>NECHE</strong>. At this visit, Standard Chairs were able to meet directly with Dr.<br />
Anderson and clarify any additional questions that had come up since the visit from Dr.<br />
O’Brien.<br />
Writing continued throughout the Summer of 2018, and in October 2018, oversight of the<br />
process was turned over to the new Interim Associate Vice President of Student Affairs<br />
(IAVPSA). The initial draft of the report was submitted to an external review board for<br />
comment. Their feedback, along with updates from the President and his administration<br />
were incorporated into the report.<br />
In Fall 2018, presentations on the accreditation process and the self-study report were<br />
made at the All-College Staff Meeting and to the Student Government Association. A draft<br />
report was submitted to <strong>NECHE</strong> in November of 2018 and Carol Anderson visited campus<br />
on December 5 th , 2018 to review and provide feedback on the draft. A team comprised of<br />
the original one-voice writer, the Vice President of Academic Affairs, and the Interim<br />
Associate Vice President of Student Affairs was tasked with making final revisions to the<br />
draft in December of 2018. The team solicited feedback from student readers who<br />
provided their input at a meeting on January 3, <strong>2019</strong>. Final revisions were shared with<br />
each standard committee in January of <strong>2019</strong>. The final draft was submitted to <strong>NECHE</strong> in<br />
February of <strong>2019</strong>.<br />
While this process was started early, the college community recognizes that turnover in<br />
administration, college personnel, and therefore standard committee memberships<br />
provided some challenges. The leadership of President Williams and his administration has<br />
lent a new focus and clarity to the self-study process, and the report contained herein is an<br />
accurate reflection of <strong>RVCC</strong>’s strengths, areas for improvement, and expectations for the<br />
College going forward.<br />
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<strong>RVCC</strong> STANDARD COMMITTEES<br />
Committee Membership<br />
Standard One – Mission & Purpose<br />
Standard Six – Teaching, Learning, & Scholarship<br />
Kevin Krawiec, Faculty (Chair)<br />
Laurie Clute, Faculty (Chair)<br />
Robert Morris, Faculty<br />
Rich Andrusiak, Faculty<br />
Jen Saylor, Faculty<br />
Ken Czechowicz, Faculty<br />
Sue Prasch, Faculty<br />
Standard Two – Planning & Evaluation<br />
Denise Ruby, Faculty<br />
Kerry Belknap Morris, Faculty (Co-Chair) Martha Mott, Staff<br />
Susan Prasch, Faculty (Co-Chair)<br />
Kathy Aldrich, Staff<br />
Standard Seven – Institutional Resources<br />
Cathy Gorman, Staff<br />
Andrea Albee, Staff (Chair)<br />
Gloria Oakes, Staff<br />
Ken Czechowicz, Faculty<br />
Kathi Rheaume, Staff<br />
Jim Allen, Staff<br />
James Carroll, Staff<br />
Standard Three – Organization & Governance Pat Labrecque, Staff<br />
Jim Allen, Staff (Chair)<br />
Michelle Lockwood, Staff<br />
Charlene Ashey, Staff<br />
Crystal Thibodeau, Staff<br />
Jerry Appell, Staff<br />
Christine Cavanaugh, Staff<br />
Standard Eight – Educational Effectiveness<br />
Morgan Sailer, Staff<br />
Linda Richelson, Staff (Co-Chair)<br />
Jillian Davis, Staff (Co-Chair)<br />
Standard Four – The Academic Program<br />
Michelle Luciano-Torres, Faculty<br />
Kim-Laura Boyle, Faculty (Co-Chair)<br />
Michelle Kainen, Faculty<br />
Aimee Jahn, VPAA (Co-Chair)<br />
Lisa Gould, Faculty<br />
Amanda Couitt, Faculty<br />
Standard Nine – Integrity, Transparency, & Public<br />
Disclosure<br />
Jim Allen, Staff (Chair)<br />
Standard Five – Students<br />
Laura Hanson, Staff<br />
Nickole Milo, Staff (Chair)<br />
Dan Osborn, Staff<br />
Julie Robinson, Faculty<br />
Naomi Drury, Staff<br />
Julia Dower, Staff<br />
Cathy Driesch, Staff<br />
Rianna Villemaire, Staff<br />
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INSTITUTIONAL OVERVIEW<br />
River Valley Community College is a small, rural community college which celebrated its<br />
50 th year anniversary in 2018. Originally named New Hampshire Vocational Institute at<br />
Claremont, it opened in 1968 with 129 students, and became an immediate source of the<br />
pride for the Claremont, New Hampshire area. The first graduating class was composed of<br />
twenty-six nurses, twelve medical assistants, and nine medical laboratory students,<br />
beginning a tradition of excellence in the allied health field that continues today.<br />
River Valley Community College is one of seven colleges that make up the Community<br />
College System of New Hampshire (CCSNH, “the System”). CCSNH is overseen by a<br />
Chancellor and a Board of Trustees. While <strong>RVCC</strong> works within a system, each college is<br />
directed by its own President who is responsible for the organizational structure of the<br />
institution; and its own Board of Trustees. Each college is responsible for its own<br />
budgeting system, developing its own academic offerings to meet the needs of the region<br />
it serves, and creating its own strategic plan; all while working collaboratively under the<br />
umbrella of CCSNH.<br />
<strong>RVCC</strong> is located on the western border of the state of New Hampshire. The College’s<br />
service area extends from Keene, NH in the southwestern portion of the state, up to<br />
Hanover, NH to the north, spanning approximately eighty-five miles. It also extends<br />
westerly into the state of Vermont approximately fifty miles and easterly to the Lakes<br />
Region of New Hampshire, another 50 miles. In addition, students attending some of our<br />
unique Allied Health and Health Science programs regularly commute two hours one way<br />
to attend classes, as there are no other institutions that offer these programs in the area.<br />
In academic year 2017-2018, <strong>RVCC</strong> served 859 credit students and 229 non-credit<br />
students. The average age of the student population is 30 and the majority of the<br />
students (78%) attend part time. Approximately 80% of students are eligible for financial<br />
aid. The College’s academic offerings include one Associate in Arts Degree, 17 Associate in<br />
Science Degree programs, and 14 Certificate Programs. For academic year 2017-2018,<br />
<strong>RVCC</strong> reported 192 program completers with 120 associate degrees awarded, and 72<br />
certificates. The College offers a variety of courses, both on-ground and online, at the<br />
Claremont campus and at two academic centers located in Keene, NH (KAC) and Lebanon,<br />
NH (LAC), and <strong>RVCC</strong> students generally express satisfaction with their educational<br />
experiences at the College (Figure 1).<br />
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A recurring theme discussed throughout the process of this self-study is the constant state<br />
of flux at the administrative level of the College. After several years without consistent<br />
leadership, <strong>RVCC</strong> selected a new president, Alfred Williams, and promoted a new Vice<br />
President of Academic Affairs (VPAA), Aimee Jahn, from inside the Institution. President<br />
Williams also recruited an Interim Associate Vice President of Student Affairs (IAVPSA),<br />
Jenn Cournoyer. The appointment of both a new President and the IAVPSA who bring<br />
outside vision, and the VPAA who has intimate knowledge of the College, has reinvigorated<br />
the faculty and staff at <strong>RVCC</strong> and confirmed that the College is continuing to move down<br />
the right path. Upon his arrival in July 2018, President Williams committed to ensuring that<br />
student success would stay at the forefront of everything the College does, articulating his<br />
vision to the Executive Leadership Team and at the Fall 2018 All-College Staff Meeting<br />
that:<br />
<br />
<br />
<br />
<br />
The College meets the educational and workforce needs of the community through a<br />
focus on retention and completion.<br />
The College provides training for the workforce by offering Certificates and Degrees<br />
leading directly to work opportunities, and consistently works with area employers<br />
to evaluate programs and offerings.<br />
The College provides direct pathways to transfer options.<br />
The College engages in consistent self-evaluation to remove roadblocks for students<br />
and ensure student success.<br />
The process of this self-study has also highlighted some significant developments and<br />
areas of achievement in the years since the progress report submitted to <strong>NECHE</strong> in<br />
February of 2015, in line with the 2018 Strategic Plan. These include:<br />
<br />
<br />
<br />
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A new mission statement that more accurately reflects the aims of the College, and<br />
a strategic plan to support those aims.<br />
New safety and security features including a security system with cameras, a parttime<br />
Chief Security Officer, and Blue Phones in the Claremont parking lot.<br />
Improvements to academic programs including the redesign of the Social Services<br />
and Criminal Justice programs, the addition of the Radiologic Tech program, the<br />
development and implementation of co-requisite mathematics, the ability of the
Physical Therapist Assistant program to accept more students, and the opening of<br />
the Academic Center in Lebanon, NH.<br />
New methods for open communication in the College including a bi-weekly<br />
Presidential newsletter for faculty and staff, a monthly newsletter for students, a<br />
new texting service for students, the installation of Zoom equipment for both<br />
classroom and faculty/staff use, and coordination of social media by the President’s<br />
Assistant.<br />
Better reporting and fiscal management implemented by the BAO which have<br />
stabilized the College’s finances<br />
River Valley Community College takes pride in the fact that it has been educating students<br />
in western New Hampshire for fifty years. The College’s alumni are working in medical<br />
occupations, at technology firms, and in private businesses throughout our service<br />
area. <strong>RVCC</strong>’s main campus in Claremont is located in an area defined by the Chronicle of<br />
Higher Education as an educational desert, meaning that the population only has one lowcost<br />
option for college in a fifty-mile area. Thus, it is vital that the College’s programs are<br />
successful and high-quality in order to provide transfer opportunities for our<br />
graduates. The self-study process has confirmed that the College is dedicated to<br />
continuous evaluation and improvement, and illuminated the pride that <strong>RVCC</strong> takes in<br />
educating students. Staff and faculty alike are motivated to come to work each day by the<br />
knowledge that they have a positive direct impact on students and thus the<br />
community. Serving such a wide area with a small number of employees requires faculty<br />
and staff to wear many hats, but they do so willingly to witness the success of <strong>RVCC</strong><br />
students.<br />
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DATA FIRST FORMS<br />
GENERAL INFORMATION<br />
Institution Name:<br />
River Valley Community College<br />
OPE ID: ? : 00756000<br />
0 Annual Audit<br />
? 0 Certified: Qualified<br />
Financial Results for Year Ending: ? 06/30 Yes/No Unqualified<br />
Most Recent Year ? 2018 Yes Unqualified<br />
1 Year Prior 2017 Yes Unqualified<br />
2 Years Prior 2016 Yes Unqualified<br />
Fiscal Year Ends on:<br />
30-Jun (month/day)<br />
Budget / Plans<br />
Current Year <strong>2019</strong><br />
Next Year 2020<br />
Contact Person:<br />
Title:<br />
Telephone No:<br />
E-mail address<br />
? Andrea Allbee<br />
Business Affairs Officer<br />
603.542.7744 x5301<br />
aallbee@ccsnh.edu<br />
7 | P a g e
8 | P a g e<br />
Standard One<br />
Mission & Purposes
Description<br />
Mission Statement: River Valley Community College transforms lives by providing a<br />
quality and affordable education through innovative personal approaches to lifelong<br />
learning and career pathways.<br />
The mission of the College reflects the institution’s unique character, and its commitment<br />
to serve the needs of a wide variety of student populations, including recent high school<br />
graduates, dual enrolled students (high school and college), GED holders, first-generation<br />
college students, veterans returning to school, adults seeking a new career, and seniors<br />
continuing their learning. Some of our students are overcoming educational risk factors,<br />
such as learning disabilities, physical health challenges and family instability. Many of our<br />
students are faced with time constraints, family responsibilities and financial concerns,<br />
including balancing multiple part-time jobs and personal and family demands. The College<br />
has a strong tradition of supporting the success of all students. There is a deep respect for<br />
the diverse talents and struggles of students, and a pride in celebrating each success.<br />
Over time, changes with regard to the community demographics (business and industry),<br />
system initiatives, and student population/ interests have required <strong>RVCC</strong> to review its<br />
mission statement. Review of the mission statement often has coincided with the<br />
investiture of new administration. The College’s mission statement was most recently<br />
revised by faculty, staff and administration in February of 2017 at an All College Meeting.<br />
This process of review ensures that the College’s mission remains an appropriate template<br />
for our academic programs; it also supports and provides direction for student services.<br />
The college body stated that the institutional mission should be clear and succinct so that<br />
it could easily be remembered by the college community. Simultaneously, at the<br />
recommendation of the administration, there was a unanimous vote by faculty and staff to<br />
do away with the vision statement, because it appeared redundant to the new mission<br />
statement.<br />
College operations, organizational structure, personnel matters, academic and studentsupport<br />
programs, and strategic and financial plans are all grounded in the mission of the<br />
College. The mission is visible on the College’s website, Catalog, Academic Policy and<br />
Procedure Manual, and in the Student Handbook.<br />
River Valley Community College’s mission statement was developed to be consistent with<br />
the Mission & Vision Statement of CCSNH.<br />
CCSNH Mission Statement: Our purpose is to provide residents with affordable, accessible<br />
education and training that aligns with the needs of New Hampshire’s businesses and<br />
communities, delivered through an innovative, efficient, and collaborative system of<br />
colleges. CCSNH is dedicated to the educational, professional, and personal success of its<br />
students; a skilled workforce for our state’s businesses; and a strong New Hampshire<br />
economy.<br />
CCSNH Vision Statement: 65 by 25: To maintain New Hampshire’s positive economic<br />
indicators, including low unemployment and high per capita income, NH will need 65% of<br />
adults with education beyond high school. CCSNH is committed to achieving this by 2025.<br />
9 | P a g e
Currently, New Hampshire has a relatively low unemployment rate; averaging about 2.4%<br />
for an eleven-month period ranging from January-November of 2018. This is below the<br />
national average of 3.7%. The counties served by <strong>RVCC</strong> are slightly below even the NH<br />
average with Sullivan County (Claremont) averaging 2.2%; Grafton county (LAC)<br />
averaging 2.1%; and Cheshire County (KAC) only slightly above the state average at<br />
2.6%. These percentages average approximately 1000 unemployed people in each of the<br />
Academic Center Locations (Keene and Lebanon) and only approximately 525 unemployed<br />
people in Claremont. (NH Economic Security, Economic, and Labor Market Information<br />
Bureau, “2018 NH Local Area Unemployment Statistics”). This low level of unemployment<br />
in the counties served by <strong>RVCC</strong>, while good for the economy, has a negative impact on<br />
enrollment trends.<br />
The close alignment between <strong>RVCC</strong>’s mission statement and CCSNH’s mission statement<br />
ensures that our mission enjoys the support of the CCSNH Board of Trustees. Though<br />
consistent with the system mission, the College’s mission still reflects the unique<br />
influences of our community and region as well as our institutional history and culture.<br />
Our mission statement has provided a touchstone for the development and delivery of our<br />
academic programs, community outreach, and services, and is consistent with the<br />
following initiatives in the College’s 2018-2021 Strategic Plan:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Financial Stewardship<br />
Student Success<br />
Teaching & Learning Excellence<br />
Operational & Technological Efficiency<br />
Community, Business & Industry Partnerships<br />
Faculty & Staff Development<br />
Appraisal of Mission & Purposes:<br />
The mission of student success provides a sense of unity and purpose for everyone on<br />
campus. Faculty and staff have stayed true to the mission throughout administrative<br />
turnover, and the commitment of faculty and staff to the students is one of the reasons<br />
that <strong>RVCC</strong> has weathered the transitions so well. Respecting past traditions is an<br />
important value on campus, and it is important to recognize the ongoing commitment to<br />
student success as the College plans for the future. Fully realizing our mission of<br />
accessibility, quality and affordable education, and personal approaches to lifelong learning<br />
requires our outreach to, and development of, a variety of academic supports and<br />
programming.<br />
In one such endeavor, <strong>RVCC</strong> reaches out in partnerships to local High Schools and Centers<br />
of Technical Education in programs such as Running Start, our dual enrollment program<br />
which offers high school students the chance to earn college credits at their high school for<br />
a reduced tuition rate.<br />
College credits can also be earned through our Bridge2College program, which affords high<br />
school students the opportunity to earn college credit by taking courses at the College at a<br />
reduced rate.<br />
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Through our workforce development office, <strong>RVCC</strong> offers many educational and training<br />
opportunities to various businesses and industries in our catchment area such as the<br />
following:<br />
<br />
<br />
<br />
<br />
Working with our medical partners to provide training in medical terminology,<br />
computer applications, and customer service.<br />
Working with our manufacturing partners in providing over 100 on-line personal<br />
development and information technology programs to allow workers to access these<br />
programs and work at their own pace.<br />
Collaborating with the American Red Cross to provide space and materials to train<br />
Licensed Nursing Assistants (LNAs).<br />
Providing practitioners in their chosen field, Continuing Education Units (CEUs)<br />
As part of the partnership between CCSNH, the NH Department of Resources and<br />
Economic Development, and the NH Department of Employment Security, we also host<br />
WorkReadyNH, a tuition-free workforce development program targeted towards un/ underemployed<br />
residents. Those who successfully complete the program receive a nationally<br />
recognized certificate to provide to prospective employers.<br />
<strong>RVCC</strong> strives to provide all of its students with the academic supports needed to ensure<br />
their success. To integrate academic support and services into one location (beginning in<br />
Claremont), the Student Success Center was relocated adjacent to the Library and Library<br />
Computer Lab. This area offers a variety of opportunities for students needing to build or<br />
strengthen basic academic skills. While Keene does not have a dedicated space like<br />
Claremont and Lebanon, there are private spaces for students to meet with tutors and do<br />
computer work. All students can access the Library’s electronic catalog via their Easy Log-<br />
In credentials although the majority of the physical collection is housed in Claremont.<br />
To improve persistence and graduation rates, the Mathematics department restructured<br />
their course offerings to implement a co-requisite lab/ gateway course model for students<br />
who wish to enroll in Statistics I, Functions and Modeling I, and Mathematical<br />
Investigations.<br />
River Valley sees itself as a partner with the Claremont, Keene, and Lebanon communities<br />
as evidenced by community involvement with the College, and College involvement with<br />
the communities. Examples include:<br />
<br />
<br />
<br />
<br />
Participation of community members from each region (Claremont, Keene, and<br />
Lebanon) on the 2017 Presidential Search Committee;<br />
Community food donations to students of the College while the cafeteria was closed<br />
during its transition to a Micro-Market;<br />
College charity drives for local food and animal shelters;<br />
College employee participation in local fundraising efforts such as “Steppin’ Up to<br />
end Violence 5K,” a local 5K road race to assist the Turning Points Network in raising<br />
money for their fight against domestic and sexual violence in the region.<br />
The College’s new strategic plan (2018-2021) clearly outlines <strong>RVCC</strong>’s commitment to the<br />
mission for the institution as a whole. Objectives in the strategic plan such as Strategic<br />
11 | P a g e
Initiative 3: Teaching & Learning have “Key Strategies” that directly reflect the mission of<br />
the College and provide a pathway for continued support of the mission.<br />
Strengths<br />
<br />
<br />
<br />
<br />
There is a strong commitment of faculty and staff to student success as the heart of<br />
the mission, which has been periodically reviewed.<br />
The 2018 Strategic Plan builds off the mission to provide appropriate activities and<br />
initiatives.<br />
The CCSNH vision statement sets aspirational goals for the College.<br />
There is strong support from CCSNH and from the community to see <strong>RVCC</strong> succeed.<br />
Challenges<br />
The current low unemployment rate in N.H., coinciding with declining enrollment<br />
trends, may make it challenging to achieve the CCSNH mission of 65 by 25 in<br />
<strong>RVCC</strong>’s catchment area.<br />
There could be increased awareness by students, staff, faculty, and the community<br />
regarding the mission statement and 2018 Strategic Plan.<br />
Departments have not yet started writing strategic plans related to the 2018<br />
Strategic plan.<br />
Projections<br />
<br />
<br />
By Fall 2020 begin to include the College’s mission on marketing materials and<br />
internal communications to increase awareness of the mission.<br />
By Fall 2020 departments will begin work on departmental strategic plans which<br />
support and enhance the College’s Strategic Plan and are reflective of the College’s<br />
mission.<br />
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Standard 1: Mission and Purposes<br />
Attach a copy of the current mission statement.<br />
Document<br />
Website location<br />
Institutional<br />
Mission<br />
Statement ? https://www.rivervalley.edu/about-rvcc/accreditation/mission ?<br />
Date<br />
Approved<br />
by the<br />
Governing<br />
Board<br />
February<br />
22, 2017<br />
?<br />
Mission<br />
Statement<br />
published<br />
Website location<br />
College<br />
Catalog ? https://www.yumpu.com/en/document/view/62316244/rvcccatalog<br />
https://www.yumpu.com/en/document/read/62316264/rvcc-2018-2021-strategic-plan<br />
Strategic Plan<br />
Student https://www.yumpu.com/en/document/read/62368170/studenthandbook201718final<br />
Handbook<br />
Print<br />
Publication<br />
?<br />
Related<br />
statements<br />
Website location<br />
CCSNH<br />
Mission &<br />
Vision<br />
Statements ? https://www.ccsnh.edu/about-ccsnh/mission-strategic-plan<br />
Print<br />
Publication<br />
Please enter any explanatory notes in the box below<br />
13 | P a g e
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Standard Two<br />
Planning & Evaluation
Description<br />
Planning and evaluation at <strong>RVCC</strong> has taken a variety of paths over the past few years.<br />
With the turnover of administration, it became difficult to maintain a steady trajectory with<br />
regards to the College’s areas of focus. Despite this challenge, the College has done work<br />
at many levels of planning and evaluation that have strengthened and streamlined the<br />
academic offerings, improved financial processes, and identified areas of focus for the<br />
future. While the College operates in four locations; the main campus, two academic<br />
centers, and online; college-wide planning takes into consideration each of these locations<br />
simultaneously and as a whole. Planning for each location does occur independently, but<br />
only in consideration of the college-wide plan.<br />
Planning<br />
<strong>RVCC</strong>’s 2016-2020 Strategic Plan identified four strategic directions which included<br />
Student Access, Student Success, Teaching & Learning, and Sustainability. Each<br />
department based their own strategic plans on the same four strategic directions and all<br />
faculty were encouraged to incorporate the four strategic directions in their Individual<br />
Professional Growth Plans (PGPs). The four directions were utilized as a basis to guide all<br />
planning and decision making at the institution. In the <strong>RVCC</strong> 2015 Progress report, River<br />
Valley identified goals related to continued strategic planning. Changes in leadership,<br />
including the departure of the President in 2016 and the appointment of an Interim<br />
President shortly after, made it difficult to continue the direction of the 2016-2020<br />
Strategic Plan; and in 2017 work began on a new strategic plan. This work began at a<br />
Strategic Planning Retreat in February of 2017 which included representation from multiple<br />
areas of the <strong>RVCC</strong> faculty, staff, and the community. This process will be discussed fully<br />
later in this Standard.<br />
<strong>RVCC</strong>’s main method of communication to ensure all college parties are aware of<br />
information is the use of the All-College Staff Meeting. This once-monthly meeting, which<br />
is held in Claremont but utilizes online technology to allow the LAC and KAC to participate,<br />
is the meeting by which updates on all college activities are distributed. Any member of<br />
the institution can request an item be placed on the agenda and the meeting allows for a<br />
means of open communication. At least once per semester, representatives of the CCSNH<br />
System, including the Chancellor and Chief Human Resource Officer will attend the All-<br />
College Staff Meeting to communicate updates from the System to the <strong>RVCC</strong> Community.<br />
Often, these meetings provide opportunities for the college community to be updated on<br />
evaluation and planning at the College and the System level.<br />
For example, one area of concern expressed across the campus was lack of transparency<br />
and understanding of the budgeting process. While topics related directly to the budget<br />
process will be fully explained in Standard 7, it is important to note that over the past<br />
year, one of the areas that has improved greatly in regards to campus evaluation and<br />
planning is the implementation of regular budget updates from the College Business Affairs<br />
Officer (BAO) at our All-College Staff Meeting. The BAO is a regular presenter at these<br />
meetings. She also provides weekly and monthly budget updates to Program Directors.<br />
This has been particularly important in regards to our current enrollment trends and the<br />
impact that enrollment has on funding of the College. This change came as a result of<br />
15 | P a g e
direct feedback from Program Directors and Department Chairs expressing concern over<br />
lack of control or understanding of the budget process for their individual areas. This<br />
increased transparency has led to each program having an improved ability to plan and<br />
evaluate spending trends in their area and allowed the College as a whole to have<br />
improved understanding of their role in the budgeting process.<br />
The Institution also utilizes a model of Standing Teams that ensures that a variety of<br />
individuals are participating in the work of moving the institution forward. This list was<br />
reviewed and updated at the All-College Staff Meeting during Fall of 2018.<br />
Many programs have individual advisory boards which serve to guide the College forward<br />
at the program level. The College Advisory Board and individual program advisory boards<br />
allow for input from multiple constituents. Some program advisory boards include<br />
students and adjunct faculty, providing both internal and external perspectives for<br />
programs to consider when making plans for updates and improvements.<br />
The College has support from CCSNH to access data, but it is sometimes unclear what data<br />
is available for evaluation purposes at the college level and there are sometimes<br />
uncertainties about how to utilize this support effectively. In January 2018, CCSNH<br />
provided a training to a Rapid Insight program called NOABO, which was renamed Veera<br />
Bridge in Summer 2018. This program allows Program Directors direct access to<br />
enrollment data and trends and has been a welcome tool. Data is collected across the<br />
system but can be filtered by each Program Director to review trends in their individual<br />
programs and can even be drilled down to the level of individual students. Data can be<br />
sorted in a variety of ways, including by location to pull out the Academic Centers<br />
individually for improved analysis and planning. Program Directors for nationally accredited<br />
programs in the Health Sciences and Allied Health fields keep additional data as required<br />
by their accrediting bodies, but this is program-dependent.<br />
In February of 2017, representatives from a broad spectrum of <strong>RVCC</strong> faculty, staff, and<br />
administration, as well as a member from the Lebanon Chamber of Commerce,<br />
participated in a planning and evaluation meeting. This gathering provided an opportunity<br />
for evaluation of and reflection on the strengths and weaknesses of the Institution.<br />
Attendees reviewed the current mission statement (from 2015); the College Ethics and<br />
Core Values; the College’s slogan; and the Educational Philosophy Statement. Further<br />
conversation revolved around marketing and branding, local relations, alumni, and<br />
accessibility (meeting minutes, Strategic Planning Retreat 2/3/17). As a result of this<br />
retreat, a list of six Initiatives were developed to guide the 2018 – 2021 Strategic Plan.<br />
16 | P a g e
Committees for each Initiative met throughout the Spring of 2017 to develop objectives<br />
and the measurements they would use to evaluate progress towards completion of each<br />
objective. Due to leadership changes in Fall of 2017, work on the strategic plan slowed.<br />
This was a necessary step due to the search for a full-time President. Under President<br />
Williams, the 2018-2021 Strategic Plan was completed and approved by the college<br />
community in late Fall 2018.<br />
In the recent past due to instability in the offices of President and BAO, <strong>RVCC</strong> engaged in a<br />
period of reactionary spending instead of proactive planning for budgetary needs. This<br />
spending resulted in a deficit, and a workforce reduction in Spring of 2017. Under the<br />
current administration, focus and organization of college finances has shifted significantly<br />
to a strategic spending policy resulting in a balanced budget at <strong>RVCC</strong>. The BAO is<br />
transparent in how budgets are created, the many factors that need to be considered in<br />
budgeting, and most importantly, now involves each Department Chair, Division Director,<br />
and Program Director in developing their own budgets. The budget process has been<br />
clarified for the college community and is much more focused on creating a balanced<br />
budget with regular evaluation of income and expenses, resulting in the College once again<br />
operating in the black. This updated process of financial planning and evaluation is<br />
explained in detail in Standard Seven.<br />
An additional challenge in planning has been the expansion of the College through the<br />
Academic Center in Lebanon. Previously, when the College consisted of the Claremont<br />
campus and the Keene Academic Center, the roles of each location were clear. The<br />
College has struggled to find an identity for the LAC, however. Original plans for the LAC<br />
indicated that it would be the center for Business and Technology. After completion it was<br />
discussed that the LAC would house some Allied Health programs. These plans were<br />
discussed at the administrative level and did not include conversations with Program<br />
Directors. When Program Directors were included in these conversations it was clear that<br />
due to the lack of lab space at the LAC, national accreditation requirements, and<br />
enrollment trends, it was not going to be feasible to duplicate these programs at the LAC.<br />
President Williams’ administration has continued these open conversations to appropriately<br />
plan and clarify the roles of the Academic Centers within the College as a whole. These<br />
plans have included the expansion of non-credit offerings and eliminating duplication of<br />
classes at the LAC that are offered in Claremont. The VPAA along with Department Chairs<br />
and Program Coordinators have focused on classes that meet the needs of the Lebanon<br />
area, and together they are working on identifying a major that is exclusive to the LAC.<br />
The mathematics co-requisite project provides evidence of planning at the academic level;<br />
outcomes of which are explained in greater detail in Standard Five. While this is only one<br />
example of academic planning, it is one of the projects the College is proudest of and has<br />
that impacted students at all levels. In 2016, the Chancellor of CCSNH signed on to<br />
Complete College America, a non-profit organization that works with states to improve<br />
access to quality career certificates and degrees. In March of 2016, the <strong>RVCC</strong> Math<br />
Department Chair attended the National Academy for Scaling Co-Requisite Remediation in<br />
Atlanta, GA with a team from CCSNH. There, the team heard about co-requisite projects<br />
from colleges across the nation and began developing a system-wide co-requisite plan.<br />
That plan was adapted at each of the CCSNH colleges independently.<br />
17 | P a g e
The Department Chair, with help from one Academic Advisor who has a background in<br />
math, and one adjunct math faculty spent AY16-17 developing and planning the corequisite<br />
math model. This was the second major redesign of the mathematics pathway;<br />
the first occurring in 2012 which decreased the number of courses a student testing into<br />
the developmental pathway had to take from two to one. The first redesign resulted in<br />
improvements in math persistence as described in Standard Five; but did not eliminate the<br />
need for developmental courses. The Co-requisite project was planned to do just that,<br />
eliminate the developmental courses for math whenever possible for students. The project<br />
began by working with the CCSNH System-wide data analytics person to evaluate college<br />
data with specific focus on developmental math success rates and persistence rates dating<br />
back to 2011. The team then developed pacing guides and advising models for math<br />
pathways, set SAT cut scores for each math course, developed a schedule and structure of<br />
co-requisite mathematics courses, and developed training plans for instructors. Training<br />
for Program Directors was also included as this was a significant change in the way<br />
students were advised and filtered into math courses. Communication of this change to<br />
the College as a whole took place via All-College Staff Meeting, Department Chairs<br />
Meetings, and various working groups. The project plan was completed and the first corequisite<br />
courses were taught in Fall of 2017. Currently, the only developmental courses<br />
taught are for those students who show significant deficits in college-readiness related to<br />
their math skills or those students who self-select into the developmental courses for<br />
personal reasons. There are two courses: one for students entering into STEM fields, and<br />
one for students entering into non-STEM fields.<br />
Appraisal of Planning<br />
Since Fall of 2018 there has been an increase in stability of processes due to the new<br />
administrative structure under President Williams. For example, he recognized the need to<br />
finalize the College’s strategic plan. Most of the work had been done on it, but it had<br />
never been presented to the College to vote on. This was accomplished in December<br />
2018. Further improvements under the new administration include ensuring that relevant<br />
parties are at the table with regard to planning of programs, proactive rather than reactive<br />
approaches to issues, and open communication with the college community.<br />
Great strides have been made in the financial planning of the institution with improved<br />
identification of risks, improvements in involving individual departments in planning their<br />
own budgets, and increased transparency with regards to expenses and revenue. Program<br />
Directors now receive weekly updated budget spreadsheets for their programs which<br />
provides up to date information regarding spending and budgeting. This allows Program<br />
Directors increased control of supply purchasing to meet the academic needs of their<br />
students. Financial transparency has also led to improved understanding by the college<br />
community with regards to the Academic Centers and how each center contributes to the<br />
overall budget for the College.<br />
Planning and implementation of projects has also been quite successful at the<br />
programmatic level as evidenced by the implementation of the math co-requisite project.<br />
The thoughtful and purposeful plan developed prior to implementation, the implementation<br />
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of the project, and the continued assessment will be utilized as a model as <strong>RVCC</strong> explores<br />
implementation of an English co-requisite project.<br />
Implementation of NOABO/Veera Bridge has led to greater access to data, although there<br />
are concerns with regards to limitations in the system. Veera Bridge pulls all data from<br />
Banner and Banner has limitations in data access particularly when it comes to evaluating<br />
students who may have more than one major. Programs with national accreditation do an<br />
excellent job of collecting data on graduates, but there are still not consistent practices<br />
across the institution when it comes to this type of data; instead it is left to individual<br />
Program Directors.<br />
Strengths<br />
<br />
<br />
While <strong>RVCC</strong>’s 2015 – 2020 Strategic Plan was not fully developed, the four strategic<br />
directions (student access, student success, teaching & learning, sustainability)<br />
continued to guide <strong>RVCC</strong>’s work—in many different areas and at all levels.<br />
<strong>RVCC</strong> has maintained its commitment to broad participation and regular<br />
communication, including All-College Staff Meeting, meetings with representatives<br />
from CCSNH System Office, and review of Standing Teams.<br />
Challenges<br />
<br />
<strong>RVCC</strong> needs to determine the best way to utilize software provided by CCSNH<br />
system.<br />
Evaluation<br />
Mission & Vision Evaluation<br />
<strong>RVCC</strong> has periodically reviewed and updated its mission, typically with the installation of a<br />
new President. The process has been done collectively at All-College Staff Meeting which<br />
allows input from the college community. Recent feedback on the mission identified that<br />
while there were parts of it that were accurately reflective of the College, members of the<br />
College had concerns with the wording of the mission related to is loftiness and its lack of<br />
measurability for some of the statements included. The most recent evaluation of the<br />
mission occurred at the February 2017 Strategic Planning Retreat in which the committee<br />
evaluated the mission statement. Feedback at that meeting echoed the feedback of the<br />
College as a whole, particularly that the statement was not concrete or tangible. This<br />
process allowed for the adoption of the College’s current mission.<br />
Academic Evaluation<br />
<strong>RVCC</strong> has multiple avenues of evaluating the effectiveness and quality of the academic<br />
programs leading to systematic improvements in the academic offerings at the College.<br />
Evaluation of each course occurs through course evaluations which are administered each<br />
semester to all students in the course. Results of the evaluations are deployed to each<br />
faculty member and to the Department Chairs who oversee the faculty member.<br />
Individual faculty can choose to use the feedback as they see fit and Department Chairs<br />
utilize the information in the faculty evaluation process. Course evaluations sometimes<br />
lead to adjustments in course assignments for students, changes in course materials, or<br />
19 | P a g e
may lead to formal revisions of course outlines submitted to Curriculum Team in order to<br />
change the course objectives. Some examples of changes made as a result of course<br />
evaluations include changing textbooks to better suit the level of the course instruction<br />
(AHLT 123R – Functional Kinesiology); and changing formats of classes from hybrid to face<br />
to face (MLTC 113R – Clinical Chemistry). Student evaluations had a major impact on<br />
revisions to the HSV 120R – Learning & Behavior course. This course was used by both the<br />
Early Childhood Education and Social Services programs. Specific student feedback on<br />
course evaluations indicated that this format was not effective, and students indicated they<br />
were uncertain why both majors were required to take the course together as they did not<br />
feel as though they were acquiring specific information on topics that they needed.<br />
Changes were made to course readings and assignments, but the same concerns appeared<br />
on subsequent course evaluations. With the revision of the Social Services Program, this<br />
course was eliminated from the program of study and the key content from this course<br />
was distributed into other required Social Service courses. The course remained in the<br />
Early Childhood program and was renamed and recoded as ECE 120R – Learning,<br />
Behavior, and Positive Guidance in the Fall of 2017. During Fall 2017 meetings with<br />
advisees, the ECE Program Director had none of the previous complaints that were<br />
associated with this course. The process for updating a course outline (including course<br />
objectives) is described in Standard Four. Beginning in Fall of 2017, the Curriculum Team<br />
has been working to ensure that competencies on the course objectives are measurable<br />
and not simply learning objectives or the table of contents from a textbook. Course<br />
outlines are expected to be reviewed by Program Directors every 5 years to ensure they<br />
are up to date and relevant. Most programs are in compliance with this request. Those<br />
programs that were not in compliance recently included Business, Accounting, and the<br />
Liberal Arts department. The new Business and Accounting Program Directors are<br />
working on updating their courses with a final completion goal of Fall <strong>2019</strong>. A new Interim<br />
Program Director for Liberal Arts was hired in Fall of 2018 and one of her current projects<br />
is to evaluate and update the English course outlines.<br />
Graduation Satisfaction Surveys are administered to all completing students and evaluate<br />
the effectiveness of all areas of the College. Information helps to inform administrators<br />
and directors about their areas of focus and influences changes to program and college<br />
orientations, course scheduling/delivery methods, and advising practices. The<br />
dissemination of the results of this survey have been inconsistent in recent years. The<br />
IVPSA is developing a plan to consistently administer this survey and provide results to the<br />
necessary parties.<br />
Many programs undergo national accreditation and are constantly using evaluation data to<br />
ensure they are meeting the standards of their national accreditation agencies. Even<br />
programs without national accreditation utilize their professional standards in order to<br />
prepare students for the workforce. For example, the Massage Therapy Program, although<br />
not accredited because the profession does not require graduation from an accredited<br />
program, utilizes the “Massage Therapy Body of Knowledge” to guide its curriculum.<br />
Another example are the programs that relate to Computer Technology, which have been<br />
designed around industry standard certification and utilize Cisco’s educational curriculum<br />
which prepares students for the Cisco CCENT and Cisco CCNA certifications upon<br />
completion. These standards guide and inform program work, and feedback from advisory<br />
20 | P a g e
oards and clinical/practicum preceptors assist with evaluation of programmatic<br />
effectiveness. Input from individual advisory boards, as well as information that Program<br />
Directors glean from their participation in community boards and professional<br />
organizations also helps to inform the evaluation process.<br />
The new co-requisite math project has also undergone regular evaluation via surveys<br />
deployed to both instructors and students. Since Fall of 2017, feedback from instructor<br />
and student surveys has been gathered following each semester. Changes made to the<br />
co-requisite math courses since this time, based on student and instructor feedback<br />
include: the elimination of requiring the iLearn software in the Statistics I course (it is now<br />
optional at the request of both students and instructor feedback); labs are now attached<br />
directly to a lecture course as opposed to being open to students from multiple sections;<br />
and lab courses are taught by the same instructors that teach the lecture sections (a direct<br />
request from students).<br />
One clear example that has been implemented in evaluation and planning of academic<br />
programming relates directly to enrollment and the delivery of courses. Word of mouth<br />
feedback from advisors revealed students’ concerns regarding <strong>RVCC</strong>’s pattern of course<br />
cancellations of under-enrolled sections. This led to a Catch-22 in that students waited to<br />
enroll in courses, but courses would be cancelled due to under-enrollment. Beginning in<br />
Fall of 2017, the Department Chair of Liberal Arts started focusing much more on<br />
scheduling based on utilization of enrollment data. By evaluating tallies for the previous<br />
three corresponding semesters, and evaluating student enrollment at each Academic<br />
Center (Figure 2.2), the Chair was able to see patterns of registration and to identify<br />
sections of courses that filled, and sections that traditionally did not.<br />
While this data was evaluated based on each location, the goal of this process was to<br />
create a college-wide schedule of Liberal Arts electives that met the needs of all students<br />
and programs, prevented overlap of courses in the two closest locations (Claremont and<br />
Lebanon) unless both sections could fill, and decrease duplication of face to face and online<br />
21 | P a g e
sections in the same semester to ensure that courses were sufficiently enrolled to allow<br />
them to run.<br />
Considerations were made with regards to timing and location of courses which ensured<br />
that each academic center had options for all students without any one location being<br />
over-saturated with options. The Chair then used this information to develop a datadriven<br />
schedule that allowed for students to meet their academic needs without having so<br />
many sections leading to potential cancellations. As a result of the evaluation, planning,<br />
and thoughtful building of the schedule, <strong>RVCC</strong> has had a decline in cancelled courses and<br />
this, in combination with a concerted effort for early advising and registration, has led to a<br />
stabilization in the schedule.<br />
Program Evaluation<br />
All programs at <strong>RVCC</strong> undergo program review. There are two ways in which this is done.<br />
Programs which have national accreditation are expected to participate fully in whatever<br />
process their accreditation agency requires. This process often involves an eight to tenyear<br />
cycle of self-study, site visit, and review as well as yearly update reports.<br />
Additionally, for programs that are not accredited, there is an internal program review<br />
process which takes place on a rotating cycle and ensures that each program is reviewed<br />
formally.<br />
Over the past few years, the feedback from Program Directors undergoing program review<br />
was that the information being requested was not relevant, and the data required to<br />
answer the questions in the review process was often difficult to access. Having an<br />
outdated program review did not serve to provide the institution with relevant information<br />
related to program success and limited potential for academic planning. As a result of this<br />
feedback, the Department Chairs worked on updating the program review process during<br />
the Fall of 2017 to ensure that the information being collected and reported was easily<br />
accessible, relevant to the information required to determine program viability for the<br />
College, and realistic for Program Directors. In addition to updating the program review<br />
process, the Department Chairs developed a survey for Program Directors to use to assist<br />
them with collection of data. Data included in the program review process is both<br />
formative and summative, qualitative and quantitative. The Program Review has sections<br />
that ask program directors to provide data on topics such as purpose and goals,<br />
admissions, enrollment trends, curricula, faculty and program and student outcomes.<br />
Quantitative questions include items such as: “List program enrollments for the past three<br />
years…” with a qualitative follow up asking “Do you have reason to believe there are<br />
additional students in your program (e.g. second major) that do not show up [in the data<br />
set].” This provides Program Directors opportunities to elaborate on any limitations they<br />
may find in the Veera Bridge data set; thus eliminating the prior complaint about available<br />
data not providing a complete picture.<br />
Upon completion of the program review process, Program Directors provide and present<br />
the review to the Department Chair workgroup which will allow for a discussion about each<br />
program and its effectiveness between the Department Chairs and the Program Directors.<br />
The Department Chair group makes recommendations about the program which may<br />
include suggestions for improvement, continuation without changes, or may, when<br />
22 | P a g e
necessary, guide a suspension or closure of a program. The entire process is overseen by<br />
the VPAA. This process was introduced to the college community during Faculty and Staff<br />
Work Weeks in Fall of 2018 and training for all Program Directors was provided in<br />
November 2018. The training was recorded for future use by Program Directors.<br />
Programs that undergo national accreditation may submit their national accreditation<br />
reports/results in lieu of the internal program review process.<br />
River Valley has a strong history of assessment by accredited programs, and the Program<br />
Directors of accredited programs often already have techniques to gather data that nonaccredited<br />
programs may be able to utilize. This area is particularly true with regard to<br />
gathering information on program graduates. In Spring of 2018, Program Directors began<br />
a plan for accredited programs to formally share assessment and data collection<br />
techniques with non-accredited programs. Work on this project is ongoing.<br />
The program review process has led to a stream-lining of the programmatic offerings at<br />
<strong>RVCC</strong> as identified in the newly updated program review schedule. This has been achieved<br />
via removal of programs as necessary (due to low enrollment or decreased need in the<br />
region for the training offered). Other programs have undergone the program review<br />
process and been re-designed to better suit the need of the region. One example of this<br />
was the Human Services Program, which was placed on hold for the 2016-2017 academic<br />
year due low enrollment. Faculty then gathered information from local agencies regarding<br />
the types of training that would better suit the students in this program. The curriculum<br />
was updated based on the feedback and the program was relaunched in Fall of 2017 as the<br />
Social Services Program.<br />
Appraisal of Evaluation<br />
In response to feedback from Program Directors, the Graduate Satisfaction Survey was<br />
deployed as an electronic survey in Spring of 2018. The CCSNH System is also in the<br />
process of implementing DegreeWorks which will help streamline the process for advisors<br />
to track student success and retention. <strong>RVCC</strong> will implement Degree Works in <strong>2019</strong>.<br />
The program review process was also updated during Academic Year 17-18 as a result of<br />
feedback from Program Directors. The updated process was created by Department Chairs<br />
to reflect the difficulty Program Directors noted in accessing data that was being requested<br />
as part of the process. While NOABO/Veera Bridge provides some information that can be<br />
utilized for review of programs, it was not sufficient for the entirety of the data sets that<br />
the program review process requested. The updated program review process was<br />
implemented in Fall of 2018 and included a formal training for faculty during the semester<br />
as well as a survey that Program Directors can deploy to faculty in their program to gather<br />
necessary data. <strong>RVCC</strong> continues to look at ways in which we can use the processes of the<br />
accredited programs to assist in data gathering for non-accredited programs.<br />
Strengths<br />
<br />
<br />
23 | P a g e<br />
The College has an abundance of qualitative data at the course and program level.<br />
Department Chairs and Program Directors are dedicated to evaluation and review,<br />
and actively work to make this a systematic part of the culture of all academic<br />
programs.
Challenges<br />
<br />
<br />
There is still a need for a consistent plan across the College, regardless of program,<br />
for collection of relevant data to guide future programmatic planning.<br />
Course outlines in the Liberal Arts department are in need of updating.<br />
Projections<br />
<br />
<br />
By the end of AY20-21, the President and VPAA will evaluate data collection<br />
methods at the college level and work with Department Chairs and Student Services<br />
to create a streamlined process of data collection and assessment; while<br />
simultaneously evaluating how <strong>RVCC</strong> will implement these processes without a<br />
dedicated Institutional Researcher<br />
By the end of Spring <strong>2019</strong>, the Interim Liberal Arts Program Director will have<br />
evaluated and updated, as needed, any course outlines that are out of compliance<br />
with the Curriculum Team standard.<br />
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Standard 2: Planning and Evaluation<br />
PLANNING<br />
Year<br />
approved<br />
by<br />
governing<br />
board<br />
Immediately prior Strategic<br />
Plan 2011<br />
Effective<br />
Dates<br />
? ? ?<br />
2011-<br />
2013 n/a<br />
Website location<br />
Current Strategic Plan 2018<br />
Next Strategic Plan 2021<br />
2018- https://www.yumpu.com/en/document/read/62<br />
2021 316264/rvcc-2018-2021-strategic-plan<br />
2021-<br />
2026 n/a<br />
Year<br />
completed<br />
Effective<br />
Dates<br />
Website location<br />
Master plan<br />
Academic plan<br />
Financial plan<br />
Technology plan<br />
Enrollment plan<br />
Development plan<br />
Academic Advising<br />
Manual<br />
n/a<br />
n/a<br />
n/a<br />
n/a<br />
in progress<br />
n/a<br />
in progress<br />
EVALUATION<br />
Academic program<br />
review<br />
Program review system (colleges and departments). System<br />
last updated: ? 2018<br />
Program review schedule (e.g., every 5 years)<br />
Sample program review reports (name of unit or<br />
program)*<br />
Website location<br />
Every five years if not accredited by an outside<br />
agency<br />
External Example: NAACLS ? See Canvas: Standard 2<br />
Internal Review Process See Canvas: Standard 2<br />
System to review other functions and units<br />
Program review schedule (every X years or website location of<br />
schedule)<br />
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Sample program review reports (name of unit or<br />
program)*<br />
Other significant institutional studies (Name and web<br />
location)*<br />
Date<br />
Example: Advising: www.notrealcollege.edu/advising 2014<br />
CCSSE<br />
2008, 2011, 2014 (see workroom)<br />
*Insert additional rows, as<br />
appropriate.<br />
Please enter any explanatory notes in the box<br />
below<br />
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Standard Three<br />
Organization & Governance<br />
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Description<br />
River Valley Community College is one of the seven colleges which make up the<br />
Community College System of New Hampshire. CCSNH was established in 2007 by Senate<br />
Bill 82 which initiated the transition from a State agency to an autonomous entity. The<br />
State of New Hampshire General Statutes, Chapter 188-F provides the approval for each of<br />
the colleges in CCSNH to award degrees upon completion of program requirements. River<br />
Valley, while a member of CCSNH, has its own governance structure which is directly<br />
responsible for the oversight and management of all areas of academics and scholarship<br />
that it participates in. As a public institution, funding comes from the State of NH and is<br />
filtered through CCSNH, but <strong>RVCC</strong> ultimately has responsibility for the administration of<br />
that funding.<br />
Organization<br />
Governing Board<br />
CCSNH has a Board of Trustees (BoT) that is appointed by the Governor and confirmed by<br />
the Executive Council. The BoT appoints the CCSNH Chancellor; provides direction and<br />
sets strategic goals for the system; presents capital and operating budget requests to the<br />
Governor and Legislature; and provides policy-level oversight for the seven colleges.<br />
CCSNH provides administrative and operational support that would be too expensive, or<br />
impractical, for each of the seven institutions within the System to maintain for<br />
themselves, such as risk management and legal counsel. The System Office is, in turn,<br />
supported by an allocation of tuition revenue from each college.<br />
Make-Up of the Board of Trustees<br />
The CCSNH BoT is the legal authority as outlined in BoT Policy Section 100. The BoT is<br />
made up of NH Residents and membership of the board must meet the requirements setforth<br />
in the BoT Policy Section 120 regarding Membership and Teams. The make-up of the<br />
board includes New Hampshire residents who are either non-voting members or voting<br />
members as outlined in Table 3.1.<br />
Table 3.1: Members of the CCSNH BoT<br />
Non-Voting Members<br />
<br />
<br />
<br />
<br />
Governor<br />
Chancellor and Vice-Chancellor of<br />
CCSNH<br />
President of each CCSNH college<br />
Commissioners of Departments<br />
of Resources and Economic<br />
Development; Employment<br />
Security; and Education<br />
Voting Members (appointed by<br />
Governor)<br />
Four (4) members from the fields<br />
of Business and Industry<br />
One (1) member who is a high<br />
school vocational/technical<br />
education director<br />
One (1) member who is an<br />
alumnus of a CCSNH college<br />
One (1) member from the field of<br />
education<br />
One (1) member from the health<br />
care profession<br />
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Two (2) members from<br />
building/mechanical trades or<br />
labor<br />
One (1) member from<br />
community service sector<br />
One (1) member from law<br />
enforcement<br />
Eight (8) members of the general<br />
public<br />
Two (2) members who are fulltime<br />
students enrolled at a<br />
CCSNH college (rotates among<br />
institutions)<br />
One (1) member from the<br />
technology sector<br />
One (1) member who is an<br />
employee of CCSNH (rotates<br />
among institutions)<br />
BoT meetings occur bi-monthly and operate through a committee structure with each<br />
committee having a defined area of oversight. The Standing Committees outlined in the<br />
BoT By-Laws include the Executive Committee, Finance Committee, Audit Committee,<br />
Academic and Student Affairs and Workforce Development Committee, Human Resource<br />
Committee, Facilities and Capital Budget Committee, Governance Committee, Marketing<br />
Committee, and Safety & Risk Management Committee.<br />
The Board of Trustees, in addition to their bi-monthly meetings, hold an annual retreat for<br />
in-depth discussion and professional development. The schedule of BoT meetings, meeting<br />
minutes, and a full list of trustees is publically available on the CCSNH website. As<br />
necessary, <strong>RVCC</strong>, often through the President or BAO, report to individual committees on<br />
updates from the College.<br />
Responsibilities of the Board of Trustees<br />
The BoT By-Laws Article V identify the Authority of the CCSNH Board of Trustees which is<br />
responsible not only for appointment of the Chancellor and President of the institution but<br />
also sets compensation for administrators; prepares and adopts the budget for CCSNH<br />
which includes each college as a separate budgetary unit; establishes tuition and fees;<br />
manages any contracts and leases related to the buildings and structures of each college;<br />
develops and adopts personnel policies for the colleges; advises the community colleges<br />
with regards to strategic direction, general policies and programs; and advises colleges in<br />
making any necessary changes to their programs to better meet the needs of the state’s<br />
economy and changing job market. All new majors and programs any CCSNH institution<br />
proposes must be approved by the BoT before implementation.<br />
Article VI of the BoT by-laws is the Conflict of Interest policy and identifies that the<br />
trustees of CCSNH must follow all statutory federal and state laws. Any violation of<br />
Conflict of Interest policy or laws “as defined by said statute shall be reported to the Board<br />
and acted upon by it as required by law and no person shall vote or be present for the<br />
29 | P a g e
action by the Board in relation to any such matter involving that person.” Policy 210 –<br />
Expectations of Board Members also identifies that it is the responsibility of each board<br />
member to “place the interests of CCSNH above the interests of any individual.” Further<br />
clarification of the Conflict of Interest Policy which guides the Board of Trustees is outlined<br />
in Policy 223 – Conflict of Interest which includes the Conflict of Interest Statement that<br />
must be signed by each member of the Board of Trustees.<br />
Responsibilities of the Chancellor<br />
The Chancellor of CCSNH is the Chief Executive Officer and bears responsibility for the<br />
overall administration and performance of CCSNH. The Chancellor is assisted by two<br />
Associate Vice-Chancellors, one in charge of Finance & Strategic Planning, and one in<br />
charge of HR Planning & Development. The Chancellor also directly oversees the CCSNH<br />
Director of Communications and CCSNH Legal Counsel. Together with the BoT, the<br />
Chancellor develops and implements the overall strategic direction of the System and<br />
oversees the Presidents of the seven colleges.<br />
Delegation to the College President<br />
The BoT policies (230-250) identify that they are responsible for appointment and<br />
evaluation of the Chancellor, who is in turn responsible for evaluation of the System Vice-<br />
Chancellors and the Presidents. Policy 250 identifies that the College President has<br />
responsibility for establishing the mission, vision, and strategic goals for the College<br />
(aligned with the CCSNH mission, vision, and strategic goals). The President is also<br />
charged by the BoT with providing “leadership to the overall management and operation of<br />
the College including accreditation, instructional programs, regional economic and<br />
workforce development, budget preparation, fiscal control, physical plant operation and<br />
maintenance, human resources management, and fundraising.”<br />
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Institutional Organization<br />
River Valley’s internal organizational structure has undergone a large number of transitions<br />
in the past five years. The administrative structure has been fluid with the appointment of<br />
each President or Interim President depending on their focus for the institution. In Fall of<br />
2017, with the removal of another Interim President, and the promotion of the Interim<br />
Vice-President, who was on a one-year temporary assignment through The Registry of<br />
College and University Presidents, it became clear that a more permanent, stable model<br />
was needed. For Academic Year 17-18, the Interim President acted in the role of President<br />
as well as Vice President of Student and Academic Affairs. This was clearly not an ideal<br />
situation, and the Chancellor appointed an Advisor to the President to assist in oversight of<br />
<strong>RVCC</strong>. This Advisor to the President was a President of another CCSNH college and had<br />
previously served as the President of River Valley. This President’s familiarity with <strong>RVCC</strong><br />
faculty, staff, and the culture of <strong>RVCC</strong>; in addition to the energy and expertise of the<br />
Interim President/VPASA proved to be quite successful as the College undertook a search<br />
for a full-time President.<br />
The Presidential search throughout Spring 2018 resulted in the hiring of President Alfred<br />
Williams who started July 1, 2018. Simultaneously, in Spring of 2018, the decision was<br />
made to promote internally for the role of VPAA. The Department Chair of Liberal Arts<br />
transitioned to Interim VPAA in June of 2018, and was made permanent in January of<br />
<strong>2019</strong>. This new model provided an ideal balance of institutional knowledge with new,<br />
outside energy, and the college community as a whole is pleased with the appointments to<br />
both of these positions. With the return to a more traditional, stable model of internal<br />
governance, the organizational chart is stabilizing.<br />
The President of <strong>RVCC</strong> serves as the Institution’s Chief Executive Officer and before<br />
appointment must be recommended by the Chancellor and approved by the CCSNH Board<br />
of Trustees. The President reports directly to the Chancellor and is responsible for overall<br />
management and operation of the College including preparation and control of the<br />
Institution’s budget as well as overall administration of the faculty and staff at the College<br />
via an organized structure of oversight. As mentioned in Standard Two, all locations are<br />
treated as one college and therefore all locations have the same oversight. While all<br />
administrators are located at the Claremont campus, each Academic Center has a<br />
Supervisor that reports directly to the President and sits on the President’s Extended<br />
Leadership Team. Additionally, administrators are in contact with the LAC and KAC Site<br />
Directors on as needed basis. The utilization of Vice Presidents and other administrative<br />
staff; including Academic Center Supervisors as well as Department Heads and<br />
Department Chairs, assists in assuring that all employees at <strong>RVCC</strong> understand their role in<br />
the success of the Institution. While there are clear supervisory lines that employees<br />
should follow according to the organizational chart, in general, the College abides by an<br />
“open door” communication policy. This works particularly well because of the small nature<br />
of <strong>RVCC</strong> and in most instances, communication occurs directly between whatever parties<br />
need to discuss individual concerns. In some instances, communication must follow a<br />
more formal process and this is done through Staff Forum, Faculty Forum, Department<br />
Meetings, and Department Chair Meetings.<br />
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Appraisal of Organization<br />
The organizational system of CCSNH is very stable and clearly outlined. While the<br />
organization and governance of the College has been more varied, since Fall of 2018 there<br />
has been increased clarity in each person’s role and increased communication at all levels<br />
of the College. The College is on much more stable footing than we were two years ago,<br />
and the new President entered into a college that has a clearer picture of roles than it has<br />
had in the past three years.<br />
Appraisal of Governing Board<br />
The Board of Trustees has clear policies and procedures that guide its roles and<br />
responsibilities for CCSNH as a whole as well as how it interacts with each college.<br />
Ultimately, the Governing Board is responsible for many decisions that impact <strong>RVCC</strong><br />
related to programming and finances, but changes to academics are always initiated by<br />
the institution. The President of the institution serves as a bridge between the interests of<br />
the College itself and the charge of the Board of Trustees.<br />
Oversight of the BoT and CCSNH as a whole underwent a State of NH Legislative Budget<br />
Audit (LBA) to provide a critical look at how CCSNH as a State funded entity is operating,<br />
utilizing resources, and fulfilling its mission. The legislative audit identified that there was a<br />
need for improved financial policies, development of long-term financial plans, improved<br />
processes for oversight of budgeting and purchasing and improved need for financial<br />
transparency. This audit was welcomed by the Board of Trustees, and Chancellor’s office,<br />
and was well-received by the <strong>RVCC</strong> community when the Chancellor came to share the<br />
findings. CCSNH has dedicated itself to complying with the LBA and has established a<br />
Task Force, which includes a staff member of one of the CCSNH colleges, to address and<br />
improve the issues brought forth.<br />
Strengths<br />
<br />
<br />
<br />
<br />
The organizational system of CCSNH is very stable and clearly outlined.<br />
The Governing Board has clear policies and procedures that guide its roles and<br />
responsibilities for CCSNH as a whole as well as how it interacts with each college.<br />
Clear policies dictate the role of both CCSNH and <strong>RVCC</strong> governance.<br />
The LBA has spurred improvements at the CCSNH level with regards to many<br />
concerns at <strong>RVCC</strong> related to lack of administrative oversight.<br />
Challenges<br />
<br />
As one of the smallest college in the CCSNH System, it can be difficult to ensure<br />
that <strong>RVCC</strong>’s interests are thoroughly represented in system level decisions.<br />
Internal Governance<br />
Periods of Transition<br />
<strong>RVCC</strong> has been in a constant state of transition over the past six years, resulting in a lack<br />
of clear direction related to organizational structure, strategic planning, and long term<br />
plans for the Academic Centers. In addition to the multiple transitions, there have been<br />
32 | P a g e
challenges in financial stability related to fluctuations in enrollment and lack of consistency<br />
in the BAO position. Throughout this period of time, the faculty and staff opened direct<br />
lines of communication with the Chancellor and Vice Chancellor for Human Resources and<br />
Planning to express concerns. These concerns preceded the resignation of one President<br />
and the removal of an Interim President.<br />
Significant progress has been made since the arrival of President Williams in July 2018.<br />
Roles have been clarified, transparency in budgeting and an increased shift towards<br />
empowering faculty and staff has returned to the <strong>RVCC</strong> culture. Department Chairs have<br />
been given more autonomy to create and implement academic policy, a greater emphasis<br />
has been placed on the needs of students, and the College has started to have some very<br />
realistic conversations at All-College Staff Meeting related to the future and planning<br />
surrounding the Academic Centers in Keene and Lebanon. As part of these discussions,<br />
the AVPAA positions, which oversaw the Keene and Lebanon Academic Centers, had<br />
changes in their roles. The AVPAA of Keene moved into a full-time faculty role and was<br />
assigned as the Department Chair of the Business department. To manage the Keene<br />
Academic Center, a Program Specialist was promoted to Interim Supervisor. The AVPAA of<br />
the Lebanon Academic Center was transitioned to a Center Director, but left <strong>RVCC</strong> in<br />
Spring 2018. The Student Service Generalist that serves at Lebanon, was then promoted<br />
to Interim Supervisor of the LAC. These changes brought the College more in line with<br />
other colleges of its size in CCSNH and are in line with the feedback in the LBA related to<br />
<strong>RVCC</strong>’s “increased levels of administrators.” These changes had an additional positive<br />
impact of filling a vacant faculty role in the Business department.<br />
Additional improvements in project completion have included the work done to update the<br />
Standing Team Documents as well as work on the strategic plan.<br />
Input from College Constituencies<br />
The College President is assisted with the general administration of the College and seeks<br />
input from faculty, staff, and students. The Standing Teams help provide leadership and<br />
direction to <strong>RVCC</strong> through regular meetings and open communications as guided by the<br />
Standing Teams Document and the Communications Model.<br />
During Fall 2017, under the direction of the Interim VPASA, the oversight of academic<br />
programming was shifted to the Department Chair group. They worked closely with the<br />
Interim President/VPASA who oversaw the work done by the group, but ultimate control<br />
was provided via input from all Department Chairs. The Early College Coordinator also<br />
reported to the Interim President/VPASA to ensure the quality of these programs was<br />
consistent with <strong>RVCC</strong> expectations. With the appointment of a Vice President of Academic<br />
Affairs in late Spring 2018, the oversight of all academics now resides with this role who<br />
will continue to oversee the Department Chairs and the Early College Coordinator and work<br />
collaboratively to ensure academic quality at <strong>RVCC</strong>.<br />
All academic programs and course offerings are reviewed by the Curriculum Team which<br />
oversees new program proposals, new course proposals, and reviews and revisions to<br />
current programs and courses (including discontinuation of programs or courses). The<br />
Curriculum Team also makes recommendations regarding formatting/content of course<br />
outlines and course syllabi. All classes, regardless of location or method of instruction<br />
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must follow the course outlines approved by the Curriculum Team which is made up of<br />
volunteer faculty and staff members, and the Registrar.<br />
Students participate in <strong>RVCC</strong> governance via a number of avenues which are described in<br />
detail in Standard Five. One example of student participation is the President of the SGA<br />
serving on the College Council and acting to provide the student perspective to <strong>RVCC</strong>’s<br />
Administration. Whenever possible, student input is solicited on college decisions. For<br />
example, students recently voted to make <strong>RVCC</strong> a smoke-free campus. In the Fall 2018<br />
Semester, SGA also voted to use some of their funds each year to fight student hunger.<br />
Appraisal of Internal Governance<br />
Since July 2018, internal governance at <strong>RVCC</strong> has stabilized. President Williams made<br />
VPAA Jahn permanent, hired IAVPSA Cournoyer, HR Director Lamoureux. Increased<br />
transparency from this new administrative team, and requests for input from faculty and<br />
staff have had a direct positive impact on college morale.<br />
Strengths<br />
<br />
<br />
<br />
<br />
<br />
The stabilization of leadership at <strong>RVCC</strong> with the hiring of President Williams in July<br />
2018 has improved college morale.<br />
Multiple, clear lines of communication via Standing Teams and scheduled meetings<br />
allow for multiple voices from the College to be heard.<br />
Faculty and staff are vested in the success of the College.<br />
Faculty and staff can request meetings directly with the Chancellor and the Vice<br />
Chancellors as needed and <strong>RVCC</strong> has had good support from CCSNH Administration<br />
when requested.<br />
Promotion of the Department Chair of Liberal Arts to VPAA helps maintain<br />
institutional knowledge on the Administrative Team.<br />
Challenges<br />
<br />
There are still a number of Standing Teams that may not fit with the current<br />
administration’s goals, the Strategic Plan, and the current status of the College. A<br />
few of the Standing Teams are redundant or their roles are outdated in the current<br />
college structure.<br />
Projections<br />
<br />
By Fall of <strong>2019</strong>, the Standing Teams will be evaluated and reorganized and the<br />
Standing Team Document will be updated to reflect current practice.<br />
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Standard 3: Organization and Governance<br />
(Board and Internal Governance)<br />
Please attach to this form:<br />
1) A copy of the institution's organization chart(s).<br />
2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish the<br />
legal authority of the institution to award degrees in accordance with applicable requirements.<br />
If there is a "sponsoring entity," such as a church or religious congregation, a state system, or a corporation, describe<br />
and document the relationship with the accredited institution.<br />
Name of the sponsoring entity<br />
Website location of documentation of relationship<br />
Governing Board<br />
By-laws<br />
Board members' names and affiliations<br />
Board committees *<br />
Academic, Student Affairs Workforce Development<br />
Audit Committee<br />
Facilities and Capital Budget Committee<br />
Executive Committee<br />
Finance Committee<br />
Governance Committee<br />
Human Resources Committee<br />
Marketing Committee<br />
Safety and Risk Management Committee<br />
Major institutional faculty committees or governance<br />
groups*<br />
Faculty Forum<br />
Curriculum Team<br />
Department Chairs<br />
Community College System of New Hampshire<br />
http://www.ccsnh.edu<br />
Website location<br />
Website location or document name for meeting<br />
minutes<br />
https://www.ccsnh.edu/board-trustees/meetingsand-minutes<br />
https://www.ccsnh.edu/about-ccsnh/board-trustees<br />
https://www.ccsnh.edu/board-trustees/meetingsand-minutes<br />
Website location or document name for meeting<br />
minutes<br />
Faculty Forum Minutes<br />
Curriculum Team Minutes<br />
Department Chairs Minutes<br />
Major institutional student committees or governance<br />
groups*<br />
Student Government Association<br />
Website location or document name for meeting<br />
minutes<br />
Student Government Association Minutes<br />
Other major institutional committees or governance<br />
groups*<br />
<strong>RVCC</strong> Advisory Board<br />
Program Advisory Boards<br />
Website location or document name for meeting<br />
minutes<br />
<strong>RVCC</strong> Advisory Board Minutes<br />
Program Advisory Board Minutes<br />
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*Insert additional rows as appropriate.<br />
Please enter any explanatory notes in the box below<br />
*Board Committees meeting minutes: found on my.ccsnh.edu<br />
*Major institutional faculty committees or governance meeting minutes: found on Canvas<br />
*Major student institutional committee meeting minutes: found in Canvas<br />
*Other major institutional committees: found in Canvas<br />
Campuses, Branches and Locations Currently in Operation (See definitions in comment boxes)<br />
(Insert additional rows as appropriate.)<br />
Enrollment*<br />
Location (City,<br />
State/Country)<br />
Date<br />
Initiated<br />
2 years<br />
prior<br />
1 year<br />
prior<br />
Current<br />
year<br />
? (FY2017 ) (FY 2018) (FY <strong>2019</strong> )<br />
? Main campus 1 College Place, Claremont, NH 9/1/1968 2,115 1,930 2,186<br />
? Other principal campuses<br />
? Branch campuses (US)<br />
? Other instructional locations (US) Academic Centers - Keene/Lebanon 9/1/2004 *<br />
? Branch campuses (overseas)<br />
? Other instructional locations (overseas)<br />
Educational modalities<br />
Standard 3: Organization and Governance<br />
(Locations and Modalities)<br />
Number of programs<br />
Date First<br />
Initiated<br />
2 years<br />
prior<br />
1 year<br />
prior<br />
Current<br />
year<br />
Distance Learning Programs (FY2017 ) (FY 2018) (FY <strong>2019</strong>)<br />
Programs 50-99% on-line **<br />
1,155 1,155 1,291<br />
Programs 100% on-line<br />
? Correspondence Education<br />
Low-Residency Programs<br />
Competency-based Programs<br />
Dual Enrollment Programs<br />
Contractual Arrangements<br />
involving the award of credit<br />
0<br />
HTTI Lebanon, NH<br />
2016-2017 16 0 0<br />
*Enter the annual unduplicated headcount for each of the years specified below.<br />
Enrollment*<br />
Please enter any explanatory notes in the box below<br />
*These enrollments are included in the Main Campus Enrollment as they are not a separate campus, but other instructional locations.<br />
**Students do not enroll in online degree programs. All students enrolled in the College may take online courses. Enrollment reflects<br />
any student who enrolled in an online course (unduplicated), and most students are also enrolled in face to face courses within their<br />
program.<br />
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37 | P a g e<br />
Standard Four<br />
The Academic Program
Description<br />
River Valley Community College offers credentials including the Associate in Science,<br />
Associate in Science with a Concentration, Associate in Arts, and Certificate Programs. In<br />
2017-2018, <strong>RVCC</strong> offered 18 options for students wishing to pursue an associate degree<br />
and 12 options for students wishing to pursue certificates. The <strong>RVCC</strong> Catalog is dominated<br />
by allied health and health science fields, an area that the College is known for. The<br />
Catalog also offers credentials in business, computer technology, education, and social<br />
services. <strong>RVCC</strong> offers a General Studies degree for students who would like to combine a<br />
certificate program with an associate degree curriculum that is not currently an option<br />
through <strong>RVCC</strong> or who would like to self-design a degree. Lastly, <strong>RVCC</strong> offers a degree in<br />
liberal arts which serves as a transfer pathway to four-year institutions.<br />
Two programs at <strong>RVCC</strong>, Running Start and Bridge2College, serve to encourage early<br />
college enrollment for area high school students. Running Start courses are River Valley<br />
courses that are offered at local high school and technical centers. These courses utilize<br />
certified high school instructors who teach the same content that is offered at <strong>RVCC</strong> under<br />
the guidance and supervision of an <strong>RVCC</strong> faculty. The Bridge2College program allows local<br />
high school students to attend classes at <strong>RVCC</strong> where they can earn dual college and high<br />
school credit.<br />
Program Length & Planning<br />
All certificates and degrees offered at River Valley Community College lead to a credential<br />
in a recognized field of study. The shortest program, phlebotomy, is two semesters in<br />
length. Many of the certificate programs require at least three semesters to complete, and<br />
all associate degree programs, including the Liberal Arts degree, require two full years;<br />
although the time to a Liberal Arts degree can be shortened if a student commits to<br />
summer coursework. All curriculum maps are available on the <strong>RVCC</strong> Website or are<br />
located in our College Catalog. All programs at <strong>RVCC</strong> have published goals which highlight<br />
the expected outcomes of the program and expectations for program completers.<br />
All programs at <strong>RVCC</strong> have a coherent curriculum plan that is designed to take students<br />
from introductory to advanced knowledge based on course content and sequence.<br />
Students may only alter the sequencing of courses in a curriculum with a waiver from the<br />
Program Director, and a Program Director may only waive a pre- or co- requisite with<br />
sufficient evidence that the student can meet the readiness of the course. Curriculum plans<br />
include a series of courses, each with a written, approved course outline. The course<br />
outline serves as a static document for the course to ensure that all instructors teaching<br />
the course are working towards the same outcomes and includes the following<br />
information: a standard course description, specific course learning goals, pre-requisite or<br />
co-requisite course requirements, instructional and assessment methods, and the content<br />
outline. The course outline can only be changed through a formal process of assessment<br />
by the <strong>RVCC</strong> Curriculum Team.<br />
All programs of study are outlined in the College Catalog, and programs also use the<br />
Catalog to identify any specific programmatic admissions processes; to define successful<br />
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progress through the program; and to identify grading policies. All classes have a course<br />
syllabus, a separate document from the course outline, which further identifies course and<br />
classroom expectations of the individual instructor teaching the course.<br />
All program designs must meet the CCSNH Board of Trustees policies for degree<br />
requirements as outlined in BoT Academic Policy 620.02. All new programs must be<br />
approved through the Curriculum Team, the VPAAs, and the BoT.<br />
Budgeting for Programs<br />
All programs submit budgets each year to the Business Affairs Officer who is responsible<br />
for evaluation of programmatic budgets and fitting them into the college budget each year<br />
as described in Standard 7. Program Directors, in consultation with additional faculty in<br />
their programs, are responsible for identifying the financial needs of the academic program<br />
and for developing a budget that, while fiscally responsible, will also meet the needs of<br />
program improvement. Many programs, with the exception of liberal arts, general studies,<br />
and biological science, are further financially eligible for Perkins Grant funding under the<br />
classifications as outlined by the State of NH Department of Education.<br />
Assuring Academic Quality<br />
Programmatic Oversight, Implementation, and Review<br />
As shown in the organizational structure (p. x), each program has a Program Director who<br />
is responsible for oversight of all aspects of the program including faculty, budgets, mode<br />
of program offering, and curriculum. All Program Directors are further supported by the<br />
Department Chair who provides an additional layer of oversight for the integrity and<br />
quality of academic programs. While the direct oversight of the curriculum is the<br />
responsibility of the Program Director, any curricular changes that a Program Director<br />
wishes to implement must be approved through the process outlined in Figure 4.1. Final<br />
approval for programmatic changes is the responsibility of the VPAA.<br />
Many programs at <strong>RVCC</strong>, particularly those in the allied health, health science, and<br />
nursing, have additional oversight reporting through their national accreditation agencies.<br />
Many programs also have individual advisory boards who assist with oversight of the<br />
program and work specifically to ensure that programs are relevant to the community and<br />
industry in which graduates will be employed.<br />
Figure 4.1: Programmatic changes approval process<br />
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Any new program that the College would like to be developed must go through the CCSNH<br />
BoT (policy 640.02). If <strong>RVCC</strong> wishes to create a new program, the College must first<br />
present a letter of intent to the VPAA’s of all CCSNH colleges with sufficient rationale,<br />
identified need, anticipated enrollment, and costs of the new program. Upon VPAA<br />
approval of the proposal, <strong>RVCC</strong> undergoes an internal process of curriculum development<br />
including sequencing of courses and course outlines for each course that will be included in<br />
the program. These documents must be approved by the Curriculum Team through their<br />
standard process. Upon approval by <strong>RVCC</strong>’s Curriculum Team, the new program is<br />
presented to the CCSNH Board of Trustees for final approval before <strong>RVCC</strong> can implement<br />
the new program.<br />
All current programs have been required to undergo the in-college program review process<br />
developed in 2010. Because of concerns that the existing process did not capture relevant<br />
information, in the Spring 2018 semester, the Department Chairs and the VPAA redesigned<br />
the program review document, creating a process and a new timeline for each program’s<br />
review. This new process is being implemented during the 2018-<strong>2019</strong> academic year, and<br />
training of the Program Directors in the new process is ongoing.<br />
Academic Planning at the Academic Centers<br />
Academic planning falls under the purview of the VPAA who works in conjunction with the<br />
President. For example, in Fall 2017, the Interim President/VPASA and the College Advisor<br />
began working on a process to clearly define the roles of the Claremont campus and the<br />
Keene and Lebanon Academic Centers. They carefully examined student populations,<br />
finances, and distribution of programming. This process was further supported by the<br />
promotion of the new VPAA and the hiring of the President in Summer 2018. Going<br />
forward, feasibility studies will be conducted in order to make data-informed decisions<br />
about focus directions for each of <strong>RVCC</strong>’s Academic Centers.<br />
Early College and Other Off-Campus Educational Experiences<br />
Academic experiences that take place off-campus include the Running Start Partnerships<br />
as well as the partnerships with local facilities for the Allied Health, Nursing, and Early<br />
Childhood Educational practicum, internship, clinical and fieldwork experiences. Courses<br />
offered for college credit through <strong>RVCC</strong>’s Workforce Development Program are also offered<br />
through local businesses as described later in Standard Five. All MOU’s for these programs<br />
are overseen by the Office of the VPAA and housed in the Academic Affairs Office.<br />
<strong>RVCC</strong>’s Educated Person and English Language Expectations<br />
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All programs at <strong>RVCC</strong> strive to follow the Philosophy of the College which defines an<br />
educated person. Each program sets its own threshold for meeting this philosophy based<br />
on the individual expectations of the program through development of appropriate course<br />
competencies listed in the course outline documents. Assessment of the philosophy is<br />
discussed in Standard Eight.<br />
All students enrolled in degree programs at <strong>RVCC</strong> must complete College Composition as a<br />
required course per BoT policy 620.02 for both Associate of Science and Associate of Arts<br />
degrees. All college courses are taught in English and students must take the Accuplacer<br />
Assessment in Writing before entering into College Composition. The Accuplacer test is<br />
issued in English. Students who identify as ESL and may need additional assistance prior<br />
to starting classes are directed to local agencies in Claremont, Keene, and Lebanon who<br />
specialize in this area. No ESL services are available at <strong>RVCC</strong>.<br />
Information Literacy is assessed at the college level through the Library which provides a<br />
tutorial as well as an online assessment.<br />
Appraisal of Assuring Academic Quality<br />
<strong>RVCC</strong> has policies and procedures in place to ensure the quality of the Academic Programs<br />
offered by the College and to comply with CCSNH and college expectations.<br />
To improve clear and effective communication, in Spring 2018, Department Chairs and<br />
Curriculum Team began to discuss consolidating course outlines with course syllabi. This<br />
consolidation of documents was completed in Fall of 2018, and the pilot implementation is<br />
currently taking place.<br />
Discussions at both the Department Chair level and the Curriculum Team level have<br />
centered on refining and improving policies and procedures related to academic planning<br />
so that planning can continue despite any transitions in administration. This increase in<br />
ownership of academic planning was supported by both the Interim President/VPAA and<br />
the Advisor to the President under the previous administration and has continued support<br />
under President Williams and VPAA Jahn.<br />
Throughout the transitions that have occurred, <strong>RVCC</strong> has followed the process for approval<br />
for Substantive Changes as it relates to the College including updates in administration,<br />
identification of changes to accredited programs, and plans for development of the LAC.<br />
River Valley faculty and staff have remained committed to ensuring academic quality for<br />
students, and often have employers comment on the quality and well-roundedness of<br />
<strong>RVCC</strong> graduates.<br />
Undergraduate Degree Programs<br />
Academic Core<br />
All associate degree programs at <strong>RVCC</strong> follow the BoT policies for the Liberal Arts Core<br />
which includes, at minimum, the following courses with the remainder of the minimum 60<br />
credits being based on the requirements of the individual program:<br />
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Certificates that do not have the option of an associate degree can be made into an A.S.<br />
degree through the General Studies program. Other programs, such as early childhood,<br />
offer stackable credentials such as Level I & II certificates that can also be turned into an<br />
associate degree. Although there are no general education requirements, all certificate<br />
programs employ outcomes that identify mastery of the specific discipline, some of which<br />
may include skills learned in liberal arts core courses.<br />
<strong>RVCC</strong> follows the CCSNH BoT policy with regards to general education requirements (as<br />
outlined above in Table 4.1) and which are identified in the College Catalog (page 19). The<br />
Associate of Arts degree, by definition, has a greater emphasis on general education<br />
requirements. The only Associate of Arts degree offered at <strong>RVCC</strong> is the Liberal Arts<br />
degree. This can also be used as a transfer degree for students who wish to continue their<br />
education at a 4-year institution. The Liberal Arts degree affords the student the most<br />
choice in electives. Most Associate of Science degrees are more restrictive and the<br />
remaining credit loads are filled with required program specific courses; very few of the<br />
A.S. degrees offer unrestricted electives, but students are allowed some choice in their<br />
Liberal Arts Core.<br />
Students graduating from <strong>RVCC</strong> have met the requirements of each course in their<br />
program, met the graduation requirements of the College, and for associate degree<br />
earners, have successfully completed the Liberal Arts core. As the Philosophy of the<br />
College is threaded through all programs, they have also met the outcomes for the<br />
educated person. One CCSNH initiative that <strong>RVCC</strong> hopes will bring our completion rates<br />
even higher is the Open Education Resources (OER) initiative. Currently, the Associate<br />
Professor of Biological Science represents <strong>RVCC</strong> at the system level. Lowering textbook<br />
costs for students may help them take more classes, and may encourage them to<br />
complete in a timely manner.<br />
Appraisal of Undergraduate Degree Programs<br />
Many of the A.S. degrees are designed with a specific employment goal in mind or are<br />
subject to the requirements of national accreditation standards which restricts the amount<br />
of choice that can be given to a student with regards to electives. These programs are<br />
designed to ensure that the student meets the educational and technical standards<br />
required for employment. Credits beyond the Liberal Arts Core are designed specifically to<br />
meet the needs of the program while still keeping the credit load within a reasonable<br />
number for an associate degree. Students who wish to transfer to a four-year institution<br />
can pursue the Liberal Arts degree which is modeled after the first two years of most fouryear<br />
liberal arts colleges.<br />
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One area that came to light during the self-study process was the lack of a structured<br />
assessment plan in some of the liberal arts areas. While the accredited programs, as well<br />
as mathematics and sciences, have standard assessment timelines, English and social<br />
sciences do not. Administration supported the current VPAA in attending the Assessment<br />
Institute in Indianapolis in October 2018. VPAA Jahn was able to bring back a wealth of<br />
practical knowledge in the area and has been working on an assessment plan designed<br />
first for liberal arts courses, then moving to the liberal arts program as a whole, then to<br />
college-wide assessment.<br />
General Education<br />
The general education requirement is clearly outlined, as described above, in the Liberal<br />
Arts Core of <strong>RVCC</strong> that all associate degree programs must meet. The Liberal Arts Core<br />
directly informs and prepares students to meet the definition of the educated person as set<br />
out in the <strong>RVCC</strong> Philosophy. The Philosophy further identifies that students who graduate<br />
from <strong>RVCC</strong> should “[embrace] an understanding and appreciation of self in today's socially<br />
and technologically complex world, and through the stimulation of intellectual curiosity,<br />
learners will be able to improve their lives and contribute something of value to the<br />
community of which they are a part.” The goal of all programs, certificate or degree, is to<br />
prepare students to enter the world with increased skills relevant to their individual goals.<br />
All programs follow a developed program map which ensures that the general education<br />
requirements of the arts and humanities, science, social science, and mathematics inform<br />
and support the technical programs. Program Directors are thoughtful in their placement<br />
of the general education courses in their program maps and often general education<br />
courses are used as pre-requisite or co-requisites for technical program courses.<br />
<strong>RVCC</strong> follows the CCSNH BoT policy which requires a minimum of 20 credits in general<br />
education courses. Approximately 12-13 of these credits will come from the Liberal Arts<br />
Core, with the remaining credits being determined for each program depending on the<br />
need of that program, but coming from Humanities/Fine Arts/Language; Quantitative<br />
Reasoning; Science; or Social Science. The Associate of Arts Degree requires even more<br />
credits (37-40) in the general education subjects. The variability in credit load is a result of<br />
math courses being either 3 or 4-credit courses, and lab science having variable credit<br />
loads.<br />
Appraisal of General Education<br />
The general education requirements at <strong>RVCC</strong> follow the CCSNH System requirements and<br />
are designed to meet the standards set forth in River Valley’s definition of an educated<br />
person. The requirements ensure that students graduating from River Valley have<br />
exposure and meet minimum standards in English, math, science, social science, and<br />
humanities. Programs are allowed to fill electives as they see fit to meet the specific<br />
nature of the degree being awarded. This format allows for students to have some choice<br />
in their coursework while still allowing Program Directors the ability to ensure that the<br />
curriculum of study meets with the rigor and expectations of the industry they are<br />
preparing students for. For those students who intend to transfer to a four-year<br />
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institution, the general education requirements provide a foundational basis to prepare<br />
them for more advanced studies.<br />
The Major or Concentration<br />
Each program follows a program map which builds from early levels of knowledge to more<br />
advanced levels as the student progresses from 100 to 200 level courses. Each program<br />
has written goals and objectives. Each course in the program also identifies specific goals<br />
and skills that will be obtained upon completion.<br />
Program goals and outcomes are informed by accreditation standards, industry standards,<br />
employment requirements, or transfer expectations. Many technical programs, including<br />
certificate programs, use input from advisory boards and/or accreditation standards to<br />
guide the knowledge base that the students must meet.<br />
Appraisal of the Major or Concentration<br />
Program Directors have autonomy in development of the curriculum and how the program<br />
specific coursework will be implemented. However, development of the coursework which<br />
supports the curriculum of the individual program is created with the same framework as<br />
the general education requirements ensuring that coursework is appropriate for the<br />
student’s level of knowledge while progressing the student from simple knowledge to<br />
complex mastery. Content of the program specific courses is informed in many of the<br />
allied health, health science, and nursing programs by national accreditation standards.<br />
Additional input on curricular expectations of programs comes from advisory boards and<br />
industry standards. Program Directors regularly evaluate their courses for relevancy to<br />
ensure graduates are prepared for their chosen fields. The Curriculum Team requires<br />
courses be reviewed every five years but most Program Directors do this on a more<br />
frequent basis.<br />
Integrity in the Award of Academic Credit<br />
Academic Credit & Course Objectives<br />
River Valley awards two levels of credentials: the certificate and the associate degree. All<br />
credentials meet standards of the CCSNH Board of Trustee Policy 620.02 regarding<br />
requirements for graduation. All associate degrees must contain a minimum of sixty<br />
credits with at least 15 credits taken directly at <strong>RVCC</strong> (not transferred in) including a<br />
minimum of 8 credits in the major or specific field of study. Depending on the degree<br />
being awarded, either the Associate in Science or the Associate in Arts, there are slight<br />
differences in the core. All students in either track must earn a minimum of 20 credits of<br />
liberal arts courses including College Composition, Math, Humanities/Fine Arts/Language,<br />
Science, and a Social Science. The Associate of Arts degree requires additional credits in<br />
Literature/Composition/Communications and at least one Lab Science. The remaining<br />
credits must include 20-24 (for an A.A.) or 30 (for an A.S.) program specific credits. In<br />
the case of the A.A. in Liberal Arts, the additional credits must include 12-15 additional<br />
Liberal Arts electives from the core listed plus 9 credits of open electives. Certificate<br />
programs at <strong>RVCC</strong> also follow the BoT policy and must be at least 6 credits in length with<br />
all courses designed to meet competencies in an occupational field.<br />
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All program curricula, as well as course competencies, are reviewed before implementation<br />
by the Curriculum team. Their role is to ensure, by working with Program Directors, that<br />
all programs meet the requirements as outlined above. All Program Directors are directly<br />
responsible for developing course content including required competencies. These<br />
competencies are expected to be written in measurable terms and are evaluated by the<br />
Curriculum Team before implementation in the classroom. The Program Director, through<br />
the development of the course outline, also identifies what teaching and assessment<br />
methods may be used for each course. Individual faculty have the academic freedom to<br />
deliver content as they see fit so long as they meet the course competencies, follow the<br />
learning objectives, and develop clear assessment techniques to measure objectives.<br />
Regardless of credential issued by the College, no developmental coursework/credits can<br />
count towards graduation, and all students must earn a minimum Cumulative Grade Point<br />
Average of 2.0 or higher.<br />
Credit Load<br />
Because the standard for a Bachelor’s Degree is 120 credits, the System instituted a 60<br />
credit max for an Associate Degree. This helps to limit student cost and smooth the way<br />
for students to transfer their two-year degree to a four-year institution if they wish to do<br />
so. <strong>RVCC</strong> has a large number of accredited programs in the Allied Health and Health<br />
Science fields. There is always a struggle for these programs to fall within the 60 credit<br />
limit as they need to meet both the System requirements for Liberal Arts courses, include<br />
all required content for accreditation and preparation of the student, and also include<br />
clinical experiences which are credit bearing. In addition, the Medical Laboratory<br />
Technician program has two pathways, one which allows for direct transfer to UNH<br />
provided the student takes a specific set of <strong>RVCC</strong> electives. This pathway bears a slightly<br />
higher credit load. Other programs at <strong>RVCC</strong> also rise above the 60 credit limit. This is<br />
because all <strong>RVCC</strong> math courses and science courses are four credit courses versus the<br />
CCSNH requirements which are based on math and science courses that are either three or<br />
four credits. <strong>RVCC</strong> science and math courses are designed for smooth articulation with the<br />
University System of NH. The liberal arts electives that students choose can also have an<br />
impact on the total credit load of a program.<br />
All credits awarded follow the CCSNH System policy 650.01 related to contact hours and<br />
are consistent with <strong>NECHE</strong> policy. A credit hour is defined as one hour of classroom or<br />
laboratory work and a minimum of two hours of out of class student work each week for a<br />
15 or 16-week semester. One hour of instructional time is considered 50 minutes of direct<br />
instruction.<br />
Direct faculty instruction (“lecture classes”) have a one to one ratio. One hour of<br />
instruction per week equates to one credit when calculated over a full semester (fifteen or<br />
sixteen weeks). Laboratory classes must have two or three hours per week over a fifteen<br />
or sixteen-week semester to equate to one contact hour. The lab hour determination is left<br />
to the Program Director responsible for the course and must be approved by the<br />
Curriculum Team. Once the ratio is established as part of the course outline, it cannot be<br />
adjusted without going through the Curriculum Team process. Any course taught on a<br />
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shortened schedule (less than 15 weeks) must meet the semester equivalents for a credit<br />
load outlined in Table 4.2<br />
Additional courses described in this policy that are offered by River Valley include Clinicals,<br />
Fieldwork, Affiliations, Practicums, and Internships. Contact hours for these classifications<br />
are 60 minutes of direct instruction. All courses in these categories follow the policies<br />
outlined by the CCSNH BoT with regard to credit load (outlined in table 4.2) and level of<br />
oversight by <strong>RVCC</strong> faculty. Each of these courses has a course outline with measurable<br />
objectives and, depending on the classification, is overseen by <strong>RVCC</strong> faculty in different<br />
ways. Clinicals are taught in a patient/client care setting exclusively by <strong>RVCC</strong> faculty and<br />
are found in the Nursing, Massage Therapy, and Occupational Therapy Assistant programs.<br />
Fieldwork, Affiliations, and Practicums are found in the Occupational Therapy Assistant,<br />
Physical Therapist Assistant, Medical Laboratory Technician, Respiratory Therapy,<br />
Radiologic Technology, Medical Assistant and Early Childhood Education programs.<br />
Students in these courses are working in direct patient/client/child care facilities, and with<br />
approved preceptors while receiving regular oversight via electronic and in person visits by<br />
<strong>RVCC</strong> faculty. Internships are offered in the Phlebotomy program and have oversight<br />
similar to Fieldwork and Practicums. While many of <strong>RVCC</strong>’s programs have required<br />
competencies, we have no programs that are completely competency based.<br />
Guided Pathways & Program Mapping<br />
In Fall of 2016, <strong>RVCC</strong> began rigorously working on program mapping with a goal of<br />
introducing Guided Pathways and Academic Focus Areas. Many programs, particularly<br />
those related to the Allied Health and Health Science fields already had program maps that<br />
were provided to students during their first meeting with their academic advisors. Since<br />
Fall of 2016, every program has worked to streamline their program maps to ensure<br />
students are aware of which semester courses should be taken and the order which they<br />
should follow. All current program maps are housed in Canvas for access by any advisor<br />
to follow.<br />
Early College<br />
Our most prominent dual-enrollment program, Running Start, allows our courses to be<br />
taught at the high school facility by high school teachers who meet our credential<br />
requirements. Every high school instructor is overseen by a <strong>RVCC</strong> faculty member whose<br />
job it is to visit the classroom and assess that the content being taught meets the course<br />
competencies and is being delivered at the same rigor as it would be if offered directly at<br />
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the College. Faculty mentors often have to work closely with new instructors to ensure<br />
that the <strong>RVCC</strong> standards are met. All Running Start classroom visits are documented with<br />
standard forms and are evaluated and housed by the Running Start Coordinator.<br />
Academic Policies and Academic Freedom<br />
All students must earn a passing grade on either a 10-point scale or a 7-point scale (for<br />
many allied health and health science programs) in order to be awarded credit. Passing<br />
grades for courses may vary between departments per individual program policy.<br />
<strong>RVCC</strong> policies outlined in the Student Handbook (pages 22-24) define Satisfactory<br />
Academic Progress at the College as the Cumulative GPA of credits earned against the total<br />
number of credits attempted in the student’s program of study. They also provide<br />
definitions and guidelines for the classifications and criteria for Academic Probation and<br />
Academic Suspension. Policies are clear and identify academic as well as Financial Aid<br />
implications for continuation in programs. The Student Handbook also identifies policies by<br />
which the student has the right to appeal decisions impacting their progress through the<br />
college programs.<br />
All Program Directors are directly responsible for developing course content including<br />
required competencies. These competencies are expected to be written in measurable<br />
terms and are evaluated by the Curriculum Team before implementation in the classroom.<br />
The Program Director, through the development of the course outline also identifies what<br />
teaching and assessment methods may be used for each course.<br />
Individual faculty have the academic freedom to deliver content as they see fit so long as<br />
they meet the course competencies, follow the learning objectives, and develop clear<br />
assessment techniques to measure objectives. Faculty are responsible for following the<br />
course outline to ensure that students are assessed appropriately for all outcomes and that<br />
grading criteria from classroom assessments are accurately reflective of student work.<br />
The Student Handbook defines cheating and plagiarism in the Student Code of Conduct<br />
Section C (page 44). Each faculty member is responsible for ensuring that all submitted<br />
student work is their own work or cited properly.<br />
Course Transfer & Credit Awarded for Prior Experience<br />
Each course that a student wishes to transfer into <strong>RVCC</strong> is evaluated by the Program<br />
Director who oversees the content area of the course being requested for transfer<br />
evaluation. This ensures that content experts in each field are directly involved in the<br />
decision for which transfers can be completed. Program Directors evaluate course<br />
descriptions, and when needed, course syllabi to ensure similar objectives, assessments,<br />
and credit load prior to accepting courses for transfer. Our high school program, Running<br />
Start, is described above and all credits for the dual enrolled students are awarded directly<br />
by <strong>RVCC</strong>. CBE’s are described below and require students meet the final assessment of<br />
the course before being approved for credit.<br />
Transfer of credit from outside institutions follows a clear policy which is available in the<br />
Student Handbook (page 17). The College allows for transfer in of any course which<br />
meets our course objectives and competencies, has the same or greater credit load, and is<br />
no greater than ten years old. Occasionally, a content expert will allow for transfer of a<br />
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course greater than ten years old if a student has sufficient, additional proof that they<br />
have maintained currency in the content area since taking the course. Students who plan<br />
to take a course at another college during their time at <strong>RVCC</strong> can submit paperwork for<br />
pre-approval for transfer to ensure that their course will transfer in upon successful<br />
completion. Certain programs in Allied Health have additional transfer of credit policies to<br />
remain in compliance with program accreditation requirements and individual transfer<br />
policies are provided on the program website or in the program handbook. It is the<br />
responsibility of the Program Director to accurately communicate all program-specific<br />
transfer policies to students.<br />
River Valley’s policy on credit award for prior experiential learning is through a process<br />
called Credit by Examination (CBE). If a student can demonstrate sufficient reason why<br />
their prior experience has met the course objectives, they may challenge the course.<br />
Typically, this is done in a manner which provides the student a chance to take a<br />
comprehensive final exam, comprehensive practical exam, and/or submit a portfolio of<br />
work that demonstrates mastery of the course objectives. The grade issued for this CBE is<br />
identified as the course grade on the student’s transcript. Students can also earn credit by<br />
transferring completion of College Level Examination Program (CLEP) Exams or Advanced<br />
Placement (AP) coursework.<br />
Per the CCSNH BoT Academic Policy 620.02, <strong>RVCC</strong> may only issue associate degrees for<br />
which a student has completed 15 credits being offered directly by the College (not<br />
transferred in) including a minimum of 8 credits in the major or specific field of study.<br />
Many of the programs in allied health and health science, which require credit loads above<br />
60 credits, do not allow for direct transfer of program-specific courses, but will only allow<br />
transfer of credit related to general education credits. This continues to ensure that all<br />
students complete at least 25% of their coursework directly at <strong>RVCC</strong>. Certificate programs<br />
also follow CCSNH Policy which states that a minimum of 6 credits, or 25% of credit load,<br />
whichever is greater, must be completed at the College awarding the degree. For<br />
example, even our smallest credit program, phlebotomy, which has only six (6) credits,<br />
will allow transfer in of the phlebotomy course from another school (3 credits) for students<br />
who wish to complete their phlebotomy internship at one of our clinical locations. These<br />
students therefore, may transfer in only 50% maximum of their credit load towards their<br />
Phlebotomy certificate, while still taking the <strong>RVCC</strong> phlebotomy internship and completing<br />
50% of their credits at <strong>RVCC</strong> before being awarded their certificate.<br />
Articulation Agreements<br />
River Valley has articulation agreements with a number of four-year institutions in the<br />
State of NH and has worked closely with those institutions in recent years to ensure that<br />
course competencies align for ease of transfer. This work has been most rigorously done in<br />
the math and science fields to ensure that students at <strong>RVCC</strong> can transfer their coursework<br />
to any of the NH Universities.<br />
Program & Course Scheduling<br />
Scheduling of programs and courses follows the program maps as described above. <strong>RVCC</strong><br />
does not offer any programs on an abbreviated schedule, but does offer courses via<br />
distance education. All online courses follow the same outline as the same course offered<br />
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in the face to face format and are treated equivalently to a face to face course. Students<br />
participating in the online version of a course must meet the same course objectives as<br />
those students seated in the same course being offered in a face to face format. Online<br />
courses are included as part of faculty evaluation processes similarly to evaluation of any<br />
other course material. Each semester, the Liberal Arts department runs one or two “late<br />
start” courses to allow students who may need to alter their schedules time to register for<br />
additional electives. These courses also follow the requirements of the traditional, fullsemester<br />
length course but do so over a fewer number of weeks. This shortening of the<br />
schedule requires that the courses meet for longer periods each week in order to meet<br />
contact hour requirements.<br />
All students enrolled in either 100% online courses or off-campus courses such as<br />
internships and practicums have regular access to their faculty through our online learning<br />
management system, email, phone, or physical contact during site visits. All students<br />
enrolled in distance education must log in through their <strong>RVCC</strong> issued Easy Log-In, a<br />
username and password issued to all students to access their Canvas account, Student<br />
Information System, and email. This Easy Log-In is individual to each student and is the<br />
only option we have as a college to ensure that students who register for an online course<br />
are the ones completing the course.<br />
Appraisal of Integrity in the Award of Academic Credit<br />
<strong>RVCC</strong> does a very good job of ensuring authority and administrative oversight of all<br />
courses for which institutional credit is awarded. The College follows the BoT policies and<br />
all awards of institutional credit have oversight by the VPAA. The VPAA is responsible for<br />
evaluating the schedule each semester to ensure that courses are scheduled for<br />
appropriate lengths of times to meet credit loads. Department Chairs or Program<br />
Directors evaluate all faculty to ensure that course objectives are being met and that<br />
courses are meeting as outlined on the schedule. During faculty evaluations where a<br />
faculty is teaching online, Department Chairs and Program Directors are given access to<br />
online courses to evaluate the virtual learning environment. Courses taught off campus<br />
through Running Start are evaluated each semester by faculty partners to ensure that high<br />
school partners are teaching at the same level and providing comparable assessments as<br />
would be given in the college environment.<br />
One challenge that we have faced as a college is having a central location for reporting<br />
acts of plagiarism or cheating. Most issues are held at the program level but faculty have<br />
brought up concerns related to cross-college cheating and plagiarism issues. Previously,<br />
all issues were reported to the VPAA which allowed a common repository of information.<br />
This ensured that if a student violated student policies in multiple courses, there was a<br />
central location for evaluation of repeated student issues. This process was discontinued<br />
with the VPAA holding the position in 2015 but was reinstated in Fall of 2018 so all<br />
plagiarism issues are again housed in the Office of Academic Affairs.<br />
One opportunity we have as a small college is that we are consistently working to reinvent<br />
and update Liberal Arts electives to keep them current. In the past two years we have<br />
introduced the following courses: Introduction to Drawing, Introduction to Painting,<br />
Understanding World Religions, as well as Introduction to Counseling Theories and<br />
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Techniques. The Department Chair of Liberal Arts has also worked diligently to monitor<br />
course tallies and collect data regarding which courses are most popular among students<br />
and has worked to rotate these courses to ensure that they are available as needed for<br />
students and are offered without competing against each other to ensure enrollment is<br />
sufficient for all courses to run in the semester they are offered. One area that the<br />
Department Chair group has recently discussed is offering certain courses only in certain<br />
semesters and documenting this in the Catalog to allow students to have more specificity<br />
when working with their advisors on course planning. Additionally, many of our students<br />
attend college part-time, while most program maps are planned for the full-time student.<br />
This sometimes poses challenges for academic advisors to assist students in a complete<br />
plan if they are attending part-time. Currently the College is exploring making greater use<br />
of our technology to deliver instruction. For example, <strong>RVCC</strong>’s Claremont campus uses the<br />
College’s Zoom software to tie in students from the Lebanon and Keene Academic Centers<br />
for classes only offered in Claremont.<br />
Strengths<br />
<br />
<br />
<br />
Integrity of academics is overseen through a number of avenues including the<br />
Program Director, Department Chair, VPAA, and Curriculum Team<br />
<strong>RVCC</strong> has strong academic policies which follow and are supportive of CCSNH<br />
System Policies.<br />
River Valley has a strong academic Catalog which delivers a variety of programs<br />
unique to the State of NH and the State of VT.<br />
Challenges<br />
<br />
<br />
Due to required content and the way credit hours are calculated, it is difficult for<br />
many programs to remain within the recommended 60 credit limit suggested for an<br />
associate degree.<br />
<strong>RVCC</strong> does not yet have systematic adoption of Open Education Resources.<br />
Projections<br />
<br />
<br />
The VPAA, in conjunction with the President, Department Chairs, and other relevant<br />
college constituents will develop a long term plan related to academics for<br />
Claremont as well as the Lebanon Academic Center and the Keene Academic Center<br />
by Spring 2020.<br />
By Spring 2020, <strong>RVCC</strong> will have a plan for systematic adoption of OER.<br />
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Standard 4: The Academic Program<br />
(Summary - Degree-Seeking Enrollment and Degrees)<br />
Fall Enrollment* by location and modality, as of Census Date<br />
Degree Level/ Location &<br />
Modality<br />
Associate's Bachelor's Master's<br />
Clinical<br />
doctorates (e.g.,<br />
Pharm.D., DPT,<br />
DNP)<br />
Professional<br />
doctorates (e.g.,<br />
Ed.D., Psy.D.,<br />
D.B.A.)<br />
M.D., J.D.,<br />
DDS<br />
Ph.D.<br />
Total Degree-<br />
Seeking<br />
Main Campus FT 140 140<br />
Main Campus PT 485 485<br />
Other Principal Campus FT 0<br />
Other Principal Campus PT 0<br />
Branch campuses FT 0<br />
Branch campuses PT 0<br />
Other Locations FT 0<br />
Other Locations PT 0<br />
Overseas Locations FT 0<br />
Overseas Locations FT 0<br />
Distance education FT<br />
0<br />
Distance education PT<br />
0<br />
Correspondence FT 0<br />
Correspondence PT 0<br />
Low-Residency FT 0<br />
Low-Residency PT 0<br />
Unduplicated Headcount Total 625 0 0 0 0 0 0 625<br />
Total FTE 512.00 512.00<br />
Enter FTE definition: Degrees Awarded, Most Recent 1 FTE =<br />
student taking<br />
at least 12<br />
credits<br />
Year 119 119<br />
Notes:<br />
1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled<br />
through any contractual relationship.<br />
2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should be<br />
recorded only in the category "low-residency programs."<br />
3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities.<br />
* For programs not taught in the fall, report an analogous term's enrollment as of its Census Date.<br />
Please enter any explanatory notes in the box below<br />
Students at <strong>RVCC</strong> apply to the college, not to an academic center. All students are considered at part of the data for <strong>RVCC</strong>-Claremont but any student can<br />
take classes at the Keene Academic Center, the Lebaonon Academic Center, and online. Students do not enroll at a specific location or modality.<br />
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Standard 4: The Academic Program<br />
(Summary - Non-degree seeking Enrollment and Awards)<br />
Fall Enrollment* by location and modality, as of Census Date<br />
Degree Level/ Location &<br />
Modality<br />
Title IV-Eligible<br />
Certificates: Students<br />
Seeking Certificates<br />
Non-Matriculated<br />
Students<br />
Visiting<br />
Students<br />
Total Nondegree-Seeking<br />
Total degreeseeking<br />
(from<br />
previous page)<br />
Grand total<br />
Main Campus FT 17 17 17<br />
Main Campus PT 74 74 74<br />
Other Principal Campus FT 0 0<br />
Other Principal Campus PT 0 0<br />
Branch campuses FT 0 0<br />
Branch campuses PT 0 0<br />
Other Locations FT 0 0<br />
Other Locations PT 0 0<br />
Overseas Locations FT 0 0<br />
Overseas Locations FT 0 0<br />
Distance education FT<br />
0 0<br />
Distance education PT<br />
0 0<br />
Correspondence FT 0 0<br />
Correspondence PT 0 0<br />
Low-Residency FT 0 0<br />
Low-Residency PT 0 0<br />
Unduplicated Headcount<br />
Total 91 0 0 91 91<br />
Total FTE 60.00 60 60.00<br />
FTE = student taking at<br />
least 12 credits<br />
Enter FTE definition:<br />
Certificates Awarded, Most<br />
Recent Year 71<br />
Notes:<br />
1) Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled<br />
through any contractual relationship.<br />
2) Each student should be recorded in only one category, e.g., students enrolled in low-residency programs housed on the main campus should<br />
be recorded only in the category "low-residency programs."<br />
3) Please refer to form 3.2, "Locations and Modalities," for definitions of locations and instructional modalities.<br />
* For programs not taught in the fall, report an analogous term's enrollment as of its Census Date.<br />
Please enter any explanatory notes in the box below<br />
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Standard 4: The Academic Program<br />
(Headcount by UNDERGRADUATE Major)<br />
? Number 3 Years 2 Years 1 Year Current Next Year<br />
of Prior Prior Prior Year Forward (goal)<br />
For Fall Term, as of Census Date credits* Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall <strong>2019</strong><br />
Certificate (add more rows as needed)<br />
? Accounting 23.00 37.00 27.00 30.00 28.00 30.00<br />
Advanced Accounting 35.00 3.00 24.00 21.00 - 10.00<br />
Advanced Machine Tool 24.00 595.00 225.00 73.00 - n/a<br />
Healthcare Applications 32/33 n/a n/a n/a n/a 950.00<br />
Business Management 30.00 22.00 27.00 30.00 18.00 25.00<br />
Computer Technology: Networking 18.00 62.00 80.00 42.00 6.00 42.00<br />
Cybersecurity Security & Healthcare 18.00 7.00 18.00 15.00 - 12.00<br />
Early Childhood Education Level 1 12.00 21.00 33.00 24.00 12.00 15.00<br />
Early Childhood Education Level 2 24.00 18.00 36.00 54.00 45.00 45.00<br />
Human Services 24.00 - 9.00 n/a n/a n/a<br />
Infant & Toddler 18.00 n/a n/a n/a 39.00 40.00<br />
Massage Therapy 37.00 375.00 330.00 394.00 265.00 275.00<br />
Medical Administrative Assistant 18.00 132.00 119.00 36.00 120.00 125.00<br />
Medical Assistant 42.00 242.00 285.00 218.00 122.00 125.00<br />
Phlebotomy 6.00 36.00 24.00 18.00 39.00 39.00<br />
Social Services 18.00 n/a n/a n/a 21.00 21.00<br />
Total 1,550 1,237 955 715 1,754<br />
Associate (add more rows as needed)<br />
? Accounting 60/62 200 220 296 243 245<br />
Business Management 60/62 636 615 491 436 438<br />
Computer Technology: Networking 60 212 223 115 132 150<br />
Computer Technology: Information Tech 60 n/a n/a n/a 63 60<br />
Cybersecurity & Healthcare IT 60 144 112 52 58 85<br />
Creative Writing 69 34 24 24 n/a n/a<br />
Criminal Justice 60 235 172 107 232 235<br />
Early Childhood Education 63-65 307 418 597 430 430<br />
General Studies: Cert-Degree 60 60 38 34 25 20<br />
General Studies: <strong>Self</strong>-Designed 60 0 7 14 11 n/a<br />
Human Services 63-65 162 86 9 n/a n/a<br />
Liberal Arts 60 476 766 658 531 530<br />
Mathematics & Science: Biological Science 60 126 220 176 131 60<br />
Mathematics & Science: Engineering 60 119 229 37 20 n/a<br />
Mathematics & Science: Math 60 10 17 8 4 n/a<br />
Mathematics & Science: Physical Science 60 0 10 n/a n/a n/a<br />
Medical Laboratory Technician 65-70 97 36 145 213 220<br />
Nursing 65/66 459 514 552 595 705<br />
Occupational Therapy Assistant 68 421 385 327 361 324<br />
Physical Therapist Assistant 70 225 338 375 370 370<br />
Radiologic Technology 69 106 324 239 278 280<br />
Respiratory Therapy 62 315 311 314 294 310<br />
Social Services 60 n/a n/a 93 224 220<br />
Teacher Education 64 67 90 16 4 -<br />
? Undeclared 2076 1,701 1,621 1,492 425<br />
Total 6,487 6,856 6,300 6,147 5,107<br />
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Baccalaureate (add more rows as needed)<br />
?<br />
Undeclared<br />
Total 0 0 0 0 0<br />
Total Undergraduate 8,037 8,093 7,255 6,862 6,861<br />
* Enter here the number of credits students must complete in order to earn the credential (e.g., 69 credits in an A.S. in Nursing)<br />
Please enter any explanatory notes in the box below<br />
1) All credits are reported only based on a student's first declared major. For example, a student may list General Eduaction:<br />
Exploratory as their first major, but have a second major of Phlebotomy; their credit load is only listed under General<br />
Eduation: Exploratory program, even though they are taking credits in the Phelbotomy program as well. 2)Credit Loads for<br />
Degree Completion have ranges due to the variablity in credit load for math and science elective courses as well as variablity in<br />
54 | P a g e
Standard 4: The Academic Program<br />
(Headcount by GRADUATE Major)<br />
? For Fall Term, as of Census Date<br />
? Number 3 Years 2 Years 1 Year Current Next Year<br />
of Prior Prior Prior Year Forward (goal)<br />
credits* (Fall 2 ) (Fall 2 ) (Fall 2 ) (Fall 2 ) (Fall 2 )<br />
Master's (add more rows as needed)<br />
?<br />
Total 0 0 0 0 0<br />
Doctorate (add more rows as needed)<br />
?<br />
Total 0 0 0 0 0<br />
First Professional (add more rows as needed)<br />
?<br />
Total 0 0 0 0 0<br />
Other; specify (add more rows as needed)<br />
?<br />
Total 0 0 0 0 0<br />
Total Graduate 0 0 0 0 0<br />
* Enter here the number of credits students must complete in order to earn the credential (e.g., 36 credits in an M.B.A.)<br />
Please enter any explanatory notes in the box below<br />
No graduate level programs offered<br />
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Standard 4: The Academic Program<br />
(Credit Hours Generated and Information Literacy)<br />
Credit Hours Generated By Department or Comparable Academic Unit<br />
? 3 Years 2 Years 1 Year Current Next Year<br />
? Prior Prior Prior Year Forward (goal)<br />
(FY 2015) (FY2016) (FY 2017) (FY 2018) (FY <strong>2019</strong>)<br />
Undergraduate (add more rows as needed)<br />
? Allied Health 895 1,157 1,078 1,025 1,025<br />
Business 908 1,014 768 597 601<br />
Health Science 557 467 557 636 1,331<br />
Liberal Arts 2,964 2,827 1,526 2,354 1,649<br />
Math 971 836 786 508 510<br />
Nursing & Respiratory Therapy 762 770 1,584 797 800<br />
Science & Technology 998 1,022 956 945 945<br />
Total 8,055 8,093 7,255 6,862 6,861<br />
Graduate (add more rows as needed)<br />
Information Literacy Sessions<br />
Main campus<br />
Total 0 0 0 0 0<br />
Sessions embedded in a class 33 34 43 20<br />
Free-standing sessions<br />
Branch/other locations<br />
Sessions embedded in a class<br />
Free-standing sessions<br />
Online sessions<br />
URL of Information Literacy Reports: https://www.rivervalley.edu/student-resources/puksta-library/information-literacy<br />
Please enter any explanatory notes in the box below<br />
Thes credit hours generated are based on the current departmental structure although departments have been reorganized a number of<br />
times in the time frame that this data sheet covers. In Fall 2016, the BoT changed the requirement for an Associates degree to contain<br />
only College Composition as a required course, eliminating the second English requirement. This accounts for a large portion of the<br />
decreased credits from Fall 2016 to Fall 2017 in the Liberal Arts Department.<br />
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Standard 4: The Academic Program<br />
(Credit Hours Generated and Information Literacy)<br />
Credit Hours Generated By Department or Comparable Academic Unit<br />
? 3 Years 2 Years 1 Year Current Next Year<br />
? Prior Prior Prior Year Forward (goal)<br />
(FY 2015) (FY2016) (FY 2017) (FY 2018) (FY <strong>2019</strong>)<br />
Undergraduate (add more rows as needed)<br />
? Allied Health 895 1,157 1,078 1,025 1,025<br />
Business 908 1,014 768 597 601<br />
Health Science 557 467 557 636 1,331<br />
Liberal Arts 2,964 2,827 1,526 2,354 1,649<br />
Math 971 836 786 508 510<br />
Nursing & Respiratory Therapy 762 770 1,584 797 800<br />
Science & Technology 998 1,022 956 945 945<br />
Total 8,055 8,093 7,255 6,862 6,861<br />
Graduate (add more rows as needed)<br />
Information Literacy Sessions<br />
Main campus<br />
Total 0 0 0 0 0<br />
Sessions embedded in a class 33 34 43 20<br />
Free-standing sessions<br />
Branch/other locations<br />
Sessions embedded in a class<br />
Free-standing sessions<br />
Online sessions<br />
URL of Information Literacy Reports: www.rivervalley.edu/student-resources/puksta-library/information-literacy<br />
https://www.rivervalley.edu/student-resources/puksta-library/information-literacy<br />
Please enter any explanatory notes in the box below<br />
Thes credit hours generated are based on the current departmental structure although departments have been reorganized a number of<br />
times in the time frame that this data sheet covers. In Fall 2016, the BoT changed the requirement for an Associates degree to contain<br />
only College Composition as a required course, eliminating the second English requirement. This accounts for a large portion of the<br />
decreased credits from Fall 2016 to Fall 2017 in the Liberal Arts Department.<br />
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58 | P a g e<br />
Standard Five<br />
Students
Description<br />
River Valley Community College serves a rural area of New Hampshire with a diverse<br />
population of students. The majority of our students are non-traditional as we have many<br />
programs that attract students who are looking for a change in career. In academic year<br />
2017-2018, <strong>RVCC</strong> served 859 credit students and 229 non-credit students. The average<br />
age of the student population was 30 and the majority of the students (78%) attend part<br />
time (Table 5.1). Approximately 80% of students are eligible for Financial Aid.<br />
Students attend River Valley for a variety of reasons. Some wish to take one or two<br />
courses in order to improve work skills or are part of a formal Workforce Development<br />
collaboration between <strong>RVCC</strong> and a local business; some students wish to earn a certificate<br />
to get a foot in the door in a particular field; some wish to pursue an associate degree to<br />
further their education or transfer; and some students are attending four-year schools and<br />
attend classes with us to supplement their programs of study while they are home during<br />
the summer. River Valley serves many students who are first-generation college students.<br />
Some of these students apply directly out of high school, and others decide to obtain a<br />
college degree later in life. Often students are not prepared for college level courses,<br />
which presents a set of unique challenges. <strong>RVCC</strong> has worked to ensure all students are<br />
supported by providing college readiness courses, co-requisite courses, and tutoring. The<br />
variable student populate allows the College to see amazing growth in the students it<br />
serves.<br />
Admissions & Financial Aid<br />
The College mission, ethics, and core values are woven throughout all activities related to<br />
students. <strong>RVCC</strong> is an open access college which means that any student with a highschool<br />
degree, GED (General Education Development), or HiSET (High School Equivalency<br />
Test) is eligible to attend. There are some programs and courses that have additional<br />
benchmarks and admission requirements. These are clearly communicated to students<br />
through published programmatic application packets or through course pre-requisite<br />
information. <strong>RVCC</strong> follows all federal and state laws regarding non-discrimination. For<br />
applicants who wish to apply to <strong>RVCC</strong> but already hold a terminal degree from another<br />
college, their college transcript is accepted in lieu of a high school equivalency.<br />
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Admissions policies are clearly accessible on the college website and follow the CCSNH BoT<br />
Policy 740 – Admission of Students. The College Catalog helps students identify a<br />
program of study and counsels students on the matriculation process. Specific programs,<br />
which may have additional admission requirements such as technical or psychomotor skills<br />
that are required for employment or related to accreditation standards, can be found in the<br />
College Catalog as well. Each Program Director in charge of programs with additional<br />
admissions requirements is responsible for ensuring that any additional program<br />
admissions requirements are clearly stated in the program documentation. Program<br />
Directors work with the Admissions Office to ensure that admissions requirements for their<br />
programs are current in the admissions database.<br />
All college and program admissions must adhere to the College’s Non-Discrimination Policy<br />
which is identified in the College Catalog (pg. 79), on the <strong>RVCC</strong> website, and on the first<br />
page of the college application.<br />
Many programs in the Allied Health, Health Science and Nursing departments have specific<br />
admission requirements and often require prior completion of high school Biology, Algebra,<br />
Chemistry, or Physics in order to ensure proper preparation for the rigors of the program.<br />
These specific requirements are listed in each programs individual Catalog page. If<br />
students wish to enter these programs and do not have proof of completion of these<br />
requirements, the College provides comparable course work that Program Directors will<br />
accept in lieu of high school requirements. For example, the <strong>RVCC</strong> course CHEM030R –<br />
Introduction to Chemical Principles serves as the equivalent to high school Chemistry and<br />
can be accepted towards program admission.<br />
Financial Aid information is provided to all students and can be found on the <strong>RVCC</strong><br />
website, in the College Catalog (pgs. 8-9), and in the Student Handbook (pg. 30). The<br />
Director of Financial Aid and Admissions Counselors travel to each Academic Center at<br />
least one day per week to meet with students who may not be able to travel to the<br />
Claremont location where these offices are permanently housed.<br />
Recruitment & Retention<br />
As a result of the variable student population, it is important for <strong>RVCC</strong> to evaluate data<br />
related to student demographics. Student demographic information is culled from<br />
admissions application and registration forms, and the College identifies the typical age<br />
range, gender, part vs. full-time status, and veteran status. These data inform our<br />
admission outreach both to target the students we already attract and to identify gaps in<br />
our demographics.<br />
Nearly half of the students who are enrolled at River Valley Community College are ages<br />
25 and under. This tells us that recent high school graduates make up a large percentage<br />
of our applicants. We acknowledge that high school students applying to college often<br />
apply to many schools before deciding where they will go, suggesting that we receive a<br />
much higher percentage of applicants from traditional students than our enrollment<br />
reflects. Our enrollment team focuses on this cohort of students by maintaining good<br />
relationships with school counselors, attending regional college fairs, holding “Quick Admit”<br />
days at area high schools, hosting Discovery Day, and by participating in college planning<br />
nights held at area high schools and colleges.<br />
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<strong>RVCC</strong> students who are 25 and over make up the remaining 53% of our college<br />
population. This cohort is more difficult to recruit as they are adults who have already<br />
established themselves in their personal and professional lives. To reach out to this<br />
population, our enrollment team advertises and hosts open houses prior to each semester<br />
and holds Quick Admit days every month at each of our locations. The team also<br />
participates in many community events including job and employment fairs, home shows,<br />
farmer’s markets, sporting events, and civic events. The enrollment team also works with<br />
the New Hampshire and Vermont Department of Employment Security, New Hampshire<br />
and Vermont Adult Learning, and local correctional institutions.<br />
The majority of students at <strong>RVCC</strong> are part time students. In consideration of this, we<br />
assume that most of our applicants are balancing work and family life and will continue to<br />
do so when they enroll at <strong>RVCC</strong>. To accommodate this working population, <strong>RVCC</strong> offers<br />
courses and programs with varying meeting times on campus, online, and in hybrid<br />
formats to accommodate students’ busy lives. We see our online course enrollment data<br />
continue to climb with an increase of credits sold reaching over 15% in Spring <strong>2019</strong>. To<br />
recruit this population of working people, our team reaches out to area employers,<br />
including businesses who offer tuition reimbursement to ensure they have our materials<br />
available to their employees. <strong>RVCC</strong> is a member of the local Chambers of Commerce,<br />
Rotary, and other civic organizations. The team also reaches out to local social service<br />
agencies and participates in events to help unemployed and under employed people find<br />
an educational path that fits their lifestyles.<br />
<strong>RVCC</strong> is home to the Respiratory Therapy program, which is the only program of its kind in<br />
NH; and the Medical Laboratory Technician, Occupational Therapy Assistant, and Physical<br />
Therapist Assistant programs which are the only of their kind in the Vermont/New<br />
Hampshire area. For these programs, recruitment efforts are targeted in geographic<br />
regions that are not typically served by <strong>RVCC</strong>. These programs have, in recent years,<br />
attracted New England students from as far away as Berlin, NH and Burlington, VT to the<br />
north; Rutland, VT to the west, and Laconia, NH and Nashua, NH to the west and south.<br />
While the majority of our students are NH Residents, we do attract out of state students<br />
occasionally coming from as far away as Oklahoma, North Carolina, and Washington State.<br />
These applicants often identify internet sources or local family and friends as ones who<br />
bring <strong>RVCC</strong> to their attention.<br />
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An additional area of recruitment comes from collaboration between <strong>RVCC</strong>’s Career and<br />
Transfer Specialist, Enrollment Specialists, and the Coordinator of Workforce Development.<br />
This collaboration helps to strengthen the recruitment efforts so we can better serve our<br />
local populations by providing accurate and reliable information regarding the services and<br />
support that <strong>RVCC</strong> can provide. For example, Career and Transfer Services and Early<br />
College Coordinator provide guidance and outreach to potential high school and career and<br />
technical education students interested in pursuing programs at River Valley. Career<br />
Services provides interest assessments to guide students into a program path that aligns<br />
with their academic goals while the Early College Coordinator provides direction around<br />
credits, classes and dual enrollment as a liaison between secondary and post-secondary<br />
education programs and oversees the Running Start program.<br />
One program example of this collaboration is Pathway2Success. A cohort of ten students<br />
from three different high schools will complete thirty-three credits in the IT, Computer<br />
Networking or the Cybersecurity programs by the time they graduate from high<br />
school. This includes class time and experiential learning activities.<br />
The Fujifilm Digimatix (Lebanon, NH) and Hypertherm (Lebanon, NH) project is a<br />
collaborative effort between Early College, Transfer and Career Services, and Workforce<br />
Development to provide students at Lebanon High School and Thetford Academy with dual<br />
high school and college credits for classes completed at both sites. Students will also have<br />
the opportunity to learn about the manufacturing industry at these two businesses through<br />
work based and experiential learning opportunities.<br />
Career Services and Workforce Development collaborate by providing outreach to<br />
businesses. Outreach and services include advertising paid internships and employment<br />
opportunities to students at <strong>RVCC</strong> and providing career fairs. Workforce Development<br />
offers a needs assessments and provides information and resources to businesses<br />
interested in creating training programs using <strong>RVCC</strong> for credit, non-credit, and<br />
apprenticeship programs; and assists in recruiting and admitting students to <strong>RVCC</strong> who<br />
may not have otherwise utilized our services.<br />
Our core values and ethics are woven into all prospective and current student interactions<br />
by ensuring students and families are treated with respect; faculty and staff are responsive<br />
to questions and timely in communications; and by providing realistic expectations of what<br />
it is to be a successful student and what support services (tutoring, disability services,<br />
student workshops, etc.) are available as described later in this Standard.<br />
The 2018 Strategic Plan identifies goals for recruitment and retention of students. For any<br />
program holding individual accreditations from national organizations, such as those in the<br />
allied health, health science, or nursing & respiratory therapy departments, recruitment<br />
and retention measures are required parts of their accreditation reporting. Any program<br />
that does not have an individual national accreditation for reporting are subject to the incollege<br />
program review process to determine viability and measures regarding retention<br />
and graduation rates are utilized in this process. This information, coupled with other<br />
data as listed above which identifies gaps in our student demographics, provides the<br />
enrollment management team a means to promote programs to targeted populations.<br />
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Student Readiness for College<br />
The Student Success Center (SSC) has many services for students who may require<br />
additional support. Students are provided with information about these services at New<br />
Student Orientation. Services provided in the SSC include disability services, tutoring<br />
services, and workshops such as resume writing, study skills, test taking strategies, and<br />
advice on how to prepare for the Accuplacer exam.<br />
<strong>RVCC</strong> uses the Accuplacer Reading and Writing Sections to determine college readiness<br />
and placements for College Composition, some science courses and some other programspecific<br />
college courses.<br />
Traditionally, the mathematics department had also used Accuplacer testing as a method<br />
of evaluation of student readiness for college level math; however, over the past two<br />
years, the math program at <strong>RVCC</strong> has been revamped as described in Standard Two. The<br />
transition from the previously utilized developmental math pathway to a co-requisite<br />
model of mathematics, required an update to the mathematics advising process. The<br />
team worked to develop a standard classification of math readiness based on multiple<br />
measures: SAT scores, previous math courses, and the students’ academic goals. The<br />
team chose to switch from the Accuplacer to SAT scores for the co-requisite project as a<br />
means of eliminating placement barriers. The SAT is part of the state assessment package<br />
at high school; thus, a vast majority of NH high school students take the SAT and it is paid<br />
for by the state. For those students who are non-traditional or do not have SAT scores, the<br />
process utilizes a personal advising session which evaluates previous math courses as well<br />
as the student’s comfort and understanding of necessary math concepts. The use of<br />
multiple measures as a math advising tool came as a recommendation from both the Dana<br />
Center Multiple Pathway Research and Complete College America resources.<br />
Standards related to academic expectations, removal from the College related to academic<br />
standing, and the appeal process are clearly explained in the Student Handbook (pgs. 22-<br />
23). Students are directed to the online Student Handbook at New Student Orientation<br />
each semester.<br />
Student Financial Aid<br />
Approximately 80% of students at <strong>RVCC</strong> qualify for Financial Aid, and all students are<br />
encouraged to fill out the FAFSA as part of the admissions process. The CCSNH Financial<br />
Aid Handbook spells out the process for students to follow and is located on the <strong>RVCC</strong><br />
website. New students are also sent Financial Aid packets that offer step-by-step<br />
instructions. The Financial Aid Office staff is available to assist students in answering<br />
questions and to assist students and families in the FAFSA filing process. The staff will sit<br />
with the student either in the library computer lab or the Student Success Center and help<br />
guide them through the FAFSA application.<br />
The Financial Aid Office is responsible for reviewing a student’s financial aid records,<br />
collecting required documentation and determining financial aid awards. <strong>RVCC</strong> aid is based<br />
on the Standard Federal Methodology Need Analysis. Students must meet all federal<br />
requirements including Satisfactory Academic Progress. The SAP policy is on the <strong>RVCC</strong><br />
website and in the Student Handbook.<br />
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Registered students can see their charges online through the student SIS (Student<br />
Information System). Costs are published on the <strong>RVCC</strong> website and available through the<br />
Business Office. If a student chooses to borrow loans, they are required to complete<br />
Entrance Counseling which helps a student understand their rights and responsibilities as a<br />
loan borrower and also understand student loan debt and loan repayment. The Net Price<br />
Calculator, an online tool to help students and families estimate costs, is also available<br />
through <strong>RVCC</strong>’s website.<br />
River Valley also encourages students to apply for both need-based and merit scholarships<br />
through the <strong>RVCC</strong> website and through the CCSNH AwardSpring program, which matches<br />
students with potential scholarships.<br />
Appraisal of Admissions & Financial Aid<br />
<strong>RVCC</strong> works hard to support all students regardless of their past educational and personal<br />
experiences throughout all student services. The College has standard admission policies,<br />
and any program with special admissions requirements clearly identifies the policy in<br />
written admissions material.<br />
The advising processes for the co-requisite math courses have been clearly developed over<br />
the past two years in response to a change in the mathematics program at <strong>RVCC</strong>. The corequisite<br />
model is offered at all locations and allows students who would traditionally be<br />
placed into developmental courses to be placed into entry-level mathematics courses with<br />
real time support to mitigate the persistence factor. This model allows students to<br />
complete the entire developmental pathway throughout their time in their gateway<br />
mathematics course. This is done through an appropriate, structured, lab-model of extra<br />
learning. This model has shown promising results in the math department (Figure 5.2 –<br />
“Co-Requisite Math”, Rich Andrusiak, Department Chair, Math). The co-requisite model<br />
decreases time in college level Math completion and cost for students, and is showing<br />
excellent results in regards to student retention. This success is most visible when looking<br />
at the two-year success rate, defined as a student passing a gateway college Math course<br />
within two years of starting the math pathway. Previously, when using the traditional<br />
model of developmental coursework prior to a college level course, the pass rate was lower<br />
than the national average of 21%. In 2012, there was a redesign of the developmental<br />
pathway which resulted in an increase of the two-year pass rate to 34% (the first increase<br />
in the third column of Figure 5.2). This improvement continued between 2012 and 2017<br />
after the first math redesign. In Fall of 2017, with the implementation of the co-requisite<br />
model; pass rates of student taking college level math increased significantly to 76% and<br />
in Spring of 2018 to 94%. This is well beyond the national average of students in a<br />
developmental pathway. Even more interesting is that the co-requisite groups now have<br />
success rates similar to those students who do not require placement into the co-requisite<br />
programs, students who are considered “college ready” based on math advising. Success<br />
rates of non-co-requisite students was 78% in Fall 2017 and 88% in Spring 2018. Not<br />
only is <strong>RVCC</strong> now well above the national average for successful completion of a math<br />
class, regardless of entry level course, but co-requisite students are finding success in<br />
their college-level math classes at a rate equivalent to their peers who do not require<br />
additional math assistance. This success has allowed students who previously may be held<br />
up in their education due to lack of success in math to continue in their programs at the<br />
same rate as their peers.<br />
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The College, under the direction of the Liberal Arts Department Chair is working on a plan<br />
to identify utilizing a co-requisite model for English courses, much in the same way that<br />
the math department has utilized. This plan will be the goal of the Liberal Arts department<br />
to be completed upon hiring of a full-time English Faculty member.<br />
<strong>RVCC</strong> takes its financial responsibility to students seriously and works individually with<br />
students to ensure that they understand the cost of their education. Multiple avenues of<br />
funding are available to students including loans, grants, and scholarships.<br />
Student Services & Co-Curricular Experiences<br />
The mission of <strong>RVCC</strong> is reflected in how the College addresses the needs of its students.<br />
<strong>RVCC</strong> offers a variety of supports for students while they work to achieve academic<br />
success.<br />
<strong>RVCC</strong> offers course and program offerings that occur during the day, evening, or in the<br />
online environment. Regardless of when and how students are taking courses, or if they<br />
are attending labs, clinicals, practicums, internships, or fieldwork; they are supported by<br />
the entire Student Services department. The overarching goal of Student Services is to<br />
retain students and help them meet their goals. Another goal is to build confident learners.<br />
Student Service staff are available by email, phone, or in-person appointment, and we are<br />
exploring the option for students to be able to Zoom/Skype with staff members as needed.<br />
<strong>RVCC</strong> provides New Student Orientation three times per year, free tutoring services,<br />
alternate testing and disability services, workshops and guest speakers.<br />
Through the Student Success Center, any student, with appropriate documentation, may<br />
request an evaluation of class accommodations by the Disabilities Coordinator. These<br />
class accommodations are relayed to each individual faculty member and copies signed by<br />
the student and the faculty member are housed in the Disabilities Coordinator’s office.<br />
Training for all faculty related to Disability Services is provided at New Faculty Orientation<br />
and additional consultation on a case by case basis is provided by Department Chairs to<br />
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adjunct faculty in conjunction with the Disabilities Coordinator. When necessary, CCSNH<br />
legal counsel is contacted to ensure compliance with all applicable laws.<br />
The Disabilities Coordinator is based out of the Claremont campus, but spends one day per<br />
month at the KAC and meets with students at the LAC by appointment. She is also<br />
accessible by phone and email. Disability services are explained on the college website in<br />
addition to the full application packet that each student is provided upon making a request<br />
for accommodations. Faculty provide the following statement on their syllabi:<br />
All students have access to multiple modes of tutoring including peer-tutoring, faculty<br />
tutoring, master tutoring, and Smarthinking Online Tutoring which is embedded in Canvas<br />
and available to students at no extra charge. In the Fall of 2017, with the advent of the<br />
math co-requisite model, drop-in math tutoring was implemented. Drop-in math tutoring is<br />
available to students at all three locations, and the Science department offers “Open Lab<br />
Sessions” for students in all science courses. Non-math related tutoring is available to all<br />
students by appointment.<br />
All students have access to the library via remote access through their Easy Log-In.<br />
Students can access the Library Catalog, as well as all electronic journal resources twentyfour<br />
hours a day, seven days a week. Library service information is found in the College<br />
Catalog (pg. 16) and in the Student Handbook (pg. 15).<br />
The College follows its non-discrimination policy in all dealings with students. The nondiscrimination<br />
policy is located on the website and in the Student Handbook and focuses<br />
on providing a community atmosphere grounded in mutual respect, dignity, and integrity;<br />
while prohibiting any discrimination as defined under applicable law.<br />
The College website provides information on all college services available to students.<br />
During New Student Orientation students are provided information on Safety, Student<br />
Handbook policies and content, RAVE (electronic alert system for school closure and delays<br />
or other emergencies on campus), Student Support Services, Career Services, Financial<br />
Aid, the Bookstore, Student Government Association, Phi Theta Kappa Honor Society,<br />
Library Resources and Canvas. At Orientation, students are also introduced to<br />
expectations of the classroom, expectations of behaviors as students, and an orientation to<br />
course syllabi. Many programs also hold individual program orientations or information<br />
sessions to alert students to program-specific policies. All students at Orientation are<br />
shown to the college website as well with directions on how to find out more information<br />
about the topics listed above. Orientations take place at Claremont and Keene.<br />
<strong>RVCC</strong> has a number of clearly identified and published ethical standards which guides all<br />
aspects of student services. These policies are identified in the Student Handbook (page<br />
30-34) and via CCSNH BoT Policies.<br />
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Academic Advising<br />
All Program Directors and Academic Advisors are trained in academic advising and assist<br />
their advisees in determining the best course placement for program courses based on the<br />
student’s previous high school and college work and their ability to meet course prerequisites<br />
before being registered for a course. Advisors, in consultation with the<br />
students, review previous college work to determine if transfer of credits is possible. In<br />
addition, Academic Advisors use program maps and discussions with the students to<br />
determine the best course placement and course load options for the student each<br />
semester. All program requirements and standards of programs are outlined in the<br />
Catalog, on our website, and through individual program maps which are available to all<br />
advisors through Canvas.<br />
When needed, the Disability Coordinator can assist with developing an accommodation<br />
plan in conjunction with an academic plan and will discuss with the student best course<br />
placement and best course pairings. For students who may be undecided about the<br />
direction of their academic programming, career services are available for student help<br />
with career assessment to help determine best program placement. Career and Transfer<br />
services are funded by the Carl D. Perkins grant through the NH Department of Education<br />
and information on this service is posted for student access.<br />
As a smaller institution, <strong>RVCC</strong> is a “high touch” environment for students. <strong>RVCC</strong> offers<br />
free tutoring, routine meetings with Program Directors and faculty, and the Financial Aid<br />
Office, Business Office, Registrar, and Library staff are readily available to assist students.<br />
These offices regularly offer drop-in services, just as the <strong>RVCC</strong> faculty do. Faculty and<br />
staff at <strong>RVCC</strong> are committed to supporting their students in their career paths from start to<br />
finish. One example of this that occurs on a regular basis is when a student decides to<br />
change their major. There is a typically a personal “hand off” of students from the advisor<br />
of the program they are leaving to the advisor of the program they are interested in.<br />
Making face to face introductions helps ensure that the students follow through with the<br />
correct person to assist them in making the decision when changing majors. Former<br />
advisors and new advisors stay in contact throughout the process to ensure that the<br />
students files are transferred and appropriate paperwork is completed. Faculty and staff<br />
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are also guided by the CBA (pgs. 27-29) which outlines Service to Students as a job and<br />
professional responsibility (pg. 12).<br />
Wrap-Around Services<br />
President Williams and his administrative staff have made wrap-around services for<br />
students a priority. In Fall 2018, knowing that 50% of community college students report<br />
being food insecure, the College sought out donations from local grocery distributers to<br />
begin a food pantry on campus. SGA immediately became interested and pledged $2000<br />
per semester to fund free food for students. <strong>RVCC</strong> became a registered distribution site<br />
with the NH Food Bank in November 2018, and now fresh vegetables, meat, dairy<br />
products, and shelf-ready foods are always freely available for students to have on campus<br />
and to take home. Many students are open about their struggles with food insecurity, and<br />
frequently comment on how they appreciate the free food and how it helps take a weight<br />
off their shoulders and helps them focus in school.<br />
River Valley has also been exploring transportation options for students. Claremont is a<br />
fairly rural area, and <strong>RVCC</strong> is just far enough outside of the city of Claremont proper that<br />
commuting to the school can pose a barrier for students. In Fall 2018, the IAVPSA began<br />
work with Southwestern Community Services in an effort to put <strong>RVCC</strong> on their regular bus<br />
route. Beginning with Summer Semester <strong>2019</strong>, River Valley will be a regular stop, and will<br />
pilot a program to provide bus passes via student ID card.<br />
<strong>RVCC</strong> staff have also been renovating the lactation space for mothers on campus. The<br />
Claremont space was woefully inadequate, and the spaces at the KAC and LAC needed<br />
some furnishings. An ad-hoc committee quickly formed, met to explore best practices for<br />
lactation rooms, and wrote to a local furniture store to ask for support. Love’s Bedding<br />
and Furniture responded enthusiastically to the request, and offered new furniture,<br />
lighting, and decorations for the room in Claremont. Next, the committee wrote a grant<br />
and was awarded $5000 to purchase a hospital grade pump, privacy screens, refrigerators,<br />
microwaves, and other appropriate equipment for the three locations. As of the writing of<br />
this report, the three spaces are under renovation with an “unveiling” planned for later this<br />
spring.<br />
Physical & Mental Health Services<br />
As a result of the widespread nature of the area we serve, and the lack of residential<br />
services on campus, there are no physical or mental health services provided by the<br />
College. Instead, the College serves the mental and physical health of its students in two<br />
distinct ways. The first is through the College StART Team. The StART team is a<br />
committee made up of faculty and staff from all three locations. This team holds weekly<br />
meetings to bring any student concerns, whether they be academic, personal, behavioral,<br />
or crisis-related forward and to determine a plan to resolve, observe, or intervene as is<br />
appropriate. The College has compiled information on area support services available for<br />
both physical and mental health needs of students, communicated via brochures, posters,<br />
and the website. All syllabi are required to have the Title IX Statement on them with<br />
contact information of <strong>RVCC</strong>’s Title IX representative. The statement also includes contact<br />
numbers for local crisis centers in Claremont, Keene, and Lebanon.<br />
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In Fall of 2018, a group of students, staff, and faculty attended Green Dot training. After<br />
this, <strong>RVCC</strong> implemented a CSSAPP Committee (a grant-funded initiative for<br />
Comprehensive Campus Sexual and Relationship Violence and Stalking Prevention<br />
Planning) consisting of the Disabilities Coordinator, 1 Academic Advisor, 2 Program<br />
Assistants and 1 faculty member; and has participated in the Bridges out of Poverty<br />
program. These initiatives help <strong>RVCC</strong> employees gain a deeper insight into the impact and<br />
prevalence of challenges that many of the College’s students face. They also help create<br />
an awareness and sensitivity, as well as resources, for students in complex situations. The<br />
College also has developed a Memorandum of Understanding (MOU) with WISE, Turning<br />
Points Network, and the Monadnock Center for Violence prevention as well as developed<br />
MOU’s with the three police departments that serve the towns for each <strong>RVCC</strong> location. The<br />
identification and partnership with these local resources assists our students who may be<br />
in need of services beyond those we can provide on campus.<br />
Student Representation in College Governance<br />
<strong>RVCC</strong> has student representation in campus governance in a number of ways, all outlined in<br />
the <strong>RVCC</strong> Standing Teams Mission and Purpose Document:<br />
One student member sits on the College Council, usually the President of SGA or<br />
their designee (pg. 7)<br />
One Senior level student sits on Graduation Team (pg. 19)<br />
The Judicial Team has a total of four voting members elected as follows (pg. 21):<br />
o Two (2) faculty or staff selected by the College President or other<br />
appropriate college official(s).<br />
o Two (2) students selected by the Student Senate or other appropriate<br />
student group<br />
A total of four (4) alternate voting members may be selected as follows:<br />
o Two (2) faculty or staff selected by the College President or other<br />
appropriate college official(s).<br />
o Two (2) students selected by the Student Senate or other appropriate<br />
student group.<br />
Students sit on interview teams as appropriate and as determined by the interview<br />
team chair<br />
Co-Curricular Opportunities<br />
Students can further enhance their educational experience at <strong>RVCC</strong> by joining the Student<br />
Government Association or program-specific clubs, or by participating in college sponsored<br />
field trips. Recent trips include Swamp Bat games (New England Collegiate Baseball<br />
League Team in Keene, NH), Manchester Monarch Games (mid-level professional hockey in<br />
Manchester, NH), Boston Red Sox games, and trips to the Body World exhibit in both<br />
Portland, ME and Boston, MA.<br />
At <strong>RVCC</strong>, any student group can develop their own club as long as they follow the by-laws<br />
for the Student Government Association (SGA). There are some student groups that are<br />
very active on campus such as the Massage Therapy Club, Phi Theta Kappa, and the<br />
Biomechanics Club for physical therapist assistant students. All students have the<br />
opportunity to participate in the Student Government Association which regularly supports<br />
student activities including bringing speakers to campus. Recent guests have spoken on<br />
topics such as LGBTQ issues and politics as they relate to Constitution Day. SGA also helps<br />
organize the on-campus food pantry as well as the end of the year celebration for<br />
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students. Student Govenerment uses the College’s student funds to help reimburse<br />
students for CPR certification, health club memberships, and scholarships to cover<br />
admission to the Phi Theta Kappa honor society.<br />
Student Services Staff<br />
At <strong>RVCC</strong> all employees in Student Service Areas are certified through a formal employment<br />
process directed by the Human Resources office. Once a candidate application is certified<br />
through HR processes, they are subject to a formal interview process to evaluate that the<br />
candidate has the necessary qualifications and skills to carry out their job. Upon hire, staff<br />
are trained by experienced personnel and are encouraged to attend any available trainings<br />
provided at the CCSNH system level or college level that pertain to job skill improvement.<br />
All staff are evaluated yearly by their managers through a formal process as outlined in<br />
the Staff Collective Bargaining Agreement (pg. 20).<br />
Academic Records<br />
The College follows regulatory guidance and makes public its policies related to information<br />
contained in the permanent academic record of students and follows policies related to the<br />
retention; safety and security of records; and the disposal of records. It is important to<br />
note that disability records are held separate from a student’s academic record. Permanent<br />
Academic Records are maintained according to the policies and guidelines set forth by the<br />
CCSNH retention record schedule instituted by the CCSNH risk management/legal<br />
counselor. The Permanent Academic record includes the transcript that is in Banner or,<br />
prior to 1993, the academic transcript is housed in a fire-proof cabinet in the Registrar’s<br />
office. Old paper grades are stored in a fire-proof cabinet in the storage room in the onestop<br />
area in Claremont. Change of grade or grade appeals are also held in the Registrar’s<br />
office.<br />
Evaluation of Student Services<br />
Evaluation of Student Services takes place in various ways. For example, a “New Student<br />
Orientation Survey” is given at the end of each session and tutoring evaluations for each<br />
academic year are analyzed during the summer Student Success Center retreat. Previous<br />
discussions about this survey identified the need for it to be broader in scope and to<br />
include questions linked directly to the effectiveness of the tutoring for the student. The<br />
Graduate Satisfaction Survey asks questions regarding many areas of Student Services.<br />
Appraisal of Student Services & Co-Curricular Activities<br />
<strong>RVCC</strong> has a formal process for hiring and evaluation of student services job duties and has<br />
begun to fill roles that had been left unfilled under previous administrations. All staff keep<br />
student success at the forefront of everything they do. Wrap around services have made a<br />
positive impact on students, and the recent hiring of an Enrollment Coordinator and the<br />
Interim Associate VP of Student Affairs have brought new energy and stability to this area.<br />
The College has a strong culture of support for the student population as evidenced by the<br />
clear policies for academic advising, the commitment of the College to utilizing the corequisite<br />
math model, and support for college activities.<br />
Strengths<br />
<br />
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The implementation of co-requisite math programming led to increased student<br />
success.
Strong community partnerships provide physical and mental health services for<br />
students.<br />
Strong Student Affairs and SSC staff are committed to student support and success.<br />
The Financial Aid Office works closely with students to help them pay for college in a<br />
fiscally responsible manner.<br />
Challenges<br />
<br />
Each Program Director or Academic Advisor chooses how they will monitor their<br />
advisees; while there is an advising manual, there is no standard method of<br />
advising across the College.<br />
Projections<br />
<br />
<br />
Working in conjunction with the VPAA and the AVPSA, staff and faculty will train on<br />
DegreeWorks by Fall <strong>2019</strong>.<br />
The IAVPSA will review and update the Student Handbook by Fall <strong>2019</strong> and will<br />
develop a regular timeline for annual review.<br />
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Standard 5: Students<br />
(Admissions, Fall Term)<br />
Complete this form for each distinct student body identified by the institution (see Standard 5.1)<br />
?<br />
Credit Seeking Students Only - Including Continuing Education<br />
3 Years 2 Years 1 Year Current Goal<br />
Prior Prior Prior Year (specify year)<br />
(FY 2016) (FY 2017) (FY 2018) (FY <strong>2019</strong>) (FY 2020)<br />
Freshmen - Undergraduate ?<br />
Completed Applications ? 431 386 325 367 375<br />
Applications Accepted ? 429 386 321 367 372<br />
Applicants Enrolled ? 293 273 218 253 256<br />
% Accepted of Applied 99.5% 100.0% 98.8% 100.0% 99.2%<br />
% Enrolled of Accepted 68.3% 70.7% 67.9% 68.9% 68.8%<br />
Percent Change Year over Year<br />
Completed Applications na -10.4% -15.8% 12.9% 2.2%<br />
Applications Accepted na -10.0% -16.8% 14.3% 1.4%<br />
Applicants Enrolled na -6.8% -20.1% 16.1% 1.2%<br />
Average of statistical indicator of<br />
aptitude of enrollees: (define below) ?<br />
Transfers - Undergraduate ?<br />
Completed Applications 173 163 133 184 186<br />
Applications Accepted 173 163 132 184 186<br />
Applications Enrolled 131 120 89 137 140<br />
% Accepted of Applied 100.0% 100.0% 99.2% 100.0% 100.0%<br />
% Enrolled of Accepted 75.7% 73.6% 67.4% 74.5% 75.3%<br />
Master's Degree ?<br />
Completed Applications<br />
Applications Accepted<br />
Applications Enrolled<br />
% Accepted of Applied - - - - -<br />
% Enrolled of Accepted - - - - -<br />
First Professional Degree ?<br />
Completed Applications<br />
Applications Accepted<br />
Applications Enrolled<br />
% Accepted of Applied - - - - -<br />
% Enrolled of Accepted - - - - -<br />
Doctoral Degree ?<br />
Completed Applications<br />
Applications Accepted<br />
Applications Enrolled<br />
% Accepted of Applied - - - - -<br />
% Enrolled of Accepted - - - - -<br />
Please enter any explanatory notes in the box below<br />
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Standard 5: Students<br />
(Enrollment, Fall Term)<br />
Complete this form for each distinct student body identified by the institution (see Standard 5.1)<br />
Credit-Seeking Students Only - Including Continuing Education<br />
3 Years 2 Years 1 Year Current Goal<br />
Prior Prior Prior Year (specify year)<br />
(FY 2016 ) (FY 2017) (FY 2018 ) (FY <strong>2019</strong>) (FY 2020)<br />
UNDERGRADUATE ?<br />
First Year Full-Time Headcount ? 59 67 45 92 94<br />
Part-Time Headcount ? 713 707 829 1,065 1,075<br />
Total Headcount 772 774 874 1,157 1,169<br />
Total FTE ? 16 16 15 15 16<br />
Second Year Full-Time Headcount 158 161 143 64 70<br />
Part-Time Headcount 423 383 303 222 230<br />
Total Headcount 581 544 446 286 300<br />
Total FTE<br />
Third Year Full-Time Headcount<br />
Part-Time Headcount<br />
Total Headcount 0 0 0 0 0<br />
Total FTE<br />
Fourth Year Full-Time Headcount<br />
Part-Time Headcount<br />
Total Headcount 0 0 0 0 0<br />
Total FTE 9 5 3 4 4<br />
Unclassified Full-Time Headcount ? 54 54 34 24 20<br />
Part-Time Headcount<br />
Total Headcount 54 54 34 24 20<br />
Total FTE<br />
Total Undergraduate Students<br />
Full-Time Headcount 271 282 222 180 184<br />
Part-Time Headcount 1,136 1,090 1,132 1,287 1,305<br />
Total Headcount 1,407 1,372 1,354 1,467 1,489<br />
Total FTE 25 21 18 19 20<br />
% Change FTE Undergraduate na -16.0% -14.3% 5.6% 5.3%<br />
GRADUATE ?<br />
Full-Time Headcount ?<br />
Part-Time Headcount ?<br />
Total Headcount 0 0 0 0 0<br />
Total FTE ?<br />
% Change FTE Graduate na - - - -<br />
GRAND TOTAL<br />
Grand Total Headcount 1,407 1,372 1,354 1,467 1,489<br />
Grand Total FTE 25 21 18 19 20<br />
% Change Grand Total FTE na -16.0% -14.3% 5.6% 5.3%<br />
?<br />
Please enter any explanatory notes in the box below<br />
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Standard 5: Students<br />
(Financial Aid, Debt, Developmental Courses)<br />
Complete this form for each distinct student body identified by the institution (see Standard 5.1)<br />
? Where does the institution describe the students it seeks to serve?<br />
(FY16) (FY17) (FY18)<br />
? Three-year Cohort Default Rate 13.4 13.9 13.3<br />
? Three-year Loan repayment rate 52.3 49.9 48.3<br />
(from College Scorecard)<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
Most<br />
Recently<br />
Completed<br />
Year<br />
Current<br />
Year<br />
Goal<br />
(specify<br />
year)<br />
(FY16) (FY17) (FY18) (FY19)* (FY20)<br />
? Student Financial Aid<br />
Total Federal Aid $4,987,590 $4,731,650 $3,908,408 $1,975,079 $1,900,000<br />
Grants $1,384,039 $1,380,457 $1,207,262 $635,782 $1,200,000<br />
Loans $3,603,551 $3,319,916 $2,675,918 $1,331,943 $2,600,000<br />
Work <strong>Study</strong> $32,059 $31,277 $25,228 $7,354 $25,000<br />
Total State Aid $166,845 $141,441 $151,718 $63,172 $150,000<br />
Total Institutional Aid $2,750 $57,250 $16,300 $12,000 $25,000<br />
Grants $2,750 $57,250 $16,300 $12,000 $25,000<br />
Loans NA NA NA NA NA<br />
Total Private Aid $36,304 $52,122 $45,541 $40,000<br />
Grants NA NA NA NA<br />
Loans $36,304 $52,122 $45,541 $40,000<br />
Student Debt<br />
Percent of students graduating with debt (include all students who graduated in this calculation)<br />
Undergraduates 62% 67% 65% 67% 65%<br />
Graduates<br />
First professional students<br />
For students with debt:<br />
Average amount of debt for students leaving the institution with a degree<br />
Undergraduates $10,513 $13,046 $12,600 $12,192 $12,000<br />
Graduates<br />
First professional students<br />
Average amount of debt for students leaving the institution without a degree<br />
Undergraduates $9,620 $8,447 $6,603 $3,653 $5,000<br />
Graduate Students<br />
First professional students<br />
Percent of First-year students in Developmental Courses (courses for which no credit toward a degree is granted)<br />
English as a Second/Other Language NA NA NA NA NA<br />
English (reading, writing, communication skills) 5% 3% 4% 2% 1%<br />
Math 17% 14% 9% 6% 3%<br />
Other 2% 0% 0% 0% 0%<br />
Please enter any explanatory notes in the box below<br />
*Current year is based on 2018-<strong>2019</strong> aid year. Aid for spring <strong>2019</strong> has not disbursed at this time.<br />
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Undergraduate Admissions<br />
information<br />
Completed<br />
Applications<br />
Applicants<br />
Accepted<br />
Applicants<br />
Enrolled<br />
? Category of Students (e.g., male/female); add more rows as needed<br />
Male 111 111 74<br />
Female 254 254 177<br />
Not available 2 2 2<br />
20 and under 127 127 81<br />
21 to 25 87 87 58<br />
25 and older 153 153 114<br />
Non-minority 161 161 115<br />
Minority 15 15 9<br />
Unknown 191 191 129<br />
Graduate Admissions information<br />
Standard 5: Students<br />
(Student Diversity)<br />
Complete this form for each distinct student body identified by the institution (see Standard 5.1)<br />
For each type of diversity important to your institution (e.g., gender, race/ethnicity, first generation status, Pell<br />
eligibility), provide information on student admissions and enrollment below. Use current year data.<br />
Completed<br />
Applications<br />
Applicants<br />
Accepted<br />
? Category of Students (e.g., male/female); add more rows as needed<br />
Applicants<br />
Enrolled<br />
Undergraduate Enrollment<br />
information<br />
Full-time<br />
Students<br />
Part-time<br />
Students<br />
Total<br />
Headcount<br />
FTE<br />
Headcount<br />
Goal<br />
(FY2020)<br />
?<br />
Category of Students (e.g., male/female); add more rows as needed<br />
Male 52 455 507<br />
Female 112 826 938<br />
Not available 0 37 37<br />
20 and under 66 794 860<br />
21 to 25 40 164 204<br />
26 and older 58 352 410<br />
Unknown 0 8 8<br />
Non-minority 90 924<br />
Minority 7 77<br />
Unknown 67 372<br />
Graduate Enrollment information<br />
Full-time<br />
Students<br />
Part-time<br />
Students<br />
? Category of Students (e.g., male/female); add more rows as needed<br />
Please enter any explanatory notes in the box below<br />
Total<br />
Headcount<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
FTE<br />
Headcount<br />
Goal<br />
(FY2020)<br />
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Standard Six<br />
Teaching, Learning & Scholarship<br />
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Description<br />
River Valley Community College prides itself on the quality of the academic staff it recruits<br />
and retains, and the academic product that they produce. Faculty at River Valley are<br />
primarily white, reflective of the region; and primarily women, reflective of the high<br />
number of female dominated Allied Health and Health Science fields that the College<br />
supports. Faculty are classified as either full-time or adjunct, and in recent years there<br />
has been a decrease in the number of full-time faculty due to budgetary restrictions. In<br />
light of this, course needs have been met through the hiring of adjunct instructors. The<br />
decline in numbers of total faculty has been in response to decreased enrollment and more<br />
efficient course scheduling as highlighted in Standard Two.<br />
The academic staff consider the mission of <strong>RVCC</strong> in all decision making processes to<br />
ensure that they are meeting the needs of each student individually, as well as of the local<br />
communities and region as a whole. As a small community college, River Valley’s primary<br />
focus is not on scholarship or research but rather on improving the education levels of all<br />
students who walk through our doors. Academic staff participate in a variety of teaching<br />
and learning activities to improve their own effectiveness inside and outside of the<br />
classroom, and all members of the academic staff pride themselves on getting to know<br />
their students beyond just interactions in the classroom through supervision of student<br />
activities, tutoring, advising, and informal mentoring.<br />
Faculty & Academic Staff<br />
Faculty Profile<br />
The make-up of the faculty body at River Valley is reflective of the mission and of the<br />
student body and the region in terms of similar demographics. <strong>RVCC</strong> faculty are either<br />
classified as adjunct, or full-time. Categories of both adjunct and full-time faculty are<br />
defined by CCSNH Board of Trustees Policies (BoT) 690.1 (Full-Time Faculty Job<br />
Descriptions and Qualifications) and 690.02 (Part time and Running-Start Faculty<br />
Qualifications) as well as by each group’s respective Collective Bargaining Agreements<br />
(CBA). Full-time faculty are represented by the New Hampshire Higher Education Union –<br />
IBEW 2320 (NHHEU) and Adjunct Faculty by the State Employees Association 1984 (SEA)<br />
who help negotiate the CBAs for each group on a biannual basis. All faculty are held to<br />
standards of both their respective CBA’s and by CCSNH BoT policies.<br />
Full-time faculty categories include: Instructor, Assistant Professor, Associate Professor,<br />
and Professor. The requirements for appointment level are based on State of New<br />
Hampshire Personnel Rule Per 301.02 - Class Specification. Each classification has a set of<br />
responsibilities, and minimum qualifications including: the amount of formal education<br />
necessary; the amount of equivalent schooling which may be substituted for formal<br />
schooling, such as correspondence courses, adult education courses, trade or<br />
apprenticeship training; the amount of experience required, including the amount of time<br />
spent in practical preparation in related positions, the amount of equivalent experience<br />
that may be substituted for formal education, or formal education to be substituted for<br />
experience, if applicable; and any license or certification requirements. Faculty are<br />
classified at the time of hire accordingly.<br />
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Adjunct instructors are classified as either Adjunct Instructor, Adjunct Lecturer, or Adjunct<br />
Senior Lecturer. Adjunct Faculty who serve as Clinical Instructors in the Allied Health &<br />
Health Science fields are further classified as Level 1, 2, or 3 based on their longevity in<br />
the role (2017-2018 Adjunct Faculty CBA). All faculty classifications are made initially at<br />
the time of hire with set processes for promotion to the next highest level.<br />
As a group, faculty at <strong>RVCC</strong> are highly experienced in either the field of education, their<br />
respective field of study, or both. Faculty with specialized credentials and varied<br />
experiences bring quality programming to the students. For example, the primary<br />
Mathematics professor previously worked for the State of NH Department of Education and<br />
helped to develop the state’s mathematics standards. Faculty in our many Allied Health,<br />
Health Science, and Nursing programs hold licenses to practice in their professions, and<br />
often continue to work in their fields to maintain clinical competence. Current full-time<br />
faculty are categorized at either the Professor or Associate Professor level. Most faculty<br />
have advanced degrees with the majority having Master’s level training. Currently, <strong>RVCC</strong><br />
has four faculty with Doctoral degrees, sixteen with Master’s, and two with Bachelor’s. The<br />
faculty with Bachelor’s Degrees as their terminal degrees are teaching in certificate<br />
programs where the Bachelor’s degree is the allowable standard for teaching.<br />
The College tends to have more female educators than male with women making up 73%<br />
of the full-time faculty population. This gender distribution is similar to the distribution of<br />
the student population and is influenced by the heavy role of Nursing and Allied Health &<br />
Health Science programs that make up the academic Catalog. River Valley has the most<br />
health related programs of the seven community colleges in the NH System, and the<br />
faculty reflect these women-dominated professions. The college faculty are primarily white,<br />
with a distribution consistent with the ethnicity of the NH counties the College serves.<br />
While the College does not have any specific goals for the achievement of diversity among<br />
our faculty and academic staff, our race/ethnicity percentage exceeds the regional data of<br />
the three counties we serve.<br />
The College supports one full-time faculty teaching Mathematics and one full-time faculty<br />
teaching Biological Science courses. All other Liberal Arts positions are filled with adjunct<br />
faculty. The College supports two full-time faculty in our Business program, one full-time<br />
faculty in our Computer Science program, and one full-time faculty in our Early Childhood<br />
Education program. <strong>RVCC</strong> boasts a large number of Allied Health programs whose<br />
individual accreditation requirements often predicate a set number of full-time faculty be<br />
assigned to those programs directly. Due to decreased numbers of full-time faculty, some<br />
programs are managed by part-time Program Directors (which are classified as staff<br />
positions although they may also hold an adjunct teaching position); as well as some<br />
programs which do not have Program Directors but are managed by the Department Chair<br />
instead. The ratio of students to faculty, although increased since elimination of full-time<br />
positions before AY ’17-18, still remains low.<br />
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While slightly increased over previous years, this ratio is quite effective at providing<br />
students with personalized attention. According to the 2018 Graduate Satisfaction Survey,<br />
students were satisfied with their interactions with their advisors.<br />
Figure 6.1: Graduate Satisfaction Survey AY2017-2018<br />
Percent of students choosing “Strongly Agree” or “Agree” for a given category<br />
Occasionally, <strong>RVCC</strong> employs teaching assistants to provide supplemental academic support<br />
to students and faculty. The Science department hires two part-time employees who work<br />
as lab technicians: one works at the Keene Academic Center and one at the Claremont<br />
campus. These lab technicians are responsible for supporting full-time and adjunct faculty<br />
via preparation of lab materials, supervision of open lab times for students, and being<br />
available to answer some content questions. In Fall of 2018, the Radiologic Technology<br />
program also utilized a lab assistant for the first time to work with students in the preclinical<br />
rotation simulated lab and to work with students enrolled in the Radiographic<br />
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Position and Procedures 1 course. Students and faculty reported finding the additional<br />
assistant helpful in preparing students for their clinical rotations.<br />
Job Descriptions (SJDs), Workloads, Responsibilities<br />
All faculty have specifically defined roles in the institution as defined by the CCSNH BoT<br />
policies referenced above as well as the full-time and adjunct CBA documents.<br />
CCSNH BoT policy 690 states that the “responsibilities of part-time [adjunct] faculty are<br />
limited to those accountabilities associated with teaching a course at the College.” The<br />
responsibilities expected of adjunct faculty include development of instructional materials,<br />
or usage of prepared instructional materials; and grading of their assigned course(s) work<br />
to meet the course objectives as defined in course outlines. Adjunct faculty are also<br />
expected to be available for student consultation before and after class or via electronic<br />
means as outlined in Section 9 – Workload of the 2017-18 Adjunct faculty CBA. Most<br />
adjunct faculty meet this requirement through electronic communications either via<br />
Canvas or e-mail. Some adjunct faculty, such as one of the Phlebotomy instructors sets<br />
aside 30 minutes after each class to be available to students; and adjunct faculty, such as<br />
one teaching Psychology, reserve classroom space each week to hold “office hours” in<br />
order to assist students.<br />
Full-time faculty have additional responsibilities including teaching and learning, academic<br />
contributions to a department and/or the College, service to students, service to college<br />
and community, and professional growth and development. The responsibilities of each<br />
faculty member are outlined in their Supplemental Job Description (the SJD). This SJD is<br />
available at the time of advertisement of each faculty position and also clearly outlines the<br />
requirement for appointment level (professor, associate professor, or assistant professor).<br />
All faculty are assigned to a specific program or department upon hire and their specific<br />
job responsibilities are outlined in their SJD. With appropriate credentials, faculty may<br />
teach in a discipline outside of their assigned program or department to fulfill the needs of<br />
the institution.<br />
All qualifications for teaching are overseen by the Office of Academics, specifically the<br />
VPAA, to ensure that all faculty applicants meet minimum qualifications. SJDs are revised<br />
upon promotion or as needed based on individual job requirements.<br />
River Valley ensures the proper qualifications of all full-time faculty. Since 2005, the<br />
minimum degree qualification for all full-time and adjunct faculty has been a Master’s<br />
degree. There are some exceptions to this policy made only for programs with<br />
accreditation standards that do not require a Master’s degree such as Massage Therapy,<br />
Medical Assisting, and Medical Laboratory Technician. Occasionally, exceptions have also<br />
been made for programs in which no qualified Master’s level faculty are otherwise<br />
available. In these situations, exceptions are typically made only when there is sufficient<br />
experience to offset the lack of Master’s degree. In addition to degrees, some faculty<br />
members hold certifications and licenses required by their profession. This is often the<br />
case in many programs in Nursing and Respiratory Care, Allied Health, and Health<br />
Sciences. In these cases, faculty are required to maintain certifications, licenses, and<br />
other criteria as dictated by the state or federal requirements or by the individual program<br />
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accrediting body. Many accrediting agencies in the Allied Health fields require faculty to<br />
hold state licensure in order to maintain teaching credentials within the programs.<br />
All workloads for full-time faculty are determined as a collaboration between the faculty<br />
and their Department Chair, and are guided by the standards outlined in the CBA and<br />
SJDs. The CBA is negotiated every other year between the CCSNH Administration and the<br />
CCSNH faculty, represented by the New Hampshire Higher Education Union/IBEW<br />
(NHHEU/IBEW) and the CCSNH Administration. <strong>RVCC</strong> is represented on the faculty<br />
bargaining team by one member of the full-time faculty. SJDs are created at the time of<br />
hire, and updated as necessary, in collaboration with program faculty and Department<br />
Chairs, the VPAA, and the Human Resource department. The VPAA has final approval of<br />
all full-time faculty workloads. Per the CBA, full-time faculty workloads are assigned to<br />
be a balance of Instructional Workload, to make up no greater than 85% of faculty time<br />
and include items such as instructional preparation, teaching, grading, assisting students<br />
and advising. The balance of faculty time should be made up of Non-Instructional<br />
Workload; no greater than 30% of which should be dedicated to<br />
Institutional/CCSNH/Student and Community Service including committee work,<br />
mentoring, recruiting and retention, accreditation and administrative duties; and<br />
Professional Growth and Development which should make up no greater than 5% of<br />
faculty time.<br />
All full-time faculty are required to carry a workload of 15-18 contact hours per semester,<br />
or its equivalent in a pro-rated format to meet the required 30-36 contact hours for the<br />
year. An academic year for full-time faculty is counted as a fall and subsequent spring<br />
semester. The CBA allows for faculty to switch the summer semester for one of the other<br />
semesters, but no faculty at <strong>RVCC</strong> do this. All faculty work a fall and spring semester<br />
schedule. The College follows the CCSNH standard definition of a contact hour (Faculty<br />
CBA Article X.1.1 and Adjunct Faculty CBA 9E) in determining workload and faculty are<br />
credited with a contact hour for every 50 minutes of face to face time they spend with<br />
students.<br />
The VPAA, in conjunction with the faculty and Department Chair, may elect to decrease the<br />
required contact hours for full-time faculty members who assume additional administrative<br />
duties or special projects for the College. Per the CBA, the VPAA issues a letter of work<br />
load assignment no later than May 15 th and November 15 th each year stating the<br />
instructional assignments for the subsequent fall or spring semesters and the continuing<br />
non-instructional responsibilities. In each case, the letter states the course and numbers of<br />
sections expected to be taught in the following academic semester.<br />
Adjunct faculty negotiate a separate Collective Bargaining Agreement and are represented<br />
by the State Employee’s Association of NH Inc. (SEIU Local 1984/SEA). According to their<br />
Collective Bargaining Agreement, adjunct faculty are responsible for teaching, following all<br />
applicable policies and procedures, being available for student consultation, attending<br />
required faculty and college meetings, and submission of grades by the deadline. Adjunct<br />
appointment letters are sent at least two weeks before the start of a semester. Adjuncts<br />
may teach a maximum of 12 credit hours/semester, which includes their teaching<br />
responsibilities among all CCSNH colleges. Appointment letters include the courses to be<br />
taught, class/lab hours, and room assignments.<br />
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Scholarly expectations for faculty at <strong>RVCC</strong> are consistent with the mission and purpose of<br />
the College and are documented in SJDs along with faculty workload. Whenever a<br />
program requires that a faculty member hold specific licensure or certification in order to<br />
prepare students for the field of study, holding that credential is part of the job description<br />
and is evaluated prior to hiring. As part of the development of a faculty member’s<br />
workload each semester; the faculty member, Department Chair, and VPAA evaluate any<br />
scholarly pursuits that are categorized as non-instructional workload, and appropriate<br />
course release time is provided. Recently, examples of this type of work include <strong>RVCC</strong>’s<br />
co-requisite math project, committee work to develop course equivalency between CCSNH<br />
and the University System of NH, and preparation for individual program accreditation selfstudies.<br />
Program Directors and Department Chairs often have additional responsibilities as outlined<br />
in Article X of the Faculty CBA. The standard at River Valley is that the Program Director<br />
for each program is responsible for academic advising of any student in their program.<br />
There is also one full-time and one part-time advisor for General Studies and nonmatriculated<br />
students, and one part-time advisor for Liberal Arts students. In the case<br />
where a student may have multiple majors, direct communication between advisors is<br />
carried out to ensure that students are on track for both programs and can complete<br />
courses for both programs on an appropriate schedule.<br />
Currently, all advisors have access to each student’s unofficial transcript through the<br />
electronic Student Information System (SIS) and official transcripts via Banner or to<br />
student files held in the Registrar’s Office. This transcript allows advisors to see what<br />
courses and grades a student has taken and earned at any CCSNH institution, what<br />
courses the student has specifically taken or transferred in to River Valley, and what<br />
courses the student is currently enrolled in. In Fall of 2017, all programs were required to<br />
develop program maps. These maps are the pathway of courses, delineated by semester<br />
offered, that a student must take. Each Program Director uses these program maps when<br />
advising students and program maps for each program are housed in the <strong>RVCC</strong><br />
Communications folder available in Canvas so that any advisor can access any map and<br />
assist students who may be considering changing majors.<br />
Program Directors are encouraged to do graduation audits at least one semester before<br />
the student is scheduled to graduate. Graduation audits for each student are then<br />
performed by the Registrar in the spring of the student’s final year to ensure that students<br />
are on track to graduate. At the time of the graduation audit, Program Directors or<br />
advisors are notified of any discrepancies to allow time for additional advising or to<br />
transfer in any missing classes.<br />
Recruitment, Hiring, Compensation<br />
Job openings for faculty are done in a transparent and orderly fashion. The College’s hiring<br />
practices comply with federal equal employment opportunity guidelines and state<br />
nondiscrimination laws. Department Chairs work with the VPAA and Human Resources to<br />
advertise job openings, first throughout CCSNH (in house) for one week (as per current<br />
contract wording) and then to the wider community. There is a standard CCSNH-wide<br />
application form and process.<br />
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As per the full-time faculty’s CBA, job announcements include the position title, grade<br />
level, employment status (exempt/nonexempt), position location, number of days and<br />
hours per week, pay rate, job description, required qualifications, requirements for<br />
applying, and the application processing period. Prospective hires are made aware of the<br />
job requirements and responsibilities in the job notices. Full-time faculty applicants<br />
receive a SJD that includes the scope of practice, accountabilities, minimum qualifications,<br />
and expected work traits. The SJD is adapted and reflective of the level of faculty rank<br />
that the hire will be employed at and is revised as the faculty member’s responsibilities<br />
change, or as the faculty is promoted to a higher rank.<br />
As part of the application process, full-time faculty applicants are asked to create and<br />
present a short lesson plan to a group of faculty and staff who are interested in<br />
participating. Feedback is collected and used by the search team that is comprised at least<br />
of the Department Chair and program representatives.<br />
Human Resources has a well-defined hiring process for adjuncts which includes completing<br />
an on-line application, listing courses taught in the past, and listing courses the applicant<br />
is qualified to teach. The appointment as adjunct and assignment is issued by the VPAA<br />
each semester.<br />
Faculty are encouraged to participate in the search process for instructional staff. Often,<br />
job openings are spread through word of mouth of faculty to colleagues in the field while<br />
job openings are posted, initially internally throughout CCSNH and then secondarily<br />
through public notification on the <strong>RVCC</strong> website. Qualified applicants are interviewed by a<br />
search committee and then make a short, public, teaching presentation to any college<br />
member who can attend. Any college employee who attends the presentation is surveyed<br />
for feedback.<br />
Faculty hiring is compatible with the College’s mission to provide a quality education for<br />
lifelong learning and career pathways. This can be seen by the variety of degrees,<br />
specialty licenses, professional backgrounds and experiences of the faculty.<br />
All faculty salaries at River Valley follow the salary schedule negotiated by the faculty and<br />
administration outlined in the Collective Bargaining Agreement. Salaries are<br />
commensurate with faculty appointment level and with an incremental (step) process.<br />
Faculty salaries increase provided satisfactory job performance is documented. This is<br />
done through performance evaluations and occurs in a standard fashion based on<br />
longevity. The length of time a faculty member stays at each step level is outlined in<br />
Article XVII of the CBA (17.1.2 b). Faculty may move from one faculty level to the next,<br />
and therefore onto the next pay level, through the formal promotion process. Benefits are<br />
provided to all full-time faculty at either the single, two-person, or family level. Additional<br />
compensation in the form of a stipend is provided to faculty holding a title of either<br />
Program Director of Department Chair. In the newest CBA, an increase to the stipend for<br />
PDs and DCs is included as is an increase to all faculty (3% increase in January 2018 and<br />
an additional 4% in August of 2018).<br />
All faculty have a choice between two health care plans depending on their individual<br />
needs and a portion of each members deductible is covered by the CCSNH. For those<br />
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faculty and staff that choose to “opt out” of the CCSNH health care options because they<br />
are covered elsewhere, a medical buy-out stipend is provided.<br />
As described in Article 16 of the 2017-2018 adjunct faculty CBA, adjunct faculty are hired<br />
at one of three levels (adjunct instructor, adjunct lecturer or adjunct senior lecturer) each<br />
with a rise in salary. The contract also includes further information about pay rates for<br />
Clinical adjunct faculty, pay for attendance at required meetings and payments that occur<br />
in the event of a late cancellation of a scheduled class.<br />
The College has been able to attract qualified faculty and staff with few exceptions. The<br />
best advertising has often been word of mouth as Department Chairs and Program<br />
Directors reach out through professional networks to qualified candidates, or other staff<br />
members discuss open positions at <strong>RVCC</strong> with their acquaintances. The Allied Health,<br />
Health Science, and Nursing positions tend to take longer to fill due to the discrepancy<br />
between teaching salaries and the clinical salaries individuals are leaving to take the<br />
teaching positions. Ultimately, faculty often make the leap from clinical practice to<br />
instruction because of the quality of the experience and their dedication to passing on<br />
knowledge to new professionals. There is a strong comradery among <strong>RVCC</strong> faculty and<br />
academic staff. Most have been here for many years. Newest hires have been in the<br />
Business, Nursing, and Occupational Therapy Assistant programs (due to retirements and<br />
new job offers). We also have many adjuncts who are well respected and hired regularly.<br />
Onboarding & Ethical Standards<br />
Faculty are integrated into the institution through a formal New Faculty Orientation process<br />
which is guided by the New Faculty Handbook, updated in 2017. During this process, each<br />
faculty member meets with the Human Resource officer as part of the onboarding process.<br />
At this time, any required federal paperwork is completed and faculty are introduced to<br />
River Valley policies that ensure that faculty act responsibly and ethically. New hire<br />
training includes review of CCSNH policies (Policy 323.01 Workplace Conduct) such as nondiscrimination,<br />
anti-bullying and sexual harassment, and acceptable use of IT. During this<br />
onboarding of faculty, they are also introduced to the protections afforded them by their<br />
respective CBA’s as well as the guidelines for Academic Freedom and Professional<br />
Responsibility (Full-time faculty CBA Article VI Academic Freedom & Professional<br />
Responsibility; adjunct faculty CBA Article 13 Academic Freedom & Professional<br />
Responsibility) Additional policies are found in The Faculty and Staff Manual which is<br />
available in Canvas.<br />
Professional Development<br />
Professional Development is outlined as part of expected full-time faculty workload (CBA<br />
Article X). Annually, full-time faculty complete a Professional Growth Plan (PGP) that<br />
identifies goals and action items relevant to the College Strategic Plan regarding student<br />
access, student success, teaching and learning, and sustainability. The Institution and<br />
System provide internal opportunities for professional development including the Annual<br />
CCSNH Symposium and Monthly Teaching and Learning Seminars. Carl Perkins Grant<br />
funds have also traditionally been available for faculty professional development in all<br />
technical programs at <strong>RVCC</strong>. Those faculty with individual licensure or professional<br />
requirements often pay for external professional development out of pocket and the<br />
institution is supportive in approving time off to attend these seminars.<br />
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There is a standard process that <strong>RVCC</strong> employees must follow in order to request Perkins<br />
funds. The process and forms are available to all employees through Canvas. Funds are<br />
allocated by the grant program manager.<br />
Evaluation & Promotion<br />
The CBA outlines the process for faculty evaluation and promotion (Full-time CBA Section<br />
XI and XII, Adjunct CBA Article 11 Evaluation) as well as outlines the process for faculty<br />
grievances (Full-time faculty CBA Section VII Grievance and Arbitration Procedures;<br />
Adjunct CBA Article 7 Grievance and Arbitration Procedures).<br />
Faculty at <strong>RVCC</strong> are evaluated on a regular basis. The process of faculty evaluation is<br />
outlined in the CBA in article XII – Performance Evaluations and occurs on a regular<br />
schedule based on the length of time the faculty member has served the College. The<br />
evaluation of the faculty member is carried out by either the Department Chair or the<br />
VPAA in the areas of teaching and learning effectiveness; academic contributions; service<br />
to students; service to the department/CCSNH/and community; and professional growth<br />
and development. During the evaluation process, the evaluator considers how effective<br />
the faculty member is in each area related to the mission and vision of both <strong>RVCC</strong> and<br />
CCSNH, as well as how effective the faculty member is at meeting their job duties and<br />
responsibilities as outlined in their SJD. Information for the evaluation also comes from<br />
the student evaluations that are completed at the end of each course, discussions with<br />
students seated in the faculty member’s class, a classroom evaluation and any selfevaluations<br />
related to a faculty member’s yearly Professional Development Plan. The<br />
evaluations are used to identify areas of strength as well as areas for improvement, and<br />
help support planning for continued workload assignments or to support the need for<br />
faculty professional development.<br />
During each evaluation, faculty are assessed on their knowledge related to their content<br />
area as well as their ability to teach. In concert with these evaluations, faculty complete<br />
Professional Growth Plans (PGPs)each year to self-identify any needed areas of<br />
improvement and develop a plan to meet those needs. These PGPs are particularly helpful<br />
in correcting any areas of knowledge or pedagogical weakness.<br />
Evaluations are one of the components utilized in the process of faculty promotion which is<br />
handled differently depending on if a faculty member is full-time or adjunct. Adjunct<br />
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faculty are eligible to move up a level after six successful semesters of teaching at the<br />
College as outlined in Article 16 of the Adjunct CBA. Adjunct faculty must identify their<br />
request for promotion in writing to their supervisor who will ensure that the proper<br />
evaluations have been completed and make a recommendation to the VPAA. The VPAA is<br />
responsible for the final decision.<br />
The process of promotion for full-time faculty is more involved and is outlined in Article XI<br />
of the Full-time Faculty CBA. Faculty are eligible to promote between levels after a<br />
specified period of time at the previous level. Promotion entails the submission of a<br />
portfolio which is evaluated by a committee of Master Teacher Fellows of the faculty<br />
member’s peers. Master Teacher Fellows must hold an academic rank at or above the<br />
rank the faculty member is seeking to promote to. In addition to portfolio review, the<br />
Master Teacher Fellows also observes the faculty member in the classroom, interviews<br />
students, interviews the faculty member’s colleagues and supervisor, and uses a<br />
standardized rubric which grades the faculty member on five areas: Teaching & Learning<br />
Effectiveness, Academic Contributions, Service to Students, Service to<br />
Institution/System/Community, and Professional Growth & Development. To obtain<br />
promotion, the faculty member must meet minimum standards on the promotion rubric for<br />
the level they are seeking.<br />
Appraisal of Faculty & Academic Staff<br />
The faculty and staff at <strong>RVCC</strong> are a small, but dedicated group of employees who work<br />
together to support the students and the mission of the College. Faculty and staff are<br />
hired, evaluated, retained, and promoted through a clear set of policies outlined by the<br />
CCSNH Board of Trustees and further clarified via the Collective Bargaining Agreements.<br />
Each employee unit; faculty, staff, and adjunct faculty, are represented by their own<br />
unions which negotiate each respective Collective Bargaining Agreement.<br />
One discrepancy related to hiring that has been identified occurred as result of a previous<br />
Interim President, who set a standard that the search committee for faculty should<br />
specifically excluded the Program Director (PD) or Department Chair (DC) to which the<br />
incoming faculty member would be reporting. The thought behind this was that the PD or<br />
DC might influence the hiring committee. However, faculty voiced dissent at this process<br />
and identified that specific necessary qualifications, known intimately by the PD or DC may<br />
not be evaluated if they were not seated on the interview team. Under the current<br />
administration, this has been rectified and the PD or DC is always seated, and often chairs,<br />
the interview team. The team makes a recommendation for the candidate of choice to the<br />
President. The President considers the recommendation of the interview team, but is<br />
ultimately responsible for appointment of the position.<br />
At times the salary discrepancy between practitioner and faculty member causes some<br />
difficulty in recruiting faculty to open positions, particularly in the areas of Allied Health.<br />
For example, the Radiologic Technology program experienced difficulty recruiting a Clinical<br />
Coordinator. This contributed to the program being placed on probation with their national<br />
accrediting agency, JCERT. After one and one half years of vacancy, the Clinical<br />
Coordinator positon was filled in December of 2018. In another example, in Spring of<br />
2018, the position of Fieldwork Coordinator of the Occupational Therapy Assistant program<br />
was vacant during the program self-study visit. This vacancy contributed to the<br />
probationary status of the OTA program. The Fieldwork Coordinator position was filled in<br />
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September of 2018 and the OTA program was removed from probationary status in<br />
December of 2018.<br />
A change that has recently impacted faculty as a result of the new CBA (2017-<strong>2019</strong>) is the<br />
clause that states that faculty are to remain “available and accessible” to students. In the<br />
past, advising time was considered “non-instructional” time. The updated CBA includes<br />
teaching, planning, evaluating, tutoring, advising, assisting students, curriculum/program<br />
development, academic contributions, and availability and access for students under the<br />
“instructional time”. This is a change from the old standard of holding 5 hours per week of<br />
office availability. With the increased use of technology for advising, faculty across CCSNH<br />
identified that the concept of an “office hour” was outdated as many faculty are<br />
communicating with their advisees through email exchanges and the use of the Learning<br />
Management Systems to discuss relevant advising. The change to the new standard of<br />
being “available and accessible” to students has improved the faculty at River Valley’s<br />
communication with students particularly in light of covering three academic locations. It<br />
was not always possible for a student to travel to the faculty’s location for advising and not<br />
always possible for the faculty to travel to one of the other Academic Center. Giving more<br />
flexibility to the faculty for student support has been a welcome change. Another welcome<br />
change was the arrival of the new President, and his commitment to filling vacant positions<br />
and stabilizing the organizational chart. Additional improvements will come as a result of<br />
assessing and updating advising procedures to include all faculty, not just Program<br />
Directors, in advising and implementation of Degree Works, an advising software.<br />
At River Valley, some faculty serve as Program Directors, and thus advisors, for multiple<br />
programs. Some Program Directors also serve as Department Chairs in addition to their<br />
faculty role. A number of faculty in the Allied Health department hold the role of Clinical<br />
Coordinator (or equivalent) in addition to their teaching responsibilities. Per the Faculty<br />
CBA, it is standard at River Valley that all Department Chairs receive a one course<br />
reduction each semester. In Spring of 2018 Department Chairs updated the workload<br />
forms to better meet the release time requirements outlined in the updated CBA, and<br />
discussed how Department Chair release time would be managed consistently across<br />
departments. As of Fall 2018, all Department Chairs are expected to hold a workload<br />
between 8-10 contact hours with the remainder of their workload time being dedicated to<br />
the responsibilities that are outlined by their role as Department Chair. As this is a new<br />
process, it will need to be evaluated and updated by the VPAA and Department Chairs<br />
after Spring <strong>2019</strong>.<br />
Strengths<br />
The College’s hiring practices ensure a faculty with a variety of degrees, specialty<br />
licenses, professional backgrounds and experiences.<br />
Adequate support for academic staff is assessed via minutes from program or<br />
department meetings, Department Chair meetings, or Faculty Forum meetings.<br />
Changes to the CBA have allowed faculty more freedom in how they utilize out of<br />
class time to support students.<br />
Challenges<br />
The College’s faculty and staff represent somewhat limited ethnicity, but this is<br />
reflective of the state’s demographics, of the regions that <strong>RVCC</strong> serves, and of the<br />
student population.<br />
Course release time for faculty has not always been consistently applied.<br />
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Teaching & Learning<br />
Instructional Techniques & Content<br />
Every course at <strong>RVCC</strong> has an official document referred to as the course outline. While the<br />
course outline identifies topics to cover in a specific course, faculty have the academic<br />
freedom to teach in whatever manner they feel will best meet the course outcomes.<br />
Frequent methods of instruction include: didactic instruction such as lecture, student group<br />
work, guest lectures, case studies, video supplementation of course content; laboratory<br />
instruction to develop psychomotor skills such as hands-on manipulations, skills, role play,<br />
and simulations; and clinical learning and internships where students are learning directly<br />
in the work environment either under the direct supervision of <strong>RVCC</strong> faculty also at the<br />
workplace or by a clinical preceptor who is overseen by an <strong>RVCC</strong> faculty member. Many<br />
faculty incorporate technology into student learning via Canvas or the use of<br />
teleconferencing classrooms to allow for improved utilization of resources across the three<br />
<strong>RVCC</strong> locations.<br />
Faculty at <strong>RVCC</strong> utilize a variety of instructional techniques including lectures,<br />
demonstrations, discussions, hands-on labs, videos, readings, research projects, journals,<br />
and observations. The instructional techniques that are used in each course are identified<br />
in the course outline and are approved by the Curriculum Team for each course.<br />
Instructional modes at <strong>RVCC</strong> include 100% face to face courses, hybrid courses, and 100%<br />
online courses. Hybrid courses and online courses are delivered through Canvas. Faculty<br />
teaching face to face also utilize Canvas for assignments and posting of lecture material.<br />
The CCSNH System is responsible for developing a coordinated and integrated approach to<br />
on-line learning policies. The VPAAs approved a posted list of on-line policies in 2011 that<br />
include class size (maximum 20 students unless agreed upon by instructor and VPAA), and<br />
specific information that must be included in the on-line syllabus (such as information on<br />
Americans with Disability Act, copyright information, proctored exams and student<br />
authentication).<br />
Evaluation Methods<br />
Evaluations of student learning take place at the individual course level as determined by<br />
the individual faculty member through whichever assessment techniques they feel best<br />
measure the required course outcomes. Students who do not feel as though their learning<br />
in a course is sufficient have direct access to their instructors and can also bring their<br />
concerns to the attention of the Program Director, Department Chair, or VPAA. Most<br />
student concerns related to these issues are often a result of courses taught by new<br />
adjunct faculty. When this occurs, Program Directors or Department Chairs have<br />
employed a more rigorous mentoring process including, but not limited to classroom<br />
observations and one on one feedback with the adjunct faculty. Students also evaluate<br />
their learning in the course at the end of each semester during course evaluations and<br />
these evaluations are used by Department Chairs during the faculty evaluation process. All<br />
students must meet minimum passing grade standards in order to obtain credit for their<br />
course and for the course to be credited towards their graduation requirements.<br />
Students are allowed to choose what mode of delivery they would like to pursue based on<br />
the schedule of courses available but may be encouraged by their advisor to take a specific<br />
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mode of delivery when there is a need. Students are informed about the online learning<br />
environment on the <strong>RVCC</strong> website. River Valley has steadily increased its online learning<br />
opportunities over the past five years and now offers approximately 32-34 courses each<br />
fall semester in a completely online format.<br />
As previously described, faculty performance in both the face to face and online classroom<br />
is assessed on a standard schedule as outlined in the CBA. When areas of concern arise<br />
related to the quality of teaching and learning, it is the responsibility of the Department<br />
Chair to develop a plan, in conjunction with the individual faculty member, to remediate<br />
the issue. For many years there has been a set monthly meeting dedicated to Teaching &<br />
Learning for faculty. This had been organized by a full-time faculty member and open to<br />
full and adjunct faculty as well as any staff or administrators who wished to join. Topics<br />
covered in the past three years included subjects such as: Guided Pathways, Rethinking<br />
Student Instruction, Social Learning Theory & Bloom’s Taxonomy, Mentoring Students and<br />
Developing their Motivation to Persist and Do Well, Connections Between Academic<br />
programs and Developmental courses, Developing Rubrics, and Problem Based Learning.<br />
Professional Development<br />
Each year, <strong>RVCC</strong> participates in the CCSNH Symposium during which various workshops<br />
are available for faculty. The workshops vary in topic based on faculty and staff input<br />
across the system, but a number of workshops each year relate to topics that may be<br />
utilized to enhance quality in the classroom. Topics in recent years have included The<br />
Flipped Classroom, Mindfulness in Education, and Podcasting lectures.<br />
Faculty also have access to on-line professional development courses through the library<br />
on such topics as Evaluating Sources and Open Educational Resources. In Spring of 2018,<br />
all advisors, and interested staff and faculty were trained in NOABO/Veera Bridge (which<br />
allows access to programmatic enrollment data.) As <strong>RVCC</strong> and CCSNH prepared to<br />
transition to Canvas in Summer of 2018, there were also a number of formal trainings on<br />
the Learning Management System at the department and college level lead by members of<br />
the faculty who had prior experience using Canvas.<br />
Faculty and staff are provided the additional benefit of taking courses at any System<br />
institution for free through an employee waiver program. All employees must have<br />
permission of their supervisors to do this.<br />
Exposure of Students to Various Instructors<br />
At <strong>RVCC</strong>, all associate degree programs have a required Liberal Arts component as<br />
outlined by the Board of Trustees Academic Policy and as described in Standard 4. These<br />
requirements ensure that any student in an associate degree program taking Liberal Arts<br />
courses as part of their program of study are taught by faculty with educational experience<br />
or expertise in their field. Technical courses in each program are taught by faculty with<br />
educational experience, expertise, licensure, or certification in the specific field of study.<br />
Course outlines are a college-wide document, approved by the Curriculum Committee,<br />
which specify the description, objectives, outcomes, and teaching methods for a particular<br />
course. This document ensures that multiple sections of a course that are taught,<br />
regardless of instructional mode (face to face, hybrid, or online) are consistent for all<br />
sections of the same course. The course outline also includes grading scales to ensure<br />
equity in grading. When multiple faculty teach the lecture or lab sections of a course, the<br />
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course outline includes a grading scale and the Department Chair is responsible for<br />
coordinating the use of the same textbook. There is flexibility in how faculty meet the<br />
required outcomes identified in the course outline and each course must have a syllabus<br />
which identifies how the individual faculty member will run their course. Faculty are also<br />
protected by Academic Freedom policies in the CBA which allow for flexibility and<br />
personalization of each class offered.<br />
Academic Advising<br />
Throughout the three <strong>RVCC</strong> academic locations there are 1.5 Academic Advisors dedicated<br />
to advising General Studies students, which includes students who are undecided, and<br />
non-matriculated students; and one part-time advisor dedicated to Liberal Arts students.<br />
Program Directors and Department Chairs are also responsible for academic advising<br />
according to the program maps which have been created for each major at the College.<br />
Students are assigned an advisor upon acceptance to the College and they are provided<br />
with their advisor’s name and contact information in their acceptance letter. Each<br />
semester there are set Academic Advising Weeks which coincide with the distribution of<br />
the schedule for the following semester. Prior to the Academic Advising Week, fliers are<br />
posted throughout the College and emails are sent out from the Students Success Centers<br />
as well as directly from advisors to ensure that students are aware of upcoming advising<br />
and registration dates. All advisors have access to the advising manual which was<br />
updated in 2018 as well as access to the program maps via Canvas. Academic Advising is<br />
assessed as part of the Graduate Satisfaction Survey provided to graduating seniors.<br />
Scholarship & Research<br />
There are CCSNH policies that support scholarship, research and creative activities. The<br />
full-time faculty contract states up to 5% of full-time faculty’s job can be used for<br />
professional growth and development (Article X). This allowance is most frequently used<br />
by faculty in the Allied Health and Health Science programs. Two of the three Physical<br />
Therapist Assistant faculty, both of the Occupational Therapy Assistant faculty, and all<br />
faculty (full-time and adjunct) in the Massage Therapy program take time during the<br />
school year for clinical practice. Faculty also use this time to pursue advanced degrees.<br />
Recently, the Computer Technology faculty member earned his Master’s degree, the Math<br />
faculty member is in the process of earning his Doctoral Degree, and both OTA faculty<br />
members are enrolled in graduate programs (one Doctoral and one Master’s). The<br />
contract also outlines the policy that allows a faculty member to request either a paid or<br />
unpaid educational leave (Article XXV). The adjunct faculty contract does not include<br />
release time for professional growth and development nor for educational leaves (but does<br />
cover leaves for temporary disability, military service and civil duty).<br />
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Policies also exist to support formal research. CCSNH Policy 690.09 Protocols for Research<br />
in the Classroom identifies who may serve as research investigators, privacy requirements,<br />
oversight responsibilities, and the required elements in a written research proposal.<br />
Appraisal of Teaching & Learning<br />
Faculty at <strong>RVCC</strong> are dedicated to providing quality, relevant course materials. The use of<br />
Canvas helps to incorporate technology into all coursework and faculty at <strong>RVCC</strong> work hard<br />
to ensure that college courses are delivered at a high level regardless of if they are online,<br />
hybrid, or face to face courses.<br />
The majority of funding for faculty training comes through Perkins funding, however in<br />
recent years, Perkins funding has not been available to every eligible program. In AY16-<br />
17, under the Interim President, the Perkins Funding approach was drastically changed to<br />
a collaborative model that included Program Directors for all relevant programs. Program<br />
Directors met to discuss programmatic needs and the grant proposal was based on<br />
collaborative decision making, with an impartial grant manager to oversee the process.<br />
This new process led to a much more transparent distribution of funding and in Fall of<br />
2018, eight programs (Business Management, Early Childhood Education, Massage,<br />
Respiratory Therapy, Nursing, Medical Laboratory Technician, Phlebotomy, and Physical<br />
Therapist Assistant) were able to buy equipment or utilize Perkins funding for professional<br />
development.<br />
While this process has greatly improved the equality of funding distribution, it does not<br />
address all concerns related to professional development and training as not all programs<br />
or divisions are eligible for Perkins funding. As the budget stabilizes, the College will draft<br />
a formal Professional Development process by which faculty who do not qualify for Perkins<br />
funding can access professional development activities.<br />
Projections:<br />
<br />
<br />
By Fall <strong>2019</strong>, the VPAA and Department Chairs will make a recommendation to<br />
revise the College’s current advising model to include all faculty and incorporate<br />
Degree Works into advising processes.<br />
By Spring 2020 the Department Chairs will draft a formal recommendation for a<br />
Professional Development process and present it to the VPAA.<br />
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Standard 6: Teaching, Learning, and Scholarship<br />
(Faculty by Category and Rank; Academic Staff by Category, Fall Term)<br />
3 Years 2 Years 1 Year Current Year<br />
Prior Prior Prior<br />
(FY 2016) (FY 2017 ) (FY 2018) (FY <strong>2019</strong>)<br />
? Number of Faculty by category<br />
Full-time 30 28 23 21<br />
Part-time<br />
Adjunct 127 92 86 64<br />
Clinical 7 7 7 9<br />
Research<br />
Visiting<br />
Other; specify below:<br />
Total 164 127 116 94<br />
Percentage of Courses taught by full-time faculty<br />
47.00% 41.00% 38.00% 44.00%<br />
? Number of Faculty by rank, if applicable<br />
Professor 21 18 12 11<br />
Associate 9 9 10 9<br />
Assistant 1 1<br />
Instructor<br />
Other; specify below:<br />
Total 31 27 22 21<br />
? Number of Academic Staff by category<br />
Librarians 1 1 1 1<br />
Advisors 2 2 2 3<br />
Instructional Designers<br />
Other; specify below:<br />
Total 3 3 3 4<br />
Please enter any explanatory notes in the box below<br />
Advisors for current year: acutally 2.5 FTE<br />
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Standard 6: Teaching, Learning, and Scholarship<br />
(Highest Degrees, Fall Term)<br />
3 Years 2 Years 1 Year Current Year<br />
Prior Prior Prior<br />
? (FY 2016 ) (FY 2017) (FY 2018 ) (FY <strong>2019</strong>)<br />
Highest Degree Earned: Doctorate<br />
Faculty Professor 4 3 1 1<br />
Associate 2 3 3<br />
Assistant<br />
Instructor<br />
No rank<br />
Other<br />
Total 4 5 4 4<br />
Academic Staff<br />
Other; specify*<br />
Librarians<br />
Advisors<br />
Inst. Designers<br />
Highest Degree Earned: Master's<br />
Faculty Professor 17 14 9 7<br />
Associate 4 4 4 4<br />
Assistant 1<br />
Instructor<br />
No rank<br />
Other<br />
Total 22 18 13 11<br />
Academic Staff Librarians 1 1 1 1<br />
Advisors<br />
Inst. Designers<br />
Other; specify*<br />
Highest Degree Earned: Bachelor's<br />
Faculty Professor 1 1 1 1<br />
Associate 1 1<br />
Assistant 1 1<br />
Instructor<br />
No rank<br />
Other<br />
Total 3 2 1 2<br />
Academic Staff<br />
Other; specify*<br />
Librarians<br />
Advisors<br />
Inst. Designers<br />
Highest Degree Earned: Professional License<br />
Faculty<br />
Professor<br />
Associate<br />
Assistant<br />
Instructor 1 2 1<br />
No rank<br />
Other<br />
Total 1 2 1 0<br />
Academic Staff<br />
Other; specify*<br />
Librarians<br />
Advisors<br />
Inst. Designers<br />
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Standard 6: Teaching, Learning, and Scholarship<br />
(Appointments, Tenure, Departures, Retirements, Teaching Load Full Academic Year)<br />
3 Years 2 Years 1 Year Current Year<br />
Prior<br />
Prior<br />
Prior<br />
(FY 2016) (FY 2017) (FY 2018 ) (FY <strong>2019</strong>)<br />
FT PT FT PT FT PT FT PT<br />
? Number of Faculty Appointed<br />
Professor<br />
Associate 1 5 1<br />
Assistant 2<br />
Instructor<br />
No rank<br />
Other<br />
Total 0 0 1 0 5 0 3 0<br />
? Number of Faculty in Tenured Positions<br />
Professor<br />
Associate<br />
Assistant<br />
Instructor<br />
No rank<br />
Other<br />
Total 0 0 0 0 0 0 0 0<br />
? Number of Faculty Departing<br />
Professor 4 6 1<br />
Associate 1<br />
Assistant 1<br />
Instructor<br />
No rank<br />
Other<br />
Total 0 0 6 0 6 0 1 0<br />
? Number of Faculty Retiring<br />
Professor 1 1 1<br />
Associate<br />
Assistant<br />
Instructor<br />
No rank<br />
Other<br />
Total 0 0 1 0 1 0 1 0<br />
Fall Teaching Load, in credit hours<br />
Professor Maximum 18.00 18.00 18.00 18.00<br />
Median 16.50 16.50 16.50 16.50<br />
Associate Maximum 18.00 18.00 18.00 18.00<br />
Median 16.50 16.50 16.50 16.50<br />
Assistant Maximum 18.00 18.00 18.00 18.00<br />
Instructor<br />
No rank<br />
Other<br />
Median 16.50 16.50 16.50 16.50<br />
Maximum<br />
Median<br />
Maximum<br />
Median<br />
Maximum<br />
Median<br />
Explanation of teaching load if not measured in credit hours<br />
Teaching load is measured in contact hours. 1 hour of teaching lecture or lab = 1 contact hour.<br />
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Standard 6: Teaching, Learning, and Scholarship<br />
(Number of Faculty by Department or Comparable Unit, Fall Term)<br />
3 Years<br />
2 Years 1 Year<br />
Current Year<br />
Prior<br />
Prior<br />
Prior<br />
(Fall 2015 ) (Fall 2016) (Fall 2017 ) (Fall 2018 )<br />
FT PT FT PT FT PT FT PT<br />
Number of Faculty by Department (or comparable academic unit); insert additional rows as needed<br />
? Allied Health 8 9 5 6<br />
Business and Accounting 3 3 2 2<br />
Health Sciences 3 2 3 2<br />
Liberal Arts 7 7<br />
Liberal Arts and Criminal Justice 2 2<br />
Mathematics & Engineering 2 1<br />
Science & Technology 2 2<br />
Nursing 6 6 5<br />
Nursing & Respiratory Therapy 7<br />
Total 24 0 25 0 21 2 23 2<br />
Please enter any explanatory notes in the box below<br />
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Standard 6: Teaching, Learning, and Scholarship<br />
(Faculty and Academic Staff Diversity)<br />
For each type of diversity important to your institution (e.g., gender, race/ethnicity, other), provide information on<br />
faculty and academic staff below. Use current year data.<br />
Faculty Full-time Part-time Total<br />
Headcount<br />
Headcount<br />
Goal<br />
(specify year)<br />
?<br />
?<br />
Category of Faculty (e.g., male/female, ethnicity categories); add more rows as needed<br />
women 19 19<br />
men 4 4<br />
white 22 22<br />
African/American 1 1<br />
Hispanic/Latino 1 1<br />
0<br />
0<br />
Academic Staff Full-time Part-time Total Headcount Headcount<br />
Goal<br />
(specify year)<br />
Category of Academic Staff (e.g., male/female, ethnicity categories); add more rows as needed<br />
women 2 2<br />
men 2 2<br />
white 4 4<br />
African/American 0 0<br />
Hispanic/Latino 0 0<br />
0<br />
0<br />
Please enter any explanatory notes in the box below<br />
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Standard Seven<br />
Institutional Resources
Description<br />
River Valley Community College is funded primarily from tuition and fees revenue, and<br />
from the funds appropriated from the State Legislature as part of their biannual budgeting<br />
process. Between 2016 and <strong>2019</strong>, the percentage of state allocations between the<br />
colleges increased for the smaller, rural colleges. In <strong>2019</strong>, the state allocated $5,610,017<br />
to <strong>RVCC</strong>, an increase over the past three fiscal years, allowing <strong>RVCC</strong> to rely less on tuition<br />
and fees (Figure 7.1). This helped maintain financial stability during a time of decreasing<br />
enrollment.<br />
Figure 7.1: <strong>RVCC</strong> Funding 2016-<strong>2019</strong><br />
River Valley’s tuition and fees have varied over the past four years, ranging from<br />
$4,140,465 in FY16 to $3,912,443 in FY19. This variability is a result of both a declining<br />
student population and an increase in tuition and fees. For example, in FY18 after several<br />
years of declining enrollment with no change in tuition, the BoT voted to increase our per<br />
credit tuition amount from $200 to $210, with another needed increase in FY19 to $215<br />
per credit. The FY19 increase coincided with an additional increase in the <strong>RVCC</strong> student<br />
fee (calculated on a per credit basis) from $5/credit to $9/credit. This student fee increase<br />
occurred due to the removal of the graduation fee.<br />
When comparing average revenues between FY16 and FY18, our actual revenues have<br />
been funded 52% by the State of NH legislature appropriations via the CCSNH system<br />
office, 39% through tuition and fees, and 9% comes from other sources such as Grants,<br />
Workforce Development, Facility Rentals and Bookstore Commissions (Table 7.1).<br />
Table 7.1: <strong>RVCC</strong> Revenue Sources FY16 – FY19<br />
Revenue FY 2016 FY 2017 FY 2018 Average<br />
Sources<br />
Tuition and<br />
Fees<br />
$ 4,140,465 $ 3,852,025 $ 3,795,393 39%<br />
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Gov. Grants $ 300,404 $ 1,389,296 $ 176,707 6%<br />
Other<br />
$ 58,211 $ 51,267 $ 54,483 1%<br />
Auxiliary<br />
Other<br />
$ 159,805 $ 253,067 $ 183,569 2%<br />
Revenue<br />
State<br />
$ 4,961,614 $ 5,152,158 $ 5,593,353 52%<br />
Appropriations<br />
Total Revenue $ 9,620,499 $ 10,697,813 $ 9,803,505 100%<br />
Although our Board of Trustees and our Advisory Committee are empowered to seek<br />
donations and accept gifts, these do not account for a regular or sizable portion of our<br />
resources. In Fall of 2018, a Chief Advancement Officer for the CCSNH Foundation, Tim<br />
Allison, was hired to focus efforts on stewardship and donation cultivation for all New<br />
Hampshire Community Colleges. His work will hopefully make donations a bigger part of<br />
the <strong>RVCC</strong> revenue stream.<br />
Human Resources<br />
Overview<br />
<strong>RVCC</strong> employs highly qualified personnel to fulfill its mission. As of February 1, <strong>2019</strong>, River<br />
Valley Community College employed a total of 185 employees, which includes 21 full-time<br />
faculty, 96 adjunct faculty, and 68 full-time and part-time staff. Of the 185 employees,<br />
179 are unionized, while the remaining 6 are classified as non-union administrators. All<br />
hires must meet minimum standards of employment and are evaluated on a yearly basis<br />
to ensure that they are meeting the standards of their job responsibilities. Faculty must<br />
meet minimum education and experiential requirements as discussed in Standard Six.<br />
<strong>RVCC</strong>, as part of the Community College System of New Hampshire, follows three<br />
bargaining agreements. The 2017 – <strong>2019</strong> CCSNH/SEA Staff Collective Bargaining<br />
Agreement applies to all full-time and part-time professional, technical, and operating<br />
support staff, the 2017 – <strong>2019</strong> CCSNH/NHHEU FT Faculty Collective Bargaining Agreement<br />
applies to full-time regular faculty, and the 2017 – 2018 CCSNH/SEA Adjunct Faculty<br />
Collective Bargaining Agreement (currently in bargaining phase) applies to all adjunct<br />
faculty. Procedures and policies for non-union employees are outlined in the CCSNH<br />
Managerial & Confidential Employee Handbook .<br />
Over the past few years, <strong>RVCC</strong> has undergone multiple leadership and administration<br />
changes and has most recently experienced a workforce reduction in the spring of 2017.<br />
Because of this, employees have been asked to step up and put in additional effort, while<br />
finding unique ways to provide exceptional service to students and to accomplish the new<br />
workloads. As a result, many employees have grown in their roles and now occupy<br />
positions of greater responsibility.<br />
With the hiring of a new College President in the summer of 2018, there has been<br />
increased stability and morale at the College. President Williams has initiated a concerted<br />
effort to bring back or introduce several key positions that were lacking. In addition to<br />
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oosting our Enrollment department with a new Enrollment Coordinator, Enrollment<br />
Specialist, and part-time student services staff, key hiring also included an Associate Vice<br />
President of Student Affairs and a Human Resource Officer to establish a strong leadership<br />
team.<br />
Appraisal of Human Resources<br />
Recognizing the limitations that surround antiquated hiring and employment practices<br />
based on previous affiliations that CCSNH had as a state system, <strong>RVCC</strong> has begun<br />
identifying and implementing solutions for inefficiencies with processes and procedures,<br />
such as the following:<br />
<br />
<br />
The onboarding process at <strong>RVCC</strong> has been a struggle for all involved parties due not<br />
only to the inefficiencies of the past but also to the recent vacancy and turnover in<br />
the Human Resource Officer position. With a new Officer hired and CCSNH moving<br />
forward on a project to overhaul onboarding and provide a new application for our<br />
recruitment system, these issues will be mostly eliminated.<br />
Although salary ranges for staff are consistent with state averages for comparable<br />
positions, and come with the added incentive of a good insurance and benefit<br />
package, managers have struggled with providing incentive and reward for<br />
performance due to the unionized increase structure. Through looking at additional<br />
growth opportunities and external professional development, <strong>RVCC</strong> is seeking<br />
alternative and unique ways of recognition.<br />
As a result of the turnover and instability in past years, morale of faculty and staff has<br />
been a chief concern. In addition to providing new stability and greater student service<br />
through key hires, <strong>RVCC</strong> leadership has recognized a lack of structure and role definition.<br />
To rectify this, the College is looking at reporting relationships and confirming or defining<br />
roles for employees where necessary. Although an ongoing project, there have already<br />
been positive results especially within the student services and enrollment area. To assist<br />
in the goal of recruiting and retaining our students, <strong>RVCC</strong> has hired two full-time and one<br />
part-time enrollment specialist. These positions have had a direct impact on the number<br />
of students and community members looking into <strong>RVCC</strong>. In addition, with the hiring of a<br />
full-time IT manager and a full-time IT technician, the <strong>RVCC</strong> community has been able to<br />
obtain and implement better technology and benefit from more timely assistance from the<br />
IT department.<br />
With a stable leadership team, several important positions being hired, and the continued<br />
support from the CCSNH System Office, <strong>RVCC</strong> has been able to gain more confidence in its<br />
strategic goals. Although there will always be room for improvement, the <strong>RVCC</strong><br />
community has made huge strides since July 2018.<br />
Financial Resources<br />
Budgeting Process<br />
State law (RSA 188-F: 2) states that “the Community College System of New Hampshire<br />
shall be governed by a single Board of Trustees which is the policy making and operational<br />
authority. The BoT is responsible for ensuring that the colleges operate a well-coordinated<br />
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system of public community college education.” Further, state law (RSA 188-F: 6; F: 6 IV-<br />
Xii) delegates to the BoT “…the management and control of all the property and affairs of<br />
the Community College system, all of its colleges, divisions and departments…” and a<br />
number of general authorities in the financial affairs area. This includes, but is not limited<br />
to, the acceptance and transfer of funds, the preparation of the biennial capital budget, the<br />
authority to enter contracts, and the ability to obtain land and resources.<br />
The CCSNH Finance Committee is responsible for overseeing fiscal policies related to long<br />
range planning and budgeting for the System. The BoT is advised periodically with regard<br />
to long range financial planning in order to assess whether projected revenues and<br />
expenses are in balance and sufficient to meet stated missions and goals. The BoT then<br />
makes appropriate adjustments in order to provide for fiscally responsible operations over<br />
the long term. CCSNH develops a tactical plan for each biennial period that coincides with<br />
the state funding request cycle. These plans reflect priorities and positions articulated in<br />
both system goals and campus strategic planning documents.<br />
As the head of CCSNH, the Chancellor is responsible for the oversight and management of<br />
funds and other resources, as well as the preparation of all pertinent documents and<br />
materials that require committee review and/or approval. Additionally, the Chancellor has<br />
the responsibility to administer financial policies and present these policies for<br />
documentation necessary for the proper and effective exercise of the BoT’s fiduciary<br />
responsibilities.<br />
Each year, the Chancellor, the Board of Trustees and the College Presidents speak in front<br />
of the New Hampshire Legislative Finance Committees to discuss the CCSNH biennial<br />
report. As part of this review, the Chancellor develops and maintains the CCSNH Capital<br />
Projects Plan which incorporates each college’s six year master plan. These plans are then<br />
used as reference material when asking for allocations of money from the House and<br />
Senate. The BoT periodically offers advice with regards to the plans and estimates for<br />
major project cost and funding.<br />
The CCSNH Foundation is a 501(c) (3) with a mission to provide educational opportunities<br />
through financial assistance for student scholarships, program development, and college<br />
facilities enhancement. CCSNH adheres to all IRS non-profit fundraising policies and does<br />
not solicit favors that would conflict with public interest.<br />
Shared services and other economic efficiencies are handled through the Chief Operations<br />
Officer. Federal funding is handled per federal regulations by the Financial Aid system,<br />
Compliance Officer, and Financial Aid Director of each college. These employees ensure<br />
accurate financial information in Banner. To guarantee the integrity of each college and its<br />
finances, the System Office performs internal audits and ensures all policies and<br />
procedures are operating honestly and efficiently. A BoT subcommittee arranges annual<br />
external financial and A-133 audits, and findings are presented to the Board of Trustees to<br />
guarantee transparency. Financial Aid is also annually audited and recommendations for<br />
improvement are noted.<br />
To provide a system of checks and balances, the President is responsible for maintaining a<br />
balanced budget, approving financial transactions, and explaining any adjustments,<br />
transfers, and revenue/expense patterns to the System Office. The BAO assists the<br />
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President by monitoring the budget, completing periodic fiscal-year forecasts, and ensuring<br />
that <strong>RVCC</strong> adheres to the financial policies laid out by the Board of Trustees.<br />
With the fluctuating staffing in the BAO position, at times there had been loss of oversight<br />
in the finances. As a result, the 2016 Fiscal Year saw a deficit of over ($405,637). When<br />
the College hired the current BAO in August of 2016, a true understanding of the finances<br />
was not even accessible. One of the first tasks of the BAO was to obtain accurate financial<br />
reports, to educate the college community on the financial situation, and create a<br />
transparent financial environment. As a result of these initiatives, the Business Office was<br />
able to convey to faculty and staff an overview of the spending habits of the College as<br />
well as find ways to decrease expenses. Communication with the college community about<br />
the budget began occurring on a regular basis during the 2016 All-College Staff Meeting.<br />
At each meeting, the BAO prepared a presentation to educate the college community<br />
about the state of the budget. The goal of the BAO during these presentations was to be<br />
transparent about the finances and always speak to the expenses that were particularly<br />
high for the month as well as ways to reduce those expenses. Some examples of<br />
reduction of daily expenses included items such as installing motion sensors on all college<br />
lighting, decreasing the use of color copies, evaluating the printing patterns of the College<br />
and renegotiating contracts related to the photocopiers, and reviewing policies surrounding<br />
making long distance phone calls from work phones. Analysis of these cost savings<br />
measures is ongoing. Other cost saving measures included the reduction of the vehicle<br />
fleet by one leased vehicle, saving the College $3400. As a result of these efforts, the<br />
<strong>RVCC</strong> community reduced the forecasted deficit as presented in February of 2017 from<br />
($533,702) to a deficit of ($265,000), and by FY18, <strong>RVCC</strong> was able turn the deficit into a<br />
surplus of $1,308,139. Currently, <strong>RVCC</strong> is forecasting a surplus for FY19 as well.<br />
Annually, the Business Affairs Officer provides all Department Chairs, Program<br />
Coordinators, and Department Heads with a description of current year expenses and asks<br />
them to develop a budget for the next fiscal year based on the amount they spent in the<br />
current fiscal year, plus any needed additions. In the past year, the BAO has encouraged<br />
a flat or 0% increase budgeting approach whenever possible to assist in balancing the<br />
budget, and to weather any enrollment variability.<br />
Once proposed budgets are collected, the BAO confers with the VPAA and President to<br />
analyze the budget as a whole and determine where adjustments need to be made. If<br />
changes to individual department budgets are needed, one on one conversations with<br />
department heads determine what can be done to accommodate the needs of <strong>RVCC</strong>. The<br />
BAO and the President work closely to ensure that budgets are appropriately distributed<br />
throughout programs, by basing any needed budget increases on enrollment, age of<br />
equipment, accreditation requirements, and explanations provided with budget requests.<br />
An example of the variability in programmatic budgets, and the process of ensuring that<br />
budgets are appropriately distributed can be seen by comparing the Criminal Justice<br />
program with the Medical Laboratory Program. An example of a flat or zero percentage<br />
increase budgeted program would be the Criminal Justice Program which consistently had<br />
a budget of $150 with no changes for years. In FY19, many of their classes switched to<br />
on-line or hybrid classes, minimizing the need for supplies, and solidifying the accuracy of<br />
a budget that is low in comparison to other programs in the College. On the other hand,<br />
the Medical Lab Technician program was estimating an increase in students, and is a<br />
program that is supply heavy and requires national accreditation dues. As a result, the<br />
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udget for this program was increased from $7,750 to $8,250 to ensure sufficient supplies<br />
for all students.<br />
Once the budget is approved at the college level, it goes to the CCSNH Office before being<br />
evaluated by the Board of Trustees Finance Committee, the full Board of Trustees, and<br />
ultimately by the State of NH. Weekly budget reports are sent to all Department Chairs,<br />
Department Heads, and Program Coordinators to help them track their fiscal year<br />
expenses.<br />
Each fall and spring a budget forecast is completed to recalibrate the budget and realign<br />
with the needs of <strong>RVCC</strong>. In general, each year, <strong>RVCC</strong> follows a rough estimate that<br />
enrollment between fall and spring semester will decrease by 7% due to attrition. As a<br />
result of this prediction, we recalibrate our year ending revenue for tuition and fees. The<br />
final enrollment numbers in the Fall of 2017 indicated that <strong>RVCC</strong> was down by 6.3%. The<br />
result was to reforecast our tuition revenue from $3.8 million to $3.2 million. At the same<br />
time, a vacant staff position affected our projection for revenue. Thus, the original budget<br />
developed the previous spring decreased from $9.8 million to $9.2 million. Because of this,<br />
there was a need to reduce the general operating expenses by 2%, bringing the original<br />
operating expense budget from $2.176 million to $2.143 million. To do this, we reduced<br />
the hours of operations, including early closures on evenings when there were no classes;<br />
closing the buildings on Saturday; and shifting staff schedules to decrease overtime. As a<br />
result, in Fiscal Year 2018, we were able to save $13,518 in overtime.<br />
Much work has been done in collaboration with the academic department to evaluate<br />
scheduling of courses to maximize building usage and reduce open hours. In Summer of<br />
2018, the College piloted a modified schedule at the Lebanon Academic Center with a<br />
focus on evening hours. This was a result of the evaluation of course tallies which showed<br />
evening classes as the best for student schedules. By continuing to use course tally data<br />
effectively to schedule building hours, we hope to improve the ratio of income vs. expense<br />
at the LAC. This system was re-evaluated after Summer of 2018, and feedback from the<br />
Lebanon Advisory Board and community indicated that they wanted the College to have a<br />
larger presence as opposed to just evening hours. In Fall of 2018, <strong>RVCC</strong> re-opened the<br />
LAC for daytime and evening hours with a focus on increasing usage of the building via<br />
continuing education courses.<br />
As a human capital organization, <strong>RVCC</strong>’s budget has traditionally consisted of roughly 78%<br />
salaries and benefits while other expenses account for roughly 22% of the total costs to<br />
the institution (Figure 7.2)<br />
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Similar to many organizations where the majority of the workforce is under the control of a<br />
Collective Bargaining Agreement, the salary increases are dictated by the CBA, often times<br />
before the budget is even created. As a result of salary increases being created before the<br />
budget is determined, the non-salary and benefits expenses of the budget are often<br />
reduced. The remaining 22%, of the expense budget consists of all other expenses<br />
needed for operations. Over the past 3 years, between 4% and 7% of the remaining<br />
expense budget, after salaries and expenses, were shared service allocations provided to<br />
the CCSNH system office for the support of their services to <strong>RVCC</strong>. These include<br />
Information Technology the procurement process regarding to high level purchasing,<br />
contract management, and check processing.<br />
One area that has seen great improvement on campus is academic technology. Computer<br />
labs, faculty computers, and classroom technology were historically managed on a small<br />
budget of $93,000. In FY2018, the department was allocated an additional $80,000;<br />
however, they only used $37,000 of that allotment due to an inconsistent policy for<br />
technology inventory and replacement. This task was emphasized when hiring a new IT<br />
Manager in Fall of 2018. One of the IT Manager’s first tasks upon hire was to do a physical<br />
inventory of the technology in the buildings, including evaluating the age of faculty and<br />
staff computers. As of Fall 2018, 90% of faculty and staff computers have been upgraded<br />
as well as adding teaching computers to the majority of general use classrooms, updating<br />
computer labs, and setting up online conferencing classrooms at all three locations.<br />
Another change that will impact the <strong>RVCC</strong> Budget was the CCSNH Board of Trustees<br />
passage of a new policy in Spring of 2018 which increases lab fees and the cost of the<br />
Clinical Surcharge from $350 to $500 effective Fall 2018. Prior to Fall 2018, this surcharge<br />
was only assessed to Nursing students but the increase in cost was also added to the<br />
Occupational Therapy Assistant and Physical Therapist Assistant programs. These<br />
increased fees go into the general fund. While some fees were increased, the Board of<br />
Trustees also voted to eliminate several fees assessed to students, such as application<br />
fees, orientation fees, and graduation fees which were seen as barriers to students<br />
attending colleges across CCSNH. The hope is that with such barriers removed, we will<br />
see benefits in enrollment.<br />
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CCSNH began a five-year budget model implemented in the Spring 2018 to see how<br />
various increases and decreases will ultimately affect our financial position. The five-year<br />
budget model allows individual colleges and the CCSNH System to make system wide and<br />
college specific assumptions, then make adjustments to revenue and expense projections,<br />
and analyze the outcomes. This financial modeling tool will provide the Board of Trustees<br />
a way to determining when tuition increases are needed or if program consolidation should<br />
be evaluated. Although in the early stages of utilization and development, this new fiveyear<br />
modeling tool assisted the Board of Trustees in deciding on a $5 per credit tuition<br />
increase for the FY19 based of the projected enrollment trends, cost of living increase, and<br />
changes in benefits cost.<br />
<strong>RVCC</strong>’s estimated FY<strong>2019</strong> revenue is $9.926 million, and our estimated operating<br />
expenses are $9.324 million. We estimate our revenues to be flat, unless enrollment<br />
trends dictate otherwise. We estimate our expenses for salaries to increase based on<br />
percentages that are negotiated during the collective bargaining process and benefits<br />
changes based on industry trends and our estimated loss ratios. General operating<br />
expenses are projected to stay flat unless there are projected needs as a direct result of<br />
enrollment trends or if major equipment purchases for a program are needed. For<br />
example, <strong>RVCC</strong> purchased a non-energized X-ray machine for the Radiography program in<br />
FY18 to improve outcomes for students and to meet industry standard trainings for the<br />
accredited program.<br />
Once the <strong>RVCC</strong> budget is created, it is merged with other CCSHN institution budgets and<br />
with the budget of the System Office before being presented to the Board of Trustees<br />
finance committee. Upon approval, it is presented to the entire Board of Trustees. Then,<br />
each fall and spring, the BAO must present to the BoT and identify where <strong>RVCC</strong> stands<br />
compared to the year’s predicted budget. For <strong>2019</strong>, <strong>RVCC</strong> budgeted a loss, presenting as<br />
general fund revenues of $9.483 million, salaries and benefits of $7.289, and operating<br />
expenses of $2.251 million, with an estimated loss of $57,307. The fall forecast for <strong>2019</strong><br />
is $9.642 million for revenue, and a $9.034 million forecast for expenses, with an<br />
estimated surplus of $607,902. This surplus is due to positions being vacant, enrollment<br />
numbers being higher than expected, and faculty and staff being conservative with<br />
spending. This forecast will be modified again in the spring once more accurate tally<br />
numbers for spring enrollment can be obtained, and salary and benefit data is accurately<br />
updated to reflect new hires. Lastly, throughout the year, financial updates are provided to<br />
the BoT on a monthly and quarterly basis.<br />
Reserve Fund<br />
Due to the high reliance on tuition revenue, the College is vulnerable to changes in<br />
enrollment and is currently in the process of developing a plan to create a reserve fund<br />
with the support of CCSNH and the Board of Trustees. The goal for each college in the<br />
CCSNH is to create a reserve of 5% within the next 5 years to ensure that each college can<br />
handle downward trends in enrollment. The strategic plan of the CCSNH accounts for the<br />
development of this reserve by reducing costs to individual colleges through the utilization<br />
of shared services (for example cutting Marketing, Institutional Research, and Banner<br />
Coordinator costs for smaller rural colleges by utilizing a shared staff member).<br />
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Finance Staff<br />
<strong>RVCC</strong> ensures that it has sufficient professionally qualified finance staff which includes a<br />
full-time Bursar and Senior Accounting Technician and a part-time Student Account<br />
Representative led by a Chief Business Affairs Officer. The BAO holds an MBA and is a<br />
Certified Public Accountant with over 20 years of experience. Prior to coming to <strong>RVCC</strong> in<br />
August of 2016, the BAO spent time at a large, Ivy-league college; at public schools; and<br />
as an auditor for both national and local firms. The organizational chart outlines the<br />
oversight of the financial staff by the BAO, who also serves on the extended leadership<br />
team at <strong>RVCC</strong>.<br />
Budgetary Transparency<br />
At <strong>RVCC</strong>, departments have input into their own budgets. Initial requests are generated<br />
by the faculty and staff themselves who understand what is required to ensure student<br />
needs are being met. Every semester the BAO presents the current financial positon to the<br />
faculty and staff at the All-College Staff Meeting. The BAO gets daily updates from CCSNH<br />
on financial information as well as credits sold so information related to revenue and<br />
expenses can be evaluated daily. On a bi-monthly basis, the BAO updates the President<br />
and senior administration on <strong>RVCC</strong>’s financial status and creates a budget projection and<br />
expense report for review.<br />
The BAO also presents the Financial Position of the College at every Advisory Council<br />
meeting.<br />
Response to Unexpected Budgetary Changes<br />
Increased transparency in the budget has helped departments to understand not only their<br />
own needs, but the needs of other departments. As a result, if one department is in need<br />
of new equipment, but does not have any more financial resources, funds are reallocated<br />
to enable the department in need to get the required equipment/materials. In the Spring<br />
of 2017, the Science and the Medical Lab Technician program combined resources to<br />
purchase $868.40 of microorganisms and chemicals for lab supplies. Because the MLT<br />
budget was already allocated to other required programmatic expenses, the Science<br />
department utilized excess monies they had and paid for a majority of the supplies. This<br />
sharing of resources ensured that the MLT program would have the needed supplies for<br />
the Pathogenic Microbiology course. In another example, in the summer of FY18, it was<br />
discovered that the Medical Lab Technician program microscopes had not been serviced<br />
and many were in a state of disrepair. This was an unplanned expense and there were not<br />
enough funds in the program’s budget to address this need. Upon learning of the need,<br />
the BAO, with permission of the President, reallocate Allied Health funds to accommodate<br />
the needs of the program and ensure that the microscopes were ready for the beginning of<br />
the fall semester.<br />
Budgetary Oversight<br />
The Board of Trustees, CCSNH, and <strong>RVCC</strong> administration all ensure oversight of the<br />
financial resources and ethical practices of the College. There is an internal auditor at<br />
CCSNH that oversees each college, and an external auditor examines CCSNH annually.<br />
Additionally, CCSNH underwent a Legislative Bureau Audit. This Audit highlighted a<br />
number of areas of concern which were addressed by the current administration and have<br />
106 | P a g e
een, or are being resolved. A CCSNH task force was assigned to create practices focusing<br />
on accurate and honest budgeting. As a result of the LBA, CCSNH and <strong>RVCC</strong> are<br />
completing a procedural overhaul, and improving many of our processes. The System<br />
Office prepares <strong>RVCC</strong>’s Financial Statements in accordance with GAAP and our audit is<br />
completed by an external auditor in accordance with generally accepted auditing standards<br />
adopted by the American Institute of Certified Public Accountants.<br />
Grants & Additional Fundraising<br />
While grant funding only accounts for 6%, on average, of our total revenue, these monies<br />
are vital to the work we do with students. Over the past three fiscal years, our largest<br />
continuous grant, Work Ready NH accounted for the following revenue: $164,000 (FY16);<br />
$172,000(FY17); and $173,000 (FY18). Another major grant, the Carl D. Perkins Grant,<br />
accounted for: $8000 (FY16); $40,000 (FY17); and $91,000 (FY18). During this<br />
accreditation period, we also participated in a Federal Grant with the US Department of<br />
Labor Employment and Training Administration for the H1B Grant related to our Advanced<br />
Manufacturing program. The grant was awarded in FY13 for $4.9 million and was<br />
extended through April of FY17. The majority of the spending for this grant was made in<br />
FY17 with purchases of $1.2 million. During FY16 and FY17, in preparation for the opening<br />
of the Lebanon Academic Center, <strong>RVCC</strong> received funding from the City of Lebanon as a<br />
HUD Pass-thru in the amount of $475,000 and from the Northern Borders Regional<br />
Commission in the amount of $150,000. These funds were expended as capital<br />
improvements and appear in reporting as capital expenditures.<br />
<strong>RVCC</strong> has not actively participated in fundraising since 2015. Fundraising efforts during<br />
2013-2015 focused on increasing monies for scholarships. These scholarships have been<br />
implemented over the past few years as the Envisioning a Brighter Future Scholarship (for<br />
new and returning students). With CCSNH Foundation’s new Chief Advancement Officer,<br />
we look forward to renewed fundraising efforts.<br />
Appraisal of Resources<br />
Financial Resources<br />
Although <strong>RVCC</strong> still needs to diversify revenue resources and find new opportunities for<br />
tailoring expenses, over the past two years we have gone from a college community that<br />
did not even employ a Business Affairs Officer to a college that not only employs a full time<br />
BAO, but receives financial briefings on a regular basis, and exhibits transparency as a<br />
cornerstone of the financial processes. Potential future next-steps would be to integrate<br />
salary and benefits information into our financial system, Banner. Currently, budgeting for<br />
roughly 78% of the total <strong>RVCC</strong> budget is a manual process completed outside of the<br />
accounting system in a Microsoft Excel spreadsheet. As a system of multiple colleges all<br />
working together, using Microsoft Excel to calculate the majority of the budget is an<br />
example of not having sufficient reporting tools to complete tasks in a timely and efficient<br />
manner. What should take mere minutes becomes much more cumbersome as a result of<br />
having to get information from the payroll system and the budgeting system separately.<br />
In most organizations of this size, this is not a manual process. When comparing our<br />
financial resources, <strong>RVCC</strong> and the CCSNH System rely heavily on paper processes, while<br />
other colleges and academic institutions have often eliminated many of these processes<br />
due to the technological advances of a fully integrated accounting system or even an<br />
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enterprise management system. With advances in budgeting and accounting software<br />
(some of which are available in Banner but have not been adopted by CCSNH), we could<br />
become more accurate and more efficient.<br />
Information, Physical, & Technological Resources<br />
River Valley Community College has changed a great deal in our information, physical and<br />
technological resources since the last self-study. The physical infrastructure has changed<br />
significantly with the renovation of the main campus in 2013-2014; the purchase of a new<br />
location for our Keene Academic Center; and the purchase and renovation of the defunct<br />
Lebanon College in Lebanon, NH as our new Lebanon Academic Center. These updates<br />
have been discussed in prior <strong>NECHE</strong> Progress Reports.<br />
<strong>RVCC</strong> has also worked on prioritizing critical maintenance and safety for the institution.<br />
Recent security upgrades at all <strong>RVCC</strong> locations include the installation of security cameras<br />
inside and outside of the College, as well as the use of swipe cards on exterior and interior<br />
doors. Upgrades to classrooms include new furniture and dedicated instructional<br />
computers in most of the rooms that are used by <strong>RVCC</strong> students and faculty. Rooms that<br />
we hope to upgrade in the future are the Anatomy & Physiology Lab, the Medical<br />
Laboratory Technician Lab, the Medical Assistant Lab, the Chemistry Lab, and two small<br />
classrooms. Recent academic technology upgrades include the transition from Blackboard<br />
to Canvas and the migration from Banner 8 to Banner 9.<br />
As mentioned earlier, the <strong>RVCC</strong> IT Department has also been invigorated with new<br />
personnel. IT provides day-to-day support through a helpdesk ticketing system, email,<br />
phone and in-person. IT provides all hardware, software, networking and phone support<br />
for both the academic and administrative networks, as well as audio visual technological<br />
support for all classrooms. <strong>RVCC</strong> IT provides Easy Login username and passwords for all<br />
members of the college community which allows access to the network, SIS, Email,<br />
Canvas and all library databases. IT works with end users to resolve day to day<br />
technological problems and tracks potential external security threats, most commonly<br />
“phishing” emails, while educating the college community about these types of threats as<br />
soon as they are recognized.<br />
The <strong>RVCC</strong> Library supports the academic needs of River Valley Community College through<br />
the provision of information resources, services and instruction. The Library strives to be<br />
an integrated and valued asset to the <strong>RVCC</strong> community and to support student success.<br />
The Library staff pride themselves on their ability to recognize when information is needed<br />
and to locate, evaluate, and use effectively the needed information and provide access to<br />
information resources that support the <strong>RVCC</strong> curriculum & research needs of students,<br />
faculty & staff. The Library provides information literacy sessions at all levels; face-to-face<br />
and email interactions with students and faculty; database tutorials; and a free information<br />
literacy tutorial in Canvas that all students are registered for. The Library is approximately<br />
ninety percent electronic, and the <strong>RVCC</strong> community can access the library holdings via use<br />
of their Easy Login credentials at any time.<br />
Strengths<br />
<br />
<br />
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The <strong>RVCC</strong> Library continues to expand its services and collections.<br />
Infrastructure has been updated at all three locations.
The <strong>RVCC</strong> IT Department has a student centered philosophy and is assessing IT<br />
needs for all locations and modalities.<br />
Challenges<br />
College funding is highly dependent on tuition and fees revenue streams need to be<br />
diversified.<br />
Projections<br />
<br />
<br />
By Summer 2020, the BAO and college administration will diversify revenue streams<br />
to include grant funding, non-credit programs, and other means beyond tuition.<br />
During the next Legislative Budget Cycle (FY2022-2024), <strong>RVCC</strong> will develop a plan<br />
to request capital funds to improve our facilities infrastructure at main campus and<br />
the academic centers, with a focus on the educational spaces that have not yet been<br />
updated.<br />
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Standard 7: Institutional Resources<br />
(Headcount of Employees by Occupational Category)<br />
For each of the occupational categories below, enter the data reported on the IPEDS Human Resources Survey (Parts B and<br />
D1) for each of the years listed.<br />
If your institution does not submit IPEDS, visit this link for information about how to complete this form:<br />
https://surveys.nces.ed.gov/IPEDS/Downloads/Forms/package_1_43.pdf<br />
3 Years<br />
2 Years 1 Year<br />
Prior Prior<br />
Prior Current Year<br />
(FY 2013-2014 ) (FY 2014-2015 ) (FY 2015-2016 ) (FY 2016-2017 )<br />
FT PT Total FT PT Total FT PT Total FT PT Total<br />
Instructional Staff 27 193 220 29 118 147 30 134 164 28 99 127<br />
Research Staff 0 0 0 0<br />
Public Service Staff 0 0 0 0<br />
Librarians 1 0 1 1 0 1 1 0 1 1 0 1<br />
Library Technicians 2 2 1 1 3 3 1 1<br />
Archivists, Curators, Museum<br />
staff 0 0 0 0<br />
Student and Academic Affairs 12 38 50 10 47 57 12 39 51 15 27 42<br />
Management Occupations 2 1 3 5 1 6 2 2 4 5 5<br />
Business and Financial<br />
Operations 3 2 5 4 1 5 4 4 4 4<br />
Computer, Engineering and<br />
Science 0 1 1 2 2 1 3 2 2<br />
Community, Social Service,<br />
Legal, Arts, Design,<br />
Entertainment, Sports, and<br />
Media 0 0 0 0<br />
Healthcare Practitioners and<br />
Technical 0 0 0 0<br />
Service Occupations 0 5 5 10 4 5 9 4 5 9<br />
Sales and Related<br />
Occupations 0 0 0 0<br />
Office and Administrative<br />
Support 9 6 15 16 16 32 10 8 18 8 6 14<br />
Natural Resources,<br />
Construction, Maintenance 2 5 7 0 0 0<br />
Production, Transportation,<br />
Material Moving 0 0 0 0<br />
Total 56 247 303 71 190 261 65 192 257 67 138 205<br />
Please enter any explanatory notes in the box below<br />
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Fiscal Year ends - month & day: (06/30)<br />
ASSETS (in 000s)<br />
2 Years Prior<br />
(FY 2016 )<br />
1 Year Prior<br />
(FY 2017 )<br />
Most Recent<br />
Year<br />
? Cash and Short Term Investments $1,861,336 $1,696,294 $3,260,808 -8.9% 92.2%<br />
? Cash held by State Treasurer - -<br />
? Deposits held by State Treasurer - -<br />
? Accounts Receivable, Net $435,095 $388,155 $248,535 -10.8% -36.0%<br />
? Contributions Receivable, Net - -<br />
? Inventory and Prepaid Expenses - -<br />
? Long-Term Investments $1,068,939 $1,094,284 - 2.4%<br />
? Loans to Students $53,878 $53,580 $55,296 -0.6% 3.2%<br />
? Funds held under bond agreement - -<br />
? Property, plants, and equipment, net $10,291,200 $10,302,521 $9,747,560 0.1% -5.4%<br />
? Other Assets $737,623 $1,344,070 $972,542 82.2% -27.6%<br />
Total Assets $13,379,132 $14,853,559 $15,379,025 11.0% 3.5%<br />
LIABILITIES (in 000s)<br />
? Accounts payable and accrued liabilities $826,917 $523,229 $507,754 -36.7% -3.0%<br />
? Deferred revenue & refundable advances $61,424 $81,862 $59,974 33.3% -26.7%<br />
? Due to state $153,361 -100.0% -<br />
? Due to affiliates - -<br />
? Annuity and life income obligations - -<br />
? Amounts held on behalf of others - -<br />
? Long-term investments - -<br />
? Refundable government advances - -<br />
? Other long-term liabilities $6,326,707 $7,164,316 $15,053,995 13.2% 110.1%<br />
Total Liabilities $7,368,409 $7,769,407 $15,621,723 5.4% 101.1%<br />
NET ASSETS (in 000s)<br />
Unrestricted net assets<br />
Institutional $5,837,560 $5,937,846 ($1,362,005) 1.7% -122.9%<br />
? Foundation - -<br />
Total $5,837,560 $5,937,846 ($1,362,005) 1.7% -122.9%<br />
Temporarily restricted net assets<br />
Institutional $159,689 $270,785 $232,797 69.6% -14.0%<br />
? Foundation - -<br />
Total $159,689 $270,785 $232,797 69.6% -14.0%<br />
Permanently restricted net assets<br />
Standard 7: Institutional Resources<br />
(Statement of Financial Position/Statement of Net Assets)<br />
Percent Change<br />
2 yrs-1 yr prior 1 yr-most recent<br />
Institutional $13,476 $875,521 $886,510 6396.9% 1.3%<br />
? Foundation - -<br />
Total $13,476 $875,521 $886,510 6396.9% 1.3%<br />
? Total Net Assets $6,010,725 $7,084,152 ($242,698) 17.9% -103.4%<br />
TOTAL LIABILITIES and NET ASSETS $13,379,134 $14,853,559 $15,379,025 11.0% 3.5%<br />
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Fiscal Year ends - month& day: ( / )<br />
OPERATING REVENUES (in 000s)<br />
3 Years Prior<br />
(FY2016 )<br />
2 Years Prior<br />
(FY2017 )<br />
Most Recently<br />
Completed Year<br />
(FY 2018 )<br />
Current Year<br />
(FY <strong>2019</strong> )<br />
Next Year<br />
Forward<br />
(FY 2020 )<br />
? Tuition and fees $5,539,340 $4,922,250 $5,011,019 $5,076,858 $5,076,858<br />
? Room and board<br />
? Less: Financial aid -$1,398,875 -$1,070,225 -$1,215,626 -$1,164,415 -$1,164,415<br />
Net student fees $4,140,465 $3,852,025 $3,795,393 $3,912,443 $3,912,443<br />
? Government grants and contracts $300,404 $1,389,296 $176,707 $278,591 $278,591<br />
? Private gifts, grants and contracts<br />
? Other auxiliary enterprises $58,211 $51,267 $54,483 $61,090 $61,090<br />
Endowment income used in operations<br />
? Other revenue (specify): $159,805 $253,067 $183,569 $120,347 $120,347<br />
Other revenue (specify):<br />
Net assets released from restrictions<br />
Total Operating Revenues $4,658,885 $5,545,655 $4,210,152 $4,372,471 $4,372,471<br />
OPERATING EXPENSES (in 000s)<br />
? Instruction $3,108,058 $4,296,246 $3,296,000 $2,845,515 $2,845,515<br />
? Research $6,467 $9,093 $6,900 $5,957 $5,957<br />
? Public Service $320 $400 $300 $259 $259<br />
? Academic Support $1,601,105 $1,987,539 $1,525,000 $1,316,569 $1,316,569<br />
? Student Services $839,138 $1,229,868 $944,000 $814,978 $814,978<br />
? Institutional Support $2,394,703 $2,546,802 $1,953,000 $1,964,662 $1,964,662<br />
Fundraising and alumni relations<br />
? Operation, maintenance of plant (if not allocated) $2,026,286 $1,467,954 $1,126,000 $972,102 $972,102<br />
Scholarships and fellowships (cash refunded by public<br />
? institution) $1,157,996 $1,178,584 $1,486,443 $1,283,281 $1,283,281<br />
? Auxiliary enterprises $46,684 $42,537 $33,000 $59,490 $59,490<br />
? Depreciation (if not allocated)<br />
? Other expenses (specify): $2,737,752 $38,605 $30,050 $25,943 $25,943<br />
Other expenses (specify): $35,730 $277,307<br />
Total operating expenditures $13,918,509 $12,797,628 $10,400,693 $9,324,486 $9,566,063<br />
Change in net assets from operations -$9,259,624 -$7,251,973 -$6,190,541 -$4,952,015 -$5,193,592<br />
NON OPERATING REVENUES (in 000s)<br />
? State appropriations (net) $4,961,614 $5,152,158 $5,593,353 $5,610,017 $5,610,017<br />
? Investment return $134,044 $92,439<br />
? Interest expense (public institutions) -$57,145 -$56,456 -$55,742 -$55,001<br />
Gifts, bequests and contributions not used in operations<br />
Standard 7: Institutional Resources<br />
(Statement of Revenues and Expenses)<br />
? Other (specify): Federal Non-Operating $3,197,316 $1,070,225 $1,215,626 $0<br />
Other (specify): State Non-Operating $103,359 $270,817<br />
Other (specify): Local Non-Operating $5,000 $0<br />
Net non-operating revenues $8,158,930 $6,407,641 $7,115,779 $5,554,275 $5,555,016<br />
Income before other revenues, expenses, gains, or<br />
losses -$1,100,694 -$844,332 $925,238 $602,260 $361,424<br />
? Capital appropriations (public institutions) $695,057 $442,225 $277,718 $35,730 $277,307<br />
? Other (specify): $137,107 $105,183<br />
TOTAL INCREASE/DECREASE IN NET<br />
ASSETS -$405,637 -$265,000 $1,308,139 $637,990 $638,731<br />
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FISCAL YEAR ENDS month & day ( / )<br />
Long-term Debt<br />
Standard 7: Institutional Resources<br />
(Statement of Debt)<br />
3 Years Prior<br />
(FY2016 )<br />
2 Years Prior<br />
(FY2017 )<br />
Most Recently<br />
Completed Year<br />
(FY 2018 )<br />
Current Year<br />
(FY <strong>2019</strong> )<br />
Next Year<br />
Forward<br />
(FY 2020 )<br />
Beginning balance $0 $1,584,930 $1,566,235 $1,546,851 $1,526,753<br />
Additions $1,600,000 $0 $0 $0 $0<br />
? Reductions ($15,070) ($18,695) ($19,384) ($20,098) ($20,839)<br />
Ending balance $1,584,930 $1,566,235 $1,546,851 $1,526,753 $1,505,914<br />
Interest paid during fiscal year $48,130 $57,145 $56,456 $55,742 $55,001<br />
Current Portion $18,695 $19,384 $20,098 $20,839 $21,607<br />
Bond Rating<br />
Debt Service Coverage<br />
Operating Income / (Annual Interest +<br />
Current Portion of Debt) -6.07 -3.46 17.09 8.33 8.34<br />
Debt to Net Assets Ratio<br />
Long-tem Debt / Total Net Assets 0.26 0.22 0.23 0.20 0.19<br />
Debt to Assets Ratio<br />
Long-term Debt / Total Assets 0.12 0.11 0.10 0.10 0.10<br />
Debt Covenants: (1) Describe interest rate, schedule, and structure of payments; and (2) indicate whether the debt covenants<br />
are being met. If not being met, describe the specific covenant violation (i.e., requirement of the lender vs. actual achieved by<br />
the instituiton). Also, indicate whether a waiver has been secured from the lender and/or if covenants were modified.<br />
Community Facilities Loan for the Purchase of LebanonBuilding Purcahse 2015 was signed on July 23, 2015 for $1.6 Million. The funds<br />
were from the United States Department of Agriculture as a Rural Development Loan. Loan Repayment is 40 Years from the Date of<br />
Loan Closing, debt service to be paid $75,840 based on amortized payments. Estimated Payments are $6,320/month with an interest<br />
rate of 3.625%.<br />
Line(s) of Credit: List the institutions line(s) of credit and their uses.<br />
Future borrowing plans (please describe).<br />
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FISCAL YEAR ENDS month & day (06 /30<br />
)<br />
Standard 7: Institutional Resources<br />
(Supplemental Data)<br />
3 Years Prior<br />
(FY2016 )<br />
2 Years Prior<br />
(FY2017 )<br />
Most Recently<br />
Completed Year<br />
(FY 2018 )<br />
Current Year<br />
(FY <strong>2019</strong> )<br />
Next Year<br />
Forward<br />
(FY 2020 )<br />
NET ASSETS<br />
Net assets beginning of year Total increase/decrease in net<br />
$5,098,351 $6,010,725 $7,084,152 $6,841,454 $7,479,444<br />
assets $912,374 $1,073,427 ($242,698) $637,990 $638,731<br />
Net assets end of year $6,010,725 $7,084,152 $6,841,454 $7,479,444 $8,118,175<br />
FINANCIAL AID<br />
Source of funds<br />
Unrestricted institutional $3,250 $211,122 $87,933 $145,680 $150,000<br />
Federal, state and private grants $1,543,554 $1,178,584 $1,127,693 $1,018,735 $1,014,415<br />
Restricted funds<br />
Total $1,546,804 $1,389,706 $1,215,626 $1,164,415 $1,164,415<br />
% Discount of tuition and fees 25.1% 15.2% 7.2% 12.5% 12.9%<br />
? % Unrestricted discount 0.0% 0.0% 0.0% 0.0% 0.0%<br />
?<br />
FEDERAL FINANCIAL<br />
RESPONSIBILITY COMPOSITE<br />
SCORE n/a n/a n/a n/a<br />
Please indicate your institution's endowment spending policy:<br />
<strong>RVCC</strong> doesn't have an endowment. Our endowment is housed at our CCSNH Foundation.<br />
Please enter any explanatory notes in the box below<br />
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FISCAL YEAR ENDS month & day ( 06 /<br />
30 )<br />
Standard 7: Institutional Resources<br />
(Liquidity)<br />
3 Years Prior<br />
(FY2016 )<br />
2 Years Prior<br />
(FY2017 )<br />
Most Recently<br />
Completed Year<br />
(FY 2018 )<br />
Current Year<br />
(FY <strong>2019</strong> )<br />
Next Year<br />
Forward<br />
(FY 2020 )<br />
CASH FLOW<br />
Cash and Cash Equivalents<br />
beginning of year $455,292 $1,861,336 $2,765,234 $2,765,234 $2,765,234<br />
Cash Flow from Operating<br />
Activities ($338,699) ($198,223) $1,199,643 $1,199,643 $1,199,643<br />
Cash Flow from Investing Activities<br />
Cash Flow from Financing Activities $1,744,743 $1,102,121 $390,212 $390,212 $390,212<br />
Cash and Cash Equivalents<br />
end of year $1,861,336 $2,765,234 $4,355,089 $4,355,089 $4,355,089<br />
LIQUIDITY RATIOS<br />
Current Assets $2,296,431 $2,084,449 $3,417,959 $3,417,959 $3,417,959<br />
Current Liabilities $826,917 $605,091 $567,729 $567,729 $567,729<br />
Current Ratio 2.78 3.44 6.02 6.02 6.02<br />
Days Cash on Hand<br />
[Cash and Cash Equivalents /<br />
(Operating Expenses +<br />
Depreciation and other noncash<br />
expenses)]/ 365 0.00 0.00 0.00 0.00 0.00<br />
Please enter any explanatory notes in the box below that may impact the institution's cash flow.<br />
For the Cash Flow projections, we are assuming status quo for FY19 and FY20. We do not forecast balance sheets, only income<br />
statements.<br />
Has the institution needed to access its restricted net assets or liquidate other financial assets to fund operations? If so, please<br />
describe and indicate when approvals (if required) were obtained from the state's authority.<br />
Please enter any explanatory notes in the box below.<br />
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Standard 7: Institutional Resources<br />
(Information Resources)<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
Most<br />
Recently<br />
Completed<br />
Year<br />
Current<br />
Year<br />
Next Year<br />
Forward<br />
(goal)<br />
(FY 2 ) (FY 2 ) (FY 2 ) (FY 2 ) (FY 2 )<br />
Total Expenditures 2015-2016 2016-2017 2017-2018 2018-<strong>2019</strong> <strong>2019</strong>-2020<br />
Materials $31,000 $30,000<br />
Salaries & wages (permanent staff) $128,476<br />
Salaries & wages (student employees) $4,233 $2,007 $1,865 $1,563<br />
Other operating expenses $49,121<br />
Expenditures/FTE student<br />
Materials $47<br />
Salaries & wages (permanent staff) $196<br />
Salaries & wages (student employees) $6<br />
Other operating expenses $75<br />
Collections<br />
Percent available physically 15% 15% 10% 10% 10%<br />
Percent available electronically 85% 85% 90% 90% 90%<br />
Number of digital repositories 0 0 0 0 0<br />
Personnel (FTE)<br />
Librarians - main campus 3 3 3 3 3<br />
Librarians - branch /other locations 0 0 0 0 0<br />
Other library personnel - main campus 0 0 0 0 0<br />
Other library personnel - branch/other locations 0 0 0 0 0<br />
Availability/attendance<br />
Hours of operation/week main campus 64 58 58 58 58<br />
Hours of operation/week branch/other locations 0 0 0 0<br />
0<br />
Consortia/Partnerships<br />
WALDO<br />
OCLC<br />
CCSNH Libraries<br />
NHU PAC<br />
NHCUC<br />
URL https://www.rivervalley.edu/student-resources/puksta-library/information-literacy<br />
of most http://www.rivervalley.edu/student-resources/puksta-library/information-literacy<br />
recent library annual report:<br />
Please enter any explanatory notes in the box below<br />
See Form 4.5 for data about Information Literacy<br />
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Standard 7: Institutional Resources<br />
(Technological Resources)<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
Most<br />
Recently<br />
Completed<br />
Year<br />
Current<br />
Year<br />
?<br />
Next Year<br />
Forward<br />
(goal)<br />
(FY 2 ) (FY 2 ) (FY 2 ) (FY 2 ) (FY 2 )<br />
? Course management system<br />
Canvas LMS<br />
Number of classes using the system<br />
Bandwidth<br />
On-campus network 1 Gbps 1 Gbps 1 Gbps 1 Gbps 1 Gbps<br />
Off-campus access<br />
? commodity internet (Mbps) 500Mbps 500Mbps 500Mbps 500Mbps 500Mbps<br />
? high-performance networks (Mbps) N/A N/A N/A N/A N/A<br />
? Wireless protocol(s) A,B,G,N,ACA,B,G,N,AC A,B,G,N,AC A,B,G,N,ACA,B,G,N,AC<br />
Typical classroom technology<br />
Main campus<br />
Branch/other locations<br />
Projector, TV, Audio Speackers and Computer<br />
Projector, TV, Audio Speakers and Computer<br />
Software systems and versions<br />
Students<br />
Finances<br />
Human Resources<br />
Advancement<br />
Library<br />
Website Management<br />
Portfolio Management<br />
Interactive Video Conferencing<br />
Digital Object Management<br />
Banner 9<br />
Banner 9<br />
ADP from HRIS Systems & Banner 8.9<br />
N/A<br />
TWS / Traktec<br />
N/A<br />
Zoom<br />
Website locations of technology policies/plans<br />
Integrity and security of data<br />
http://www.ccsnh.edu/about-ccsnh/information-technology<br />
Privacy of individuals<br />
http://www.ccsnh.edu/about-ccsnh/information-technology<br />
Appropriate use<br />
http://www.ccsnh.edu/about-ccsnh/information-technology<br />
Disaster and recovery plan<br />
http://www.ccsnh.edu/about-ccsnh/information-technology<br />
Technology replacement<br />
http://www.ccsnh.edu/about-ccsnh/information-technology<br />
Please enter any explanatory notes in the box below<br />
<strong>RVCC</strong>-Claremont has 500Mbps internet connection, and a 50Mbps Cloud connection. <strong>RVCC</strong>-Keene has a 130Mbps Internet and<br />
50Mbps Cloud connection. <strong>RVCC</strong>-Lebanon has a 130Mbps Internet connection and 50Mbps cloud connection. The cloud<br />
connection is to our internal data centers that house Banner, phone systems, internal resources. We use O365 for mail and MS<br />
applications. We have access to I2 via our service provider (IBEAM0.<br />
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Campus location<br />
Main campus<br />
Other U.S. locations<br />
International locations<br />
Standard 7: Institutional Resources<br />
(Physical Resources)<br />
Serviceable<br />
Buildings<br />
Assignable Square<br />
Feet (000)<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
1 Year<br />
Prior<br />
Current<br />
Year<br />
Next Year<br />
Forward<br />
(goal)<br />
(FY 2014 ) (FY 2015 )(FY 2016 )(FY 2017 )(FY 2018 )<br />
Revenue ($000)<br />
Capital appropriations (public institutions)<br />
Operating budget<br />
Gifts and grants<br />
Debt<br />
Total $0 $0 $0 $0 $0<br />
Expenditures ($000)<br />
New Construction<br />
Renovations, maintenance and equipment<br />
Technology<br />
Total $0 $0 $0 $0 $0<br />
Assignable square feet (000) Main campus Off-campus Total<br />
Classroom 5,863 5,863<br />
Laboratory 16,697 16,697<br />
Office 6,495 6,495<br />
<strong>Study</strong> 7,831 7,831<br />
Special 286 286<br />
General 2,848 2,848<br />
Support 1,231 1,231<br />
Residential 0 0<br />
Other 0 0<br />
Major new buildings, past 10 years (add rows as needed)<br />
Building name Purpose(s)<br />
Assignable Square Feet (000) Cost (000) Year<br />
Keene Academic Center satelite campus<br />
18,672.00<br />
Lebanon Acedimic Center satelite campus<br />
New buildings, planned for next 5 years (add rows as needed)<br />
Building name Purpose(s)<br />
Assignable Square Feet Cost (000) Year<br />
Main Campus<br />
Major Renovations, past 10 years (add rows as needed)<br />
The list below includes renovations costing $XXX or more<br />
Building name Purpose(s)<br />
Assignable Square Feet Cost (000) Year<br />
Renovations planned for next 5 years (add rows as needed)<br />
The list below includes renovations costing $XXX or more<br />
Building name Purpose(s)<br />
Assignable Square Feet Cost (000) Year<br />
Please enter any explanatory notes in the box below<br />
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Standard Eight<br />
Educational Effectiveness<br />
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Description<br />
River Valley Community College demonstrates its effectiveness by ensuring that levels of<br />
student success are satisfactory, consistent with the degree/certificate awarded, and<br />
appropriate to the College’s Mission and Purposes. The College gathers and analyzes data<br />
on many of <strong>RVCC</strong>’s expected outcomes utilizing key institution-wide student success<br />
measures, including program passage rates, academic program review, and Graduate<br />
Satisfaction Surveys. To date, data across the four locations: Claremont, Lebanon, Keene,<br />
and online are aggregated. Students at <strong>RVCC</strong> are not assigned to a specific campus, but<br />
are a member of <strong>RVCC</strong> as a whole; therefore, data collected on students is not reflective of<br />
any one location. Students often take courses in multiple locations simultaneously,<br />
particularly since the geography of the Claremont Campus and the Lebanon Academic<br />
Center are so close. For example, Business programs offer Zoom classes to allow students<br />
at any location to attend. Data relevant to these success measures will be explored fully<br />
later in this section. The Community College System of New Hampshire provides<br />
enrollment and retention data needed for program review. The Registrar’s Office provides<br />
graduate rates, IPEDS/VFA reporting, and the Academic Affairs Office has initiated<br />
strategic planning. Other departments such as the Student Success Center and Career<br />
Services, Admissions, and Academic Affairs collect specific student data important to their<br />
respective functions. Many programs evaluate data to meet their individual accrediting<br />
agency standards and the internal college program review process helps to evaluate the<br />
effectiveness of non-accredited programs. <strong>RVCC</strong> enrolls students into either certificate or<br />
degree programs as one student body.<br />
Of interest to note, and one of the reasons data collection can be confusing, is that CCSNH<br />
and <strong>RVCC</strong> use two distinct databases: IPEDS and Veera Bridge. IPEDS data is reported<br />
through the Registrar’s Office by pulling reports from Banner and is reported from July to<br />
June of the previous year. Veera Bridge pulls data from our Banner reporting system but<br />
aggregates it by semester. Banner is the CCSNH database that is used to track all aspects<br />
of individual student records from application to registration. Since <strong>RVCC</strong> follows three<br />
semesters (fall: mid-August through December, spring: January through mid-May, and<br />
summer: mid-May through mid-August); data pulled from Veera Bridge does not match<br />
exactly with IPEDS. The differences in reporting cycles sometimes leads to a slight<br />
mismatch in the numbers seen across data although both reporting systems are accurate.<br />
Data Collection, Assessment & Effectiveness<br />
College Outcomes<br />
<strong>RVCC</strong> clearly identifies the expected outcomes for the College in the College Catalog and<br />
on the website. The Expected Outcomes of the College are reflective of the mission of<br />
<strong>RVCC</strong> and identify ways in which the College works to transform lives through personal<br />
approaches to each student. <strong>RVCC</strong> is an open access college and provides access to<br />
higher education for all members of the community. At River Valley, 53% of the student<br />
population are age 21 and over. In Fall of 2017, of the 859 students enrolled at the<br />
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College, 88% (754) of the students were seeking degrees while the remaining were nondegree<br />
or certificate students (IPEDS). Students in the College have access to majors<br />
that lead directly to the workforce, or allow for transfer to four year institutions through<br />
the Liberal Arts degree.<br />
The expected outcomes are also reflective of the College’s dedication to meeting our<br />
students where they are. Our college strives to provide academic support services that<br />
meet the needs of each student to improve and enrich their college experience. These<br />
services include Tutoring & Disability Services, Library Services, and Financial Aid Services.<br />
All students have access to peer tutors through the Student Success Center. In Fall of<br />
2017, 85 students across 45 classes utilized the peer tutoring services. While the main<br />
library is found at the Claremont campus, with, approximately 15,000 physical books and<br />
1300 media sources (DVDs and audio CDs); the majority of students access the library<br />
resources via electronic sources. The Puksta Library provides access to 183,000 electronic<br />
books and 70,000 electronic journals. Students are supported further by a strong<br />
Financial Aid department and 56% of the students utilize Financial Aid at the College.<br />
Proof that the College is “preparing individuals for employment in a variety of careers…”<br />
can be seen via the variety of majors in which River Valley students enroll. The College<br />
Catalog is diverse and serves to meet the needs of the region via majors in Business,<br />
Computer Sciences, Education, and Health Care. These majors are reflective of the<br />
economic drivers in the areas of the River Valley catchment area.<br />
Figure 8.1: Percent of Student Body Enrolled by Major<br />
<strong>RVCC</strong>’s outcomes reflect the College’s mission to provide lifelong learning and career<br />
pathways by addressing not only the traditional degree-seeking student; but also<br />
recognize the students who attend the College seeking to transfer to four year institutions<br />
or improve vocational skills as described below.<br />
Assessment of Learning<br />
Programmatic outcomes are supported by the curriculum design of each program and by<br />
the courses offered as part of the curriculum. Programmatic outcomes are reflective of the<br />
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expectations of industry standards for associate degrees and incorporate cognitive,<br />
psychomotor, and affective domains as appropriate. An excellent example of the<br />
demonstration of programmatic outcomes is in the Allied Health, Health Science, and<br />
Nursing departments. National Exam Pass Rates and Job Placement Rates are traditionally<br />
higher than the national average for most programs.<br />
Table 8.1: 2017 Programmatic Outcomes in Allied Health, Health Science, and<br />
Nursing Programs<br />
Program<br />
Ultimate Exam Pass<br />
Rates<br />
Job Placement<br />
Rates<br />
Medical Assistant 83% 93.3%<br />
Medical Lab Technician 100% 100%<br />
Nursing 100% 100%<br />
Occupational Therapy Assistant 94% 96%<br />
Physical Therapist Assistant 100% 100%<br />
Radiologic Technology 59% 59%<br />
Respiratory Therapy 77% 89%<br />
The program outcomes for the Associate in Liberal Arts are geared towards a more<br />
generalist approach to education and are designed for the student wishing to transfer to a<br />
four-year degree (Table 8.2). While students occasionally transfer to out of state schools,<br />
or private schools in New Hampshire, the majority of students transfer directly to the<br />
University System of New Hampshire (USNH). The USNH includes five universities<br />
including University of New Hampshire (UNH), UNH-Manchester (UNHM), Plymouth State<br />
University (PSU), Granite State University (GSU), and Keene State University (KSU). In<br />
2017, data from the USNH Institutional Research Offices included a total of 61 <strong>RVCC</strong><br />
students seeking application to USNH colleges. Fifty-seven of those students were<br />
accepted, and 42 of them ultimately enrolled in USNH colleges (Figure 8.2). Of the 42<br />
enrolling in USNH schools, only 36% of the students had completed an associate degree<br />
before enrolling, but they carried an average GPA of 3.39.<br />
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Figure 8.2 – <strong>RVCC</strong> Student Transfer to USNH<br />
<strong>RVCC</strong> students transferring to USNH schools choose Nursing (21%), Business (14%), and<br />
Psychology (10%) for their Bachelor’s Degree (Figure 8.3). <strong>RVCC</strong> students had a 1-year<br />
retention rate between Fall 2015 and Fall 2016 (most current data available) of 78% and<br />
an overall 6-year graduation rate (entering Fall 2016 with degree by Fall 2016), of 36%.<br />
Figure 8.3 – <strong>RVCC</strong> to USNH Transfer, Chosen Major<br />
Programmatic outcomes are supported by each course in the curriculum plan, and<br />
curriculum plans are designed to ensure students are progressing towards achievement of<br />
programmatic outcomes. Each course has a course outline, described in Standard Four,<br />
which identifies the outcomes for that particular course. Course objectives for each course<br />
are written in measureable terms and are assessed by the Curriculum Committee to assure<br />
that course objectives are appropriate for the course level. Most courses at <strong>RVCC</strong> have<br />
outcomes that are written based on Bloom’s Taxonomy and the Curriculum Committee<br />
evaluates each program to ensure that objectives in early level courses are based on lower<br />
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levels of the taxonomy, while courses later in the programs have objectives that assess<br />
higher levels of the taxonomy. Ultimately, the objectives of each course build on one<br />
another in order to progress the student toward meeting the programmatic outcomes.<br />
Assessment of learning occurs mostly at the course level and is the responsibility of the<br />
faculty teaching each course as overseen by the Program Directors. The course outlines<br />
identify expected types of assessment methods for each course. Assessment at <strong>RVCC</strong><br />
includes traditional methods such as quizzes, tests, projects, laboratory practical exams,<br />
projects, portfolios, and presentations. Assessment methods are designed to meet the<br />
type of outcome; for example, tests and quizzes are utilized to measure knowledge<br />
outcomes, while practical exams are often used to measure psychomotor skills.<br />
One example of assessment at the course level occurred in Phlebotomy (PHBC 110R),<br />
which had a traditional rate of approximately 50% success, meaning only half of all<br />
students who started the course were successful enough (passing with a C or better) to<br />
move onto the second half of the certificate, the Phlebotomy Internship (PHBC190R). This<br />
data remained consistent regardless of instructor, variability in teaching, or variability in<br />
testing methods. In March of 2017, the Department Chair of Health Science, after<br />
consultation with the adjunct faculty at the time, put forth a curriculum change to add a<br />
formal lab component to the course. The course was originally a 3 credit lecture course<br />
with a primary focus on theory. While psychomotor skills were taught and tested, the<br />
format of the course did not allow for enough seat time for students to practice and perfect<br />
technique. In March of 2017 the course was changed to a lecture/lab course with students<br />
spending 2 hours of lecture (2 credits) and 2 hours of lab (1 credit) each week in class.<br />
This increased the psychomotor practice time without increasing credit load to the<br />
students. Simultaneously, the Phlebotomy program went through the Perkins grant to<br />
obtain two new practice draw arms which were put in place in the course in Fall of 2018.<br />
The restructuring of the course, and the obtainment of new teaching tools, lead to an<br />
increased success rate of students completing PHBC 110R and being eligible to continue on<br />
to PHBC 190R. In Fall of 2018, 89.5% of students taking PHBC 110R passed with a C or<br />
better and were eligible to take the Phlebotomy Internship.<br />
Another unique assessment method that occurs at the College is in the Anatomy &<br />
Physiology (A&P) courses to ensure student learning is the use of common exams and<br />
common case studies. All students, regardless of the course section they are taking, or<br />
the instructor they are taking A&P I or II with, have the same exams and also complete<br />
the same final case study. By having a common exam and case study, the Program<br />
Director of Biological Sciences has a way to measure student learning across the program<br />
as well as has data that assists with looking at teaching effectiveness. The Program<br />
Director looks at the average scores and score distribution for each section of the course to<br />
see if there are significant differences in content knowledge and grades. She also<br />
compares scores on final case studies and exams to previous semesters. There have not<br />
been any significant differences to note on the final case studies; but in one instance, the<br />
Program Director saw that in one section of A&P II, students were scoring far lower on<br />
their exams than students in other sections. The Program Director met with the faculty<br />
and realized that the instructor was not using the study guides and was not giving<br />
homework assignments. The Program Director began monitoring the faculty more closely<br />
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to ensure students were provided study guides and homework assignments. Following<br />
these changes, exam scores increased and fell more in line with the other course sections.<br />
Another way in which these common assignments in A&P I and A&P II has been useful in<br />
assessing outcomes is by providing a way for the Program Director to recognize gaps in<br />
student knowledge. On the final case studies there is a set of expected answers. If there<br />
is an answer to a question that varies considerably from the expectations of the<br />
instructors, it provides a clue that there is a gap in teaching of particular content. In A&P<br />
II, reviewing problem areas on exams has led to improvements in teaching of specific<br />
concepts (blood typing and transfusions) as well as improving the way in which A&P I and<br />
A&P II concepts are related including: greater emphasis on second messenger systems<br />
and organic compounds; greater emphasis on cell respiration and organelle function;<br />
greater emphasis on hormones, and greater emphasis on adrenergic receptors and effects.<br />
The most widespread data collection that shows course outcomes are reflected in the data<br />
collected as part of the Math Co-Requisite Project described in Standard Five. Prior to<br />
implementation of the Co-Requisite Project, students in developmental math courses had<br />
only a 21% likelihood of passing a college-level mathematics course within two years. The<br />
pass rate for Spring 2018 was 94%. These results are significantly higher than the pass<br />
rates for students who begin in developmental mathematics, and are at or above the pass<br />
rates of students who meet the prerequisites for college-level mathematics.<br />
Most of the Allied Health programs including Nursing, as well as the Early Childhood<br />
Education and Social Science programs, have additional assessments of job readiness by<br />
requiring their students to participate in off-campus learning experiences. These clinical<br />
rotations, affiliations, practicums, internships and fieldworks provide direct, hands-on<br />
learning in the field of study. These courses are assessed through multiple avenues which<br />
include both direct observation of the student by <strong>RVCC</strong> faculty as well as via informal<br />
(phone or in-person conversations) and formal (completion of provided grading rubrics)<br />
assessments by the non-faculty professionals in the field who are hosting and supervising<br />
the <strong>RVCC</strong> students. Data related to outcome measures for these experiences is kept by<br />
each Clinical Coordinator or Program Director. For example, the Physical Therapist<br />
Director of Clinical Education provides a summation of the outcomes of the assessment<br />
tool completed by the Clinical Preceptors working with <strong>RVCC</strong> students to the other faculty<br />
in the PTA program upon completion of the clinical courses. For the Spring of 2018 cohort<br />
(senior level clinical affiliation), the expectation at the end is that the students are rated at<br />
“entry-level” meaning they are considered by their preceptor to be ready to step into clinic<br />
work with only minimal supervision. The DCE provided the following summation of student<br />
assessment: “All students were rated as entry level by their clinical instructor after their<br />
clinical affiliation. The number of patients seen varied greatly between settings and<br />
individual clinics. Some students saw a maximum of 5 patients a day and some saw 10.<br />
The complexity of the patients varied greatly among the settings as well. Overall, the<br />
clinicians supervising the students agree that they are entry level PTAs after their senior<br />
affiliation.”<br />
Many of the Allied Health programs have student learning outcomes related to professional<br />
behaviors. Professionalism in the Allied Health fields has been an area highlighted by<br />
advisory committees in recent years, and in response, programs have implemented course<br />
objectives or program objectives which are reflective of professional behaviors expected in<br />
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the profession. To assess meeting of these objectives, faculty have students complete<br />
professional behavior rubrics throughout their programs.<br />
Assessment at the College is an area of continuous improvement. In October of 2018, our<br />
VPAA attended the 2018 Assessment Institute in Indianapolis conference. The Assessment<br />
Institute in Indianapolis is “the nation’s oldest and largest event focused exclusively on<br />
outcomes and assessment in higher education.” (www.assessmentinstitute.iupui.edu) At<br />
this three-day conference, the VPAA was able to attend workshops dedicated to teaching<br />
improved assessment techniques to the College. Since attending this conference, the<br />
VPAA is working systematically to implement a college assessment plan. This begins with<br />
a revisit of the college mission and college outcomes and developing standardized plans for<br />
how each outcome will be measured. From there, the VPAA and Program Directors will<br />
review programmatic outcomes for measurability and assessment techniques; followed by<br />
a review of each course in the program for measurable outcomes and assessment<br />
techniques. The VPAA is aware that some of this work is being done already, as described<br />
previously with regards to the accredited programs, but would like it to be much more<br />
systematic, intentional, and widespread. Specifically, this process will begin with the<br />
Liberal Arts program and will start with the College Composition course. The VPAA and the<br />
new Interim Liberal Arts Program Director are looking at implementation of a uniform<br />
assessment tool across all College Composition courses similar to the standardized<br />
assessments used in Anatomy & Physiology courses. This will require adoption of a<br />
current tool or development of a unique tool, establishing baselines of expectations, and<br />
implementing the tool at the beginning and end of the courses. The VPAA envisions a<br />
standardized grading rubric to compare pre-course and post-course performance and to<br />
measure course outcomes. Once this process is successfully tested and implemented in<br />
College Composition, this process will be duplicated in other Liberal Arts courses.<br />
Co-Curricular Outcomes<br />
A stated goal of the College is that it will “offer students the opportunity to contribute to<br />
the well-being of others through service learning and volunteerism.” Student life<br />
opportunities such as Student Government Association (SGA), Phi Theta Kappa (PTK), and<br />
individual student clubs are described in Standard Five. Examples of service learning and<br />
volunteer activities undertaken by these clubs in recent years include:<br />
<br />
<br />
<br />
<br />
Money raised by the Massage Therapy student club from providing massages<br />
in the student clinic is donated to the Hand to Heart Project<br />
(www.handtoheartproject.org), a group that provides massage to cancer<br />
patients in Vermont and New Hampshire.<br />
Members of PTK volunteered time and materials to build a ramp so that a<br />
classmate could access his home after undergoing a serious medical<br />
procedure.<br />
The SGA and students in the Physical Therapist Assistant program run food<br />
drives to support the Claremont Food Kitchen as well as support the food<br />
pantries located at each of our three locations.<br />
Students and staff fundraise for the Turning Points Network, an organization<br />
dedicated to ending domestic violence<br />
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(https://www.turningpointsnetwork.org/) via participation in their “Steppin’<br />
Up to End Violence” 5K event.<br />
Satisfaction with Co-Curricular activities are assessed via the Graduate Satisfaction<br />
Survey. In 2018, 48% of students reported that they “Strongly Agree” or “Agree” with the<br />
statement “I was aware of extracurricular activities available to me and I participated in<br />
them.” This number reflects the nature of the student population, many of whom are nontraditional<br />
students who may only come to campus when they have classroom<br />
responsibilities.<br />
Qualitative and Quantitative Data Leading to Programmatic Improvements<br />
<strong>RVCC</strong> uses a number of measures to assess the experience and outcomes of our students.<br />
Qualitative measures such as course evaluations identify student satisfaction with<br />
instructors, course content, course organization, textbook and electronic resources, and<br />
the ability of courses to meet expected outcomes. These evaluations are used by Program<br />
Directors and Department Chairs when evaluating faculty as described in Standard Six.<br />
Results of these course surveys help Program Directors and Department Chairs evaluate<br />
the effectiveness of the learning experience. Course surveys help to inform training<br />
needed for specific adjunct faculty, textbook needs, and suggestions for how to improve<br />
individual courses. Specific examples of changes made as a result of these questionnaires<br />
is described in Standard Two.<br />
Each year, the College issues a Graduate Satisfaction Survey to each graduating senior.<br />
This survey assesses student satisfaction with most areas of the College. Overall, students<br />
are satisfied with their experience at <strong>RVCC</strong> (Figure 8.4).<br />
Figure 8.4: Graduate Satisfaction Survey AY2017-2018<br />
Percent of students choosing “Strongly Agree” or “Agree” for a given<br />
category<br />
Many programs utilize advisory boards to assist with qualitative assessment of the<br />
program. Advisory boards include members of the public, alumni, and employers from the<br />
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area and allow Program Directors a way to get external feedback on student readiness,<br />
curriculum changes, and learning outcome appropriateness. Some programs in the Allied<br />
Health department also employ Employee Satisfaction Surveys which survey area<br />
employers that hire our graduates. These surveys provide data to programs which assist<br />
in assessing if we are preparing our students appropriately for the workforce. Feedback<br />
from advisory boards is invaluable in assisting Program Directors with program content<br />
and relevance of curricula to the current workforce. In 2017, the MLT program underwent<br />
a re-design to better align the curriculum with workforce needs. As a result of input from<br />
the Advisory Board, the program shifted its Clinical Practicums from being spread out<br />
throughout the curriculum to combining all areas (Clinical Chemistry, Microbiology,<br />
Urinalysis, and Blood Bank) into one practicum offered in the final semester of the<br />
program. In addition to this, the advisory board had provided feedback that MLT students<br />
were not entering the workforce with enough confidence in phlebotomy skills. As such,<br />
competencies related to phlebotomy skills were added to the final practicum. The first<br />
group of students going through the new curriculum are completing their practicums in<br />
Spring of <strong>2019</strong>. Data assessing effectiveness of the new curriculum will be evaluated at the<br />
Fall <strong>2019</strong> Advisory Board Meeting.<br />
<strong>RVCC</strong> is very proud that its student outcomes and levels of academic expectations are<br />
equivalent to similar students in the NH University System (UNH, Plymouth State, Keene<br />
State, and Granite State). Members of the Math and Science department worked as part<br />
of a CCSNH delegation with the University System delegation to create course<br />
equivalencies. On the surface, this work merely ensures that students taking specific<br />
classes at <strong>RVCC</strong> will have no difficulty transferring courses to the university system;<br />
however, what the work truly does is identify that students meeting specific course<br />
outcomes at <strong>RVCC</strong> are equivalent to students meeting the same course outcomes at the<br />
University System. Recently, courses in the English, Humanities, and Social Sciences have<br />
also been approved for course equivalency at the University System level.<br />
Student Success<br />
<strong>RVCC</strong> student success is measured in a variety of ways including certificate completion or<br />
transfer; licensure passage rates in the Allied Health programs; and employment rates as<br />
described earlier in this Standard narrative. Each program defines its unique program<br />
outcomes based on the standard of the industry they are preparing students for. Many<br />
accredited programs in the Allied Health, Health Science and Nursing departments set<br />
outcomes based on national accreditation agency thresholds and include data collection<br />
related to retention rates, graduation rates, board pass rates, licensure rates, employment<br />
rates. These accredited program thresholds are often established based on national<br />
averages and <strong>RVCC</strong>’s maintenance of accredited programs is dependent on meeting or<br />
exceeding these thresholds. Each accredited program publishes this data on its program<br />
website and regularly meets or exceeds national standards<br />
College wide success cutoffs have not been established, but <strong>RVCC</strong> tracks completion rates<br />
(Figure 8.5), retention rates, transfer rates, and Financial Aid loan default rates. Between<br />
Fall 2016 and Fall 2017, the first to second year retention rate of first time, degree seeking<br />
students was 51% for full-time students and 37% for part-time students.<br />
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Figure 8.5 – <strong>RVCC</strong> Program Completers (totals)<br />
Defining Student Success<br />
River Valley has historically defined success in traditional ways such as looking at degree<br />
completion, board pass rates, and employment in desired field. However, recent<br />
discussions at the Department Chair and Program Director level have identified that with<br />
the population of students at <strong>RVCC</strong>, these definitions are too narrow. More and more,<br />
students are coming to <strong>RVCC</strong> not with a goal of degree or certificate completion but with a<br />
goal of transfer or a goal to improve work skills in their current field. Initial discussions<br />
began related to development of a standard advising model whereby all incoming students<br />
would self-identify their goals and then advisors could track goal completion for students<br />
who do not fall into the traditional model of “completion.” This dove-tailed with the<br />
discussions of the upcoming implementation of Degree Works for advising as it would<br />
make sense to implement all changes at the same time.<br />
Student success measures are incorporated into all accredited program yearly reports and<br />
self-studies and are reported on program webpages as required by most national<br />
accrediting agencies. Student success measures have also been incorporated into Section<br />
VIII of the newly redesigned in-college program review process outlined in Standard Four.<br />
These measures help to provide data for Program Directors and Department Chairs to<br />
assist with suggestions for program improvements.<br />
Appraisal of Data Collection, Assessment & Effectiveness<br />
Data collection is the responsibility of individual Program Directors or Division Directors.<br />
Accredited programs do an excellent job of gathering and assessing data related to student<br />
outcomes, but this is not yet done consistently across the College.<br />
<strong>RVCC</strong> students are provided with clear information regarding learning outcomes through<br />
college and course documentation. The College strives to measure the effectiveness of<br />
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student learning at the course level, program level, and institutional level and utilize the<br />
data gathered to improve the student experience. Graduate Satisfaction Surveys and<br />
graduate placement data are used by the institution to gain a better understanding of<br />
student success. At the program level, Program Directors use a variety of methods and<br />
tools to assure that a high level of educational quality is maintained.<br />
Currently, <strong>RVCC</strong> relies on Veera Bridge for data relative to retention rates, enrollment<br />
rates, and other demographic data. While this is somewhat useful, we are in the beginning<br />
stages of using this tool. It should also be noted that Rapid Insights, the provider, is still<br />
developing the resource using CCSNH as their test site. The implementation of Degree<br />
Works for Academic Advisors should also serve to provide additional data collection tools<br />
related to student retention.<br />
One of the areas of concern at <strong>RVCC</strong> was the declining completion rate over the past three<br />
Academic Years (Figure 8.1). This, in conjunction with the data provided in Chart 8.1<br />
shows that the majority of students enroll in the College as “General Studies: Exploratory”<br />
majors. This is attributed to the large number of competitive Allied Health programs at<br />
the College. When students do not meet admission requirements of their major of choice;<br />
or if they enter the College during a semester when their program doesn’t start; or if they<br />
would like to complete their General Education requirements prior to applying to their<br />
program of choice, they enter into the General Studies: Exploratory option while they<br />
continue to pursue acceptance into their program of choice. Ninety percent of students in<br />
General Studies: Exploratory are interested in matriculating into an Allied Health program.<br />
Many of these students do not complete as the General Education program is only to be<br />
utilized for the first 24 credits of college.<br />
The College recognized this as a concern and in Fall of 2018, under the leadership of the<br />
General Studies Academic Advisor, and with the support of VPAA Jahn, began to develop a<br />
solution to this situation. Recognizing the draw of the Allied Health programs at the<br />
College, the Academic Advisor and the Department Chair of Health Science began<br />
developing a certificate that will take the place of the General Studies: Exploratory option.<br />
This Certificate in Health Applications will prepare students for entry level health care<br />
positions such as Home Health Aids, Rehabilitation Aids, Dietetic Aids, and Health &<br />
Wellness Coaches while simultaneously allowing students to complete their General<br />
Education requirements for the Allied Health, Health Science, or Nursing programs.<br />
Students who do not transfer out of the certificate into their Allied Health program of<br />
choice will now be able to complete a certificate in two semesters. As of the writing of this<br />
report, this new certificate is before the Curriculum Team.<br />
Another area of concern from the assessment data was the relatively low Exam Pass Rate<br />
percentage in the Radiographic Technology program in Fall of 2017. This low pass rate<br />
caused students to place a complaint with the accrediting body, JCERT, who came for a<br />
surprise site visit. At the time, a new Program Director had just been hired and the<br />
Clinical Coordinator had left unexpectedly. The low pass rate, in conjunction with not<br />
having a dedicated Clinical Coordinator, caused the program to be placed on probation<br />
with their national accrediting body. In response to this, the new Program Director<br />
updated the curriculum, completed a new self-study (2017), and in December of 2018 a<br />
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new Clinical Coordinator was hired. The probationary status will be re-evaluated by JCERT<br />
in May of <strong>2019</strong>.<br />
Strengths<br />
Allied Health, Health Science, and Nursing programs, which make up the majority of<br />
the College Catalog, have strong data collection and assessment processes as a<br />
result of their national accreditation needs.<br />
The College has an established Curriculum Committee which is responsible for<br />
oversight of course outcomes and does an excellent job of ensuring course<br />
outcomes are reflective of appropriate course level and expectations are written in<br />
measureable terms.<br />
Many programs have strong advisory boards and Program Directors with strong<br />
connections to the workforce.<br />
Challenges<br />
The College does not have a dedicated Institutional Researcher or a person<br />
dedicated to doing this work; therefore, many people are collecting data in a variety<br />
of ways which can make comparisons difficult.<br />
The College does not have consistent ways to measure college outcomes for<br />
students who enter the College without completion as a goal.<br />
Projections<br />
<br />
<br />
By Spring 2020, The Program Director/Department Chair Group will create a<br />
standard set of advising questions that can allow Program Directors to have student<br />
self-identify goals. These goals can then be assessed and measured as part of the<br />
advising process each semester.<br />
Completion rates of the new Health Applications Certificate will be tracked in relation<br />
to the overall completion rates and the completion rate of the General Studies:<br />
Exploratory option. This will begin with the first certificate cohort beginning<br />
graduating Spring 2020.<br />
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Student Success Measures/<br />
Prior Performance and Goals<br />
IPEDS Retention Data<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
1 Year<br />
Prior Current Year<br />
Next Year<br />
Forward<br />
(goal)<br />
(FY2015-2016) (FY2016-2017) (FY2017-2018) (FY2018-<strong>2019</strong>) (FY<strong>2019</strong>-2020)<br />
Associate degree students **63% 57% 60% 51% 60%<br />
Bachelors degree students<br />
? IPEDS Graduation Data (150% of time)<br />
Associate degree students 27% 27% 24% 24% 24%<br />
Bachelors degree students<br />
? IPEDS Outcomes Measures Data<br />
First-time, full time students<br />
Awarded a degree within six years 41% 48% 43% 27% 35%<br />
Awarded a degree within eight years 41% 48% 43% 27% 35%<br />
Not awarded within eight years but still enrolled 6% 3% 2% 0% 0%<br />
First-time, part-time students<br />
Awarded a degree within six years 26% 29% 30% 24% 25%<br />
Awarded a degree within eight years 26% 30% 31% 26% 25%<br />
Not awarded within eight years but still enrolled 4% 3% 3% 0% 0%<br />
Non-first-time, full-time students<br />
Awarded a degree within six years 68% 43% 81% 77% 75%<br />
Awarded a degree within eight years 68% 43% 81% 77% 75%<br />
Not awarded within eight years but still enrolled 0% 0% 0% 0% 0%<br />
Non-first-time, part-time students<br />
Awarded a degree within six years 64% 67% 62% 50% 55%<br />
Awarded a degree within eight years 64% 67% 62% 50% 55%<br />
Not awarded within eight years but still enrolled 1% 0% 2% 0% 0%<br />
? Other Undergraduate Retention/Persistence Rates (Add definitions/methodology in #1 below)<br />
1 Male<br />
50% 50% 50%<br />
Female 33% 52% 30%<br />
2 White 39% 52% 47%<br />
Hispanic 50%<br />
Black or African American 0%<br />
Asian 50%<br />
Two or more races 100%<br />
3 Race/Ethnicity Unknown<br />
Standard 8: Educational Effectiveness<br />
(Undergraduate Retention and Graduation Rates)<br />
4<br />
5<br />
? Other Undergraduate Graduation Rates (Add definitions/methodology in # 2 below)<br />
1<br />
2<br />
3<br />
4<br />
5 **These are percentages for full-time, Certificate and Associate<br />
Definition and Methodology Explanations<br />
Simple retention calculation: number of students enrolled in original cohort that were still enrolled or graduated as a percent of the original<br />
1 cohort enrollment.<br />
Students awarded an Associates degree include students originally enrolled as Associates Degree and Certificate students. Calculation based<br />
2<br />
only on those students who earned an Associates Degree.<br />
Note: complete this form for each distinct student body identified by the institution (See Standard 8.1)<br />
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Bachelor Cohort Entering Associate Cohort Entering<br />
? Category of Student/Outcome Measure 6 years ago 4 years ago 6 years ago 4 years ago<br />
? First-time, Full-time Students<br />
20% 30%<br />
2% 2%<br />
23% 9%<br />
Transferred to a different institution 27% 26%<br />
Not graduated, never transferred, no longer enrolled 28% 57%<br />
? First-time, Part-time Students<br />
10% 12%<br />
3% 1%<br />
13% 7%<br />
Transferred to a different institution 26% 23%<br />
Not graduated, never transferred, no longer enrolled 49% 56%<br />
? Non-first-time, Full-time Students<br />
?<br />
Standard 8: Educational Effectiveness<br />
(Student Success and Progress Rates and Other Measures of Student Success)<br />
Degree from original institution<br />
Not graduated, still enrolled at original institution<br />
Degree from a different institution<br />
Degree from original institution<br />
Not graduated, still enrolled at original institution<br />
Degree from a different institution<br />
Degree from original institution<br />
Not graduated, still enrolled at original institution<br />
Degree from a different institution<br />
21% 34%<br />
0% 0%<br />
18% 14%<br />
Transferred to a different institution 41% 20%<br />
Not graduated, never transferred, no longer enrolled 20% 32%<br />
Non-first-time, Part-time Students<br />
Degree from original institution<br />
Not graduated, still enrolled at original institution<br />
Degree from a different institution<br />
20% 32%<br />
2% 0%<br />
12% 12%<br />
Transferred to a different institution 33% 26%<br />
Not graduated, never transferred, no longer enrolled 33% 30%<br />
Measures of Student Achievement and Success/Institutional Performance and Goals<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
1 Year<br />
Prior Current Year<br />
Next Year<br />
Forward (goal)<br />
(FY 2015-2016) (FY2016-2017) (FY 2017-2018)(FY 2018-<strong>2019</strong>)(FY <strong>2019</strong>-2020)<br />
Success of students pursuing higher degrees (add more rows as needed; add definitions/methodology in #1 below)<br />
1<br />
2<br />
3<br />
4<br />
Other measures of student success and achievement, including success of graduates in pursuing mission-related paths (e.g.,<br />
Peace Corps, public service, global citizenship, leadership, spiritual formation) and success of graduates in fields for which<br />
they were not explicitly prepared (add more rows as needed; add definitions/methodology in #2 below)<br />
1<br />
2<br />
3<br />
4<br />
Definition and Methodology Explanations<br />
1<br />
2<br />
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Most Recent<br />
3-Years Prior 2 Years Prior 1 Year Prior<br />
Year<br />
(FY 2014-2015 ) (FY 2015-2016 ) (FY 2016-2017 ) (FY 2017-2018 )<br />
? State Licensure Examination Passage Rates<br />
Name of exam<br />
# who<br />
took exam<br />
# who<br />
passed<br />
# who<br />
took exam<br />
# who<br />
passed<br />
# who<br />
took exam<br />
# who<br />
passed<br />
# who<br />
took exam<br />
# who<br />
passed<br />
1 NCLEX-RN<br />
28 26 24 22 29 29<br />
2<br />
3<br />
4<br />
5<br />
? National Licensure Passage Rates<br />
Name of exam<br />
# who<br />
took exam<br />
# who<br />
passed<br />
# who<br />
took exam<br />
# who<br />
passed<br />
# who<br />
took exam<br />
# who<br />
passed<br />
1 ACSP BOC<br />
4 4<br />
2 NBCOT<br />
13 13 16 15 11 6<br />
3 CMA(AAMA)<br />
10 7 8 7 5 3<br />
4<br />
5<br />
?<br />
Standard 8: Educational Effectiveness<br />
(Licensure Passage and Job Placement Rates and<br />
Completion and Placement Rates for Short-Term Vocational Training Programs)<br />
Job Placement Rates<br />
# with<br />
jobs<br />
# with<br />
jobs<br />
# with<br />
jobs<br />
# who<br />
took exam<br />
# who<br />
passed<br />
Major/time period * # of grads<br />
# of grads<br />
# of grads<br />
# of grads # with jobs<br />
1 A.S., Respiratory Therapy, one year 6 5 12 10 9 8 12 11<br />
2 A.S., Physical Therapy Assistant, one year 10 10 11 11 12<br />
3<br />
4<br />
5<br />
* Check this box if the program reported is subject to "gainful employment" requirements.<br />
Web location of gainful employment report (if applicable)<br />
Completion and Placement Rates for Short-Term Vocational Training Programs for which students are eligible for<br />
Federal Financial Aid<br />
Next Year<br />
3 Years 2 Years 1 Year Current Forward<br />
Prior Prior Prior Year (goal)<br />
(FY 2 ) (FY2 ) (FY 2 ) (FY 2 ) (FY 2 )<br />
? Completion Rates<br />
1<br />
2<br />
3<br />
4<br />
5<br />
? Placement Rates<br />
1<br />
2<br />
3<br />
4<br />
5<br />
Please enter any explanatory notes in the box below<br />
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Student Success Measures/<br />
Prior Performance and Goals<br />
3 Years<br />
Prior<br />
2 Years<br />
Prior<br />
1 Year<br />
Prior<br />
Next Year<br />
Forward<br />
(goal)<br />
Current Year<br />
(FY 2 ) (FY2 ) (FY 2 ) (FY 2 ) (FY 2 )<br />
? Master's Programs (Add definitions/methodology in #1 below)<br />
Retention rates first-to-second year<br />
Graduation rates @ 150% time<br />
Average time to degree<br />
Other measures, specify:<br />
Standard 8: Educational Effectiveness<br />
(Graduate Programs, Distance Education, Off-Campus Locations)<br />
? Doctoral Programs (Add definitions/methodology in #2 below)<br />
Retention rates first-to-second year<br />
Graduation rates @ 150% time<br />
Average time to degree<br />
Other measures, specify:<br />
? First Professional Programs (Add definitions/methodology in #3 below)<br />
Retention rates first-to-second year<br />
Graduation rates @ 150% time<br />
Average time to degree<br />
Other measures, specify:<br />
Distance Education (Add definitions/methodology in #4 below)<br />
Course completion rates<br />
Retention rates<br />
Graduation rates<br />
Other measures, specify:<br />
Branch Campus and Instructional Locations (Add definitions/methodology in #5 below)<br />
Course completion rates<br />
Retention rates<br />
Graduation rates<br />
Other measures, specify:<br />
Definition and Methodology Explanations<br />
1<br />
2<br />
3<br />
4<br />
5<br />
135 | P a g e
Standard Nine<br />
Integrity, Transparency & Public<br />
Disclosure<br />
136 | P a g e
Description<br />
River Valley Community College works diligently to adhere to the mission and vision of the<br />
College in all dealings with the students and communities served as well as during<br />
interactions between each member of the faculty and staff. College policies and practices<br />
identify clear expectations of our employees and the College works tirelessly to ensure that<br />
information provided to the public is accessible, clear, and informative. The Keene<br />
Academic Center and the Lebanon Academic Center are regulated by all of the same<br />
policies, procedures, and reporting requirements that are described in this standard.<br />
Integrity<br />
Integrity, Communication, Responsibility<br />
<strong>RVCC</strong> and CCSNH expect that members of the college community, including the Board of<br />
Trustees, administrators, faculty, staff, and students will act responsibly, ethically, and<br />
with integrity. Both <strong>RVCC</strong> and CCSNH Leadership have fostered an atmosphere where<br />
issues can be discussed and members of the <strong>RVCC</strong> community understand their role in<br />
encouraging integrity in the workplace. The <strong>RVCC</strong> Standards of Ethics and Core Values<br />
guide how the college community interacts with one another, emphasizing collaboration<br />
and appreciation. The respect that community members have for each other can be<br />
observed in day to day interactions amongst faculty, staff, and administration.<br />
The CCSNH System also has policies that are specific to the college community and reflect<br />
integrity. These policies include Equal Opportunity, Non-Discrimination, IT Acceptable Use<br />
Policy, Information Security and Conflicts of Interest.<br />
The governance structure at <strong>RVCC</strong> follows a model of shared governance and allows for<br />
issues to be readily discussed and acted upon. There are multiple opportunities for all<br />
members of the college community to participate in discussing issues that impact the<br />
College. These meetings take place at all levels of the institution from Department<br />
Meetings, to All College Meetings, up through Extended Leadership Team and both College<br />
and CCSNH Advisory Boards. <strong>RVCC</strong> has an open line of communication with CCSNH<br />
directly, and the Chancellor or an appropriate representative from his office participate in<br />
college meetings as needed. Meetings at all levels occur on a set schedule (Table 9.1) and<br />
any member of the community can request that an agenda item be added to any meeting.<br />
Table 9.1: <strong>RVCC</strong> Standing Teams related to Communication<br />
Team<br />
Meeting schedule<br />
All-College Meeting<br />
Opportunity for the college to come together for the<br />
purposes of discussion and planning, 3 times per<br />
semester.<br />
College Council<br />
As needed meeting to create a safe and supportive<br />
environment for innovation and new ideas by empowering<br />
stakeholders through communication, recognition,<br />
appreciation and engagement.<br />
Staff Forum<br />
Faculty Forum<br />
As needed meeting<br />
Once monthly meeting during fall and spring semesters<br />
provides a forum for faculty to share pedagogy, discuss<br />
137 | P a g e
issues surrounding the academics of the College and make<br />
recommendations to administration.<br />
Extended Leadership Team<br />
Program Advisory<br />
Committees<br />
<strong>RVCC</strong> Advisory Committees<br />
Bi-monthly meeting. To ensure the integrity of all<br />
operations of the College, the Leadership Team makes<br />
recommendations to the President that support fiscal<br />
accountability, including human resources. The Team<br />
uses a collaborative approach to make decisions that are<br />
unable to be made in Standing Teams and to confirm<br />
policy changes that are made by Standing Teams. Final<br />
accountability for decisions that cannot be made by the<br />
team rests with the President.<br />
Program dependent schedule, typically 1-2 times per year<br />
to discuss issues impacting individual programs to provide<br />
perspectives and feedback from industry leaders and<br />
community members for each academic program<br />
Meets at least twice per semester, the Advisory<br />
Committee shall be established at each campus of the<br />
colleges for the purpose of advising the President on the<br />
operation and development of the institution.<br />
CCSNH Activities related to Communication<br />
CCSNH Symposium & Once per semester. CCSNH’s Symposium (fall) and<br />
Winter Convening<br />
Winter Convening (spring) is a day dedicated to our own<br />
professional development; presentations about new<br />
approaches and best practices, the sharing of ideas, and<br />
connecting with friends and colleagues across the<br />
system. It is open to all CCSNH employees<br />
CCSNH Chancellor or<br />
Designee<br />
CCSNH Board of Trustees<br />
Visits <strong>RVCC</strong> a minimum of once per year, more as<br />
needed, to update college community on how systemwide<br />
issues are reflected by and impacting <strong>RVCC</strong><br />
Meet bi-monthly at each campus in the System on a<br />
rotating schedule The CCSNH Board of Trustees provides<br />
stewardship and oversight for the Community College<br />
System of NH. Its members are advocates and<br />
ambassadors, representing a range of professional<br />
backgrounds and experience. Except for the student<br />
and ex-officio members, trustees are nominated by the<br />
Governor and confirmed by the NH Executive Council.<br />
Standing Teams at <strong>RVCC</strong> each have their own bylaws and constitutions. Meeting minutes<br />
for all teams are kept in our “<strong>RVCC</strong> Communications” folder housed in Canvas. Some<br />
teams still utilize paper copies of minutes, and these are stored in the library. The ability<br />
to review the meeting minutes of Standing Teams at the College adds to our ability to be<br />
accountable to issues of integrity and public disclosure.<br />
Policies<br />
All employees of the College are oriented to policies at both the college and system level<br />
that govern issues of responsible and ethical actions. As part of new employee<br />
onboarding, the Human Resource Officer provides and reviews the Sexual Harassment<br />
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Policy, the Domestic Violence in the Workplace Policy, the Drug-Free Workplace Policy, IT<br />
Acceptable Use Policy, FERPA policies and the <strong>RVCC</strong> Code of Ethics.<br />
All <strong>RVCC</strong> locations (Claremont, Keene and Lebanon) post the required state and federal<br />
laws for employees to review as needed. These policies include: Minimum Wage Law,<br />
Equal Employment Opportunity protections, Employee Polygraph Protection Rights,<br />
Uniformed Service Employment and Reemployment Rights, Family Medical Leave Act,<br />
Right to Work in the US Act, Whistleblower Protection Act, Unemployment, Workers<br />
Compensation and Equal Pay Law.<br />
<strong>RVCC</strong> periodically reviews its policies through Standing Teams at the College. Each<br />
Standing Team is responsible for reviewing its policies and procedures and in Fall of 2017,<br />
the Standing Team document outlining each team’s mission, membership, and role was<br />
reviewed during All-College Staff Meeting by the entire college. CCSNH BoT policies are<br />
reviewed at their discretion. Safety policies are reviewed periodically in relation to yearly<br />
reporting of Clery Act data.<br />
Academic Honesty & Fair Treatment<br />
The Student Handbook has a section dedicated to academic honesty and provides<br />
definitions of plagiarism and cheating policies as well as containing copyright policy from<br />
the copyright law of the United States (pg. 9). The Student Handbook also covers fairness<br />
issues for students with appropriate policies and procedures including The Student Code of<br />
Conduct (pgs. 43-53).<br />
Adequate provision is made to ensure academic honesty at the Institution and is the<br />
responsibility of all faculty. <strong>RVCC</strong>’s educational policies and procedures are periodically<br />
reviewed and equitably applied to all students. They include Intellectual Property Rights,<br />
the avoidance of conflict of interest, privacy rights and fairness in dealing with students.<br />
Faculty and staff are covered in the collective bargaining agreements for faculty, adjunct<br />
faculty and staff (Table 9.2)<br />
Table 9.2: Collective Bargaining Agreement Articles related to Truthfulness, Clarity, &<br />
Fairness<br />
Staff<br />
Intellectual Property Article 32 (pg. 54)<br />
Grievance & Arbitration Article 7 (pg. 13)<br />
Privacy Rights Article 34 (pg. 56)<br />
Adjunct Faculty<br />
Intellectual Property Article 12 (pg. 15)<br />
Grievance & Arbitration Article 7 (pg. 9)<br />
Privacy Rights Article 19 (pg. 21)<br />
Location:<br />
(http://www.seiu1984.org/files/2012/03/2017-<br />
<strong>2019</strong>-Staff-with-Appendices_2.pdf)<br />
Location:<br />
(http://www.seiu1984.org/files/2017/10/2017-<br />
2018-adjunct-faculty.pdf)<br />
139 | P a g e
Full-time Faculty<br />
Location: (http://ibew2320.org/wpcontent/uploads/2017/02/2017-<strong>2019</strong>-CCSNHand-NHHEU-CBA-for-FT-Faculty_Final.pdf)<br />
Intellectual Property Article 32 (pg. 64)<br />
Grievance & Arbitration Article 7 (pg. 14)<br />
Privacy Rights Article 34 (pg. 66)<br />
<strong>RVCC</strong> is committed to the free pursuit and dissemination of knowledge. The Faculty CBA,<br />
Article VI- Academic Integrity and Professional Responsibility (pg. 12) and the Adjunct<br />
Faculty CBA Article 13 (pg. 16), contain outlines of the expectations of both CCSNH and<br />
the faculty which “endorse principles and standards of academic freedom...traditionally<br />
accepted in institutions of higher education. Therefore, as an academic community<br />
committed to teaching and service excellence, CCSNH fosters a professional atmosphere<br />
that promotes the highest standards of professional conduct and integrity.”<br />
Students, likewise are expected to take advantage of various points of view, both from<br />
instructors and classmates and be guided by the <strong>RVCC</strong> Education Philosophy which defines<br />
the educated person as someone who can: “read critically, write clearly and<br />
comprehensively, reason analytically and utilize mathematical and scientific skills to solve<br />
life’s problems.”<br />
<strong>RVCC</strong> and the CCSNH System have established clear policies ensuring institutional integrity<br />
related to grievance policies for faculty, staff, and students. The Student Handbook<br />
outlines the process for a student to appeal a grade (pg. 20). For students who are placed<br />
on Academic Probation, the Academic Standing Committee (ASC) has policies and<br />
procedures that reviews each student’s case individually. Prior to the evaluation, students<br />
are notified of their right to appeal their suspension. Faculty (full-time and adjunct) and<br />
staff grievance policies are outlined in each group’s respective Collective Bargaining<br />
Agreements (Staff CBA: Article 7, pgs. 13-16; Adjunct Faculty CBA: Article 7, pgs. 14-17;<br />
Full-time Faculty CBA: Article 7, pgs. 9-12).<br />
The Student Code of Conduct, contained within the Student Handbook (pages 43-54)<br />
covers areas of the College that ensure students understand the operations of the College<br />
including General Infractions, Academic Misconduct, Disruption of College Operations,<br />
Health & Safety Violations, Violations of Criminal Laws and the College Code of Conduct,<br />
Student Disciplinary Proceedings, the Judicial Process and Student Rights. The Handbook<br />
also covers many important topics related to the Academic Appeal Process, Academic<br />
Integrity, Academic Probation, Cheating & Plagiarism, Dismissal from the College, FERPA,<br />
and the Grading System.<br />
Legal Obligations<br />
<strong>RVCC</strong> observes all legal requirements. It has a charter and formal authority from the<br />
State of New Hampshire authorizing the College to grant all degrees it awards, and has the<br />
authority to conduct these activities in the local jurisdictions it serves. State of New<br />
Hampshire RSA 188-F:1 formally established the Community College System of New<br />
140 | P a g e
Hampshire as a self-governing body under the authority of the CCSNH Board of Trustees<br />
and identifies seven colleges throughout the state including one in Claremont which is<br />
currently named River Valley Community College. RSA 188-F-1 also allows for regional<br />
academic centers and covers <strong>RVCC</strong>’s Keene and Lebanon Academic Centers.<br />
<strong>RVCC</strong> follows all non-discrimination policies with relation to hiring of all employees and<br />
recruitment and admissions of all students. The <strong>RVCC</strong> Non-Discrimination Policy is housed<br />
on the college website and is referenced with all hiring notices, as well as on the college<br />
student application. The policy also identifies contact information for the College’s Equity<br />
Committee Chairperson, CCSNH HR Director, US Department of Education, and NH<br />
Commission for Human Rights and EOC.<br />
Students who perform work study jobs where they are privy to private information must<br />
sign and abide by FERPA documentation as part of their employment. These documents<br />
are maintained with the student’s employment record.<br />
<strong>RVCC</strong> holds its responsibility for sponsored activities of the College very seriously and<br />
generally seeks approval of the Extended Leadership Team. The Team is comprised of the<br />
President, VPAA, VPSA, Chief Business Affairs Officer and representatives from other areas<br />
of the College. Depending on the activity, there might be added approvals needed from<br />
the Student Government Association or Student Club Advisors. For off-campus activities,<br />
the Institution ensures students abide by the Student Code of Conduct and are supervised<br />
by a college representative. For all off-campus activities, students (or their guardians if<br />
they are underage) must sign off on the “Waiver for On or Off-Campus Activities” form<br />
which are then held by the IVPSA (for academic activities) or the SGA President (for<br />
activities sponsored by the Student Government).<br />
Students who are on <strong>RVCC</strong> sponsored internships, practicums, clinicals, or fieldwork<br />
assignments are held to the same standards as on-campus students and are governed by<br />
the policies in the Student Handbook as well as any specific policies outlined in the legal<br />
agreement (Affiliation Agreements) between the College and the site of the<br />
internship/practicum/clinical or fieldwork. These agreements are reviewed by CCSNH<br />
System Counsel and are housed in the office of Academic Affairs.<br />
Communication with <strong>NECHE</strong><br />
<strong>RVCC</strong> Administration updates <strong>NECHE</strong> as needed regarding changes at the institution.<br />
<strong>RVCC</strong> demonstrates honesty and integrity and complies with the Commission’s standards,<br />
policies, requirements of affiliations, and requests. <strong>RVCC</strong> notifies the commission<br />
regarding adverse events. For example, <strong>RVCC</strong> was notified in August of 2018 that the OTA<br />
program was put on probation by ACOTE. A plan of corrective action was provided to<br />
<strong>NECHE</strong> which <strong>NECHE</strong> responded to positively. Due to the corrective actions taken, ACOTE<br />
removed OTA’s probationary status and reinstated full accreditation in December of 2018.<br />
In addition, as of the writing of this report, <strong>RVCC</strong> is developing a plan of corrective action<br />
for the Radiologic Technology program, which was placed on probation by JRCERT.<br />
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Transparency<br />
Informed Decision Making for Students<br />
The <strong>RVCC</strong> website contains all information that a prospective and current student may<br />
need to make informed decisions about their education. The River Valley homepage<br />
contains links directly to the three most useful areas for students: Admissions, Academics,<br />
and Student Resources. These links include access to the college application process,<br />
tuition and fees, the Financial Aid office, links to each program page, and links to many<br />
policies and procedures that directly relate to students. Student policies are found on the<br />
“Student Resources” tab of the website which includes a link not only to specific policies,<br />
forms and statistics, but also to the Student Handbook.<br />
Communication with the Public<br />
<strong>RVCC</strong> is clear in its communications with the public via the website, the College Catalog,<br />
and the Student Handbook. Information related to application and admission processes is<br />
found in both the Catalog (pg. 9-16) and on the website. Employment information for<br />
certificate programs is found on the website via the Gainful Employment Index and for<br />
many accredited programs directly on their program pages. National accrediting agencies<br />
often require their respective programs to publish accreditation status, retention rates,<br />
graduation rates, national board exam pass rates, and employment statistics. Each<br />
accredited program at <strong>RVCC</strong> is in compliance with the national accreditation standards for<br />
that program and publishes required information on their program webpage.<br />
<strong>RVCC</strong> is responsive to reasonable requests for information and informs the public about<br />
how inquiries may be made through the College’s “Contact Us” form on the website.<br />
Generally, the information from the “Contact Us” page goes to the Admissions Office and<br />
they disseminate the request appropriately.<br />
Program content in the College Catalog is the responsibility of each program Director to<br />
update on a yearly basis. This content is then reviewed by the VPAA before the printing of<br />
the Catalog. Ten years of electronic versions of the College Catalog are archived on the<br />
<strong>RVCC</strong> website. The VPAA, in conjunction with the Chair of the Curriculum Team, has made<br />
the 2018-<strong>2019</strong> College Catalog a top priority. The VPAA is additionally auditing the<br />
Catalog, all programs, and the upcoming academic schedules to ensure consistency and<br />
compliance for all courses with CCSNH and <strong>RVCC</strong> policy.<br />
Public Disclosure<br />
Media Format<br />
<strong>RVCC</strong> publishes all materials relevant to public disclosure, both digital and print form,<br />
through its College Catalog and Student Handbook and directly on pages on its college<br />
website. The 2017-2018 Catalog (pgs. 9-16) clearly sets forth the obligations and<br />
142 | P a g e
esponsibilities of both students and the institution. Specific links related to public<br />
disclosure for the College can be found in Standard Nine’s Data First Forms.<br />
Consumer Information<br />
<strong>RVCC</strong> publishes a description of the Institution, a historical overview of the College,<br />
demographic information on student population, tuition costs, Financial Aid information,<br />
accreditation information, and the mission statement on both the website and in the<br />
Catalog. <strong>RVCC</strong> clearly identifies that it is accredited through <strong>NECHE</strong> on its website and in<br />
the College Catalog (pg. 4).<br />
Additional information found in both locations includes information regarding academic and<br />
student support services such as the Library; and advising, tutoring and disability services<br />
(pgs. 14-16 of the College Catalog). <strong>RVCC</strong> publishes the expected outcomes of the College<br />
on its website as well as in the College Catalog (pg. 3) and Student Handbook (pg. 6).<br />
The College’s retention rate can be found on the website as well.<br />
<strong>RVCC</strong> indicates which programs, courses, services, and personnel are not available during<br />
a given academic year through the publication of the semester course schedule and<br />
through the College Catalog. Program Directors are responsible for evaluating currency of<br />
curriculum and updating it through Curriculum Committee and subsequently removing any<br />
content that is not current from the Catalog.<br />
River Valley publishes three directories of information, one directory each for faculty,<br />
staff, and administration. The directories indicate departmental or program affiliations; and<br />
degrees held and the institution granting them. Faculty are also listed, with their degrees<br />
and granting institution, in the College Catalog. The names the College Advisory Board are<br />
also found on the <strong>RVCC</strong> website. <strong>RVCC</strong> does not list adjunct faculty in the College Catalog<br />
or in the directory.<br />
<strong>RVCC</strong>’S Consumer Information page has all relevant costs for an education at <strong>RVCC</strong> as well<br />
as related financial data. Relevant topics covered on this page include the Price of<br />
Attendance, the Net Price Calculator, the Refund Policy and Requirements for Withdrawal,<br />
Textbook information, and Disbursement. Some Academic Programs also have information<br />
related to the overall cost of the degree or certificate listed on their program specific page.<br />
For example, on the Physical Therapist Assistant program page, there is a link titled “cost<br />
to attend”. The College Catalog also has a financial disclosure section which outlines tuition<br />
costs and lab and student fees (pgs. 6-7). The default rate for Financial Aid is 13.9% and<br />
can be found on the Veterans Shopping Sheet and is also on College Navigator.<br />
Success Measures<br />
Success measures for individual programs are found on the program websites. For<br />
certificate programs, gainful employment data is listed for each program and for accredited<br />
programs, additional outcomes measures are found on each program webpage as required<br />
by individual accrediting bodies and include items such as national exam results, licensure<br />
143 | P a g e
pass rates, and employment rates.<br />
Appraisal of Integrity, Transparency & Public Disclosure<br />
River Valley prides itself on being a transparent institution which follows best practices for<br />
public disclosure. The College has long subscribed to the idea of “shared governance.”<br />
Employees take a vested interest in the success of the College and work to create an<br />
atmosphere where all voices are welcomed. The All-College Staff Meeting is a place where<br />
anyone can add an agenda item, and open dialog on agenda items is encouraged.<br />
All Standing Teams at River Valley are responsible for self-governance and adhering to<br />
their Team’s by-laws. The team is also responsible for posting of meeting minutes to<br />
inform the college community at large about the discussions and activities that the group<br />
engages in. The posting of meeting minutes has been an area of inconsistency at the<br />
College. Some groups are very good about taking minutes and posting minutes in Canvas.<br />
Other groups take paper notes which are not posted, or do not take notes at all. This is an<br />
area that needs to be clarified for the College and a standard operating procedure related<br />
to meeting minutes would be helpful.<br />
River Valley has a number of policies that guide the free pursuit of knowledge, privacy<br />
rights for students and employees, and codes of conduct for students and employees. The<br />
College follows standard practice and national and state law with regards to equity and<br />
student privacy.<br />
The College posts all relevant information on programmatic outcomes and student success<br />
on its website and also releases pertinent information via press releases to local news<br />
organizations. As of this writing, the College is actively exploring options for a website redesign<br />
to make the site more attractive, easier to use and search, and mobile-friendly.<br />
Strengths<br />
<br />
<br />
<br />
<br />
<br />
CCSNH and <strong>RVCC</strong> Leadership has fostered an atmosphere where issues can be<br />
discussed openly.<br />
River Valley Community College follows a “shared governance” model where<br />
multiple constituencies have input into college wide issues.<br />
<strong>RVCC</strong> and the CCSNH System have established clear policies ensuring institutional<br />
integrity related to grievance policies for faculty, staff, and students.<br />
The <strong>RVCC</strong> website contains all information that a prospective and current student<br />
may need to make informed decisions about their education.<br />
<strong>RVCC</strong> is responsive to reasonable requests for information and informs the public<br />
about how inquiries may be made through the College’s website.<br />
Challenges<br />
<br />
<br />
The <strong>RVCC</strong> website layout can make it difficult to find information.<br />
There is no standard policy for taking meeting minutes and posting them for the<br />
College community.<br />
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Projections<br />
<br />
<br />
<br />
By Fall of <strong>2019</strong>, College administration will begin a redesign of the college website.<br />
By Spring of 2020, the Enrollment Team will develop a Marketing Plan for the<br />
College.<br />
By Fall of 2020, College administration will develop a policy and process for meeting<br />
minutes.<br />
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Standard 9: Integrity, Transparency, and Public Disclosure<br />
(Integrity)<br />
? Policies<br />
Last<br />
Upda<br />
ted ?<br />
Website location where policy is posted<br />
Responsible Office or<br />
Committee<br />
Academic<br />
honesty<br />
2017-<br />
2018 http://www.rivervalley.edu/student-resources/student-handbook VPAASA<br />
Intellectual<br />
property rights 2015 http://www.ccsnh.edu/copyright-and-intellectual-property CCSNH; CBA<br />
Conflict of<br />
interest 2015 http://www.rivervalley.edu/employment-opportunities CCSNH; CBA<br />
Privacy rights<br />
Fairness for<br />
students<br />
no<br />
date http://www.rivervalley.edu/sites/default/files/content/FERPA.pdf CCSNH<br />
2017-<br />
2018 http://www.rivervalley.edu/student-resources/student-handbook VPAASA<br />
Fairness for<br />
faculty 2015 http://www.ccsnh.edu/human-resources/ccsnh-employee-and-labor-relations CCSNH; HR<br />
Fairness for<br />
staff 2017 http://www.ccsnh.edu/human-resources/ccsnh-employee-and-labor-relations CCSNH; HR<br />
Academic<br />
freedom 2015 http://www.ccsnh.edu/academic-freedom CCSNH; CBA<br />
Research<br />
3.12.1<br />
5<br />
http://www.ccsnh.edu/sites/default/files/content/documents/Academic%20Sec<br />
tion%20system%20policies%203-12-15%20WITH%20TABLE.pdf<br />
CCSNH System 690.6<br />
Academic Freedom<br />
Title IX<br />
no<br />
date<br />
http://www.rivervalley.edu/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
Other; specify<br />
no<br />
date<br />
http://www.rivervalley.edu/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
Nondiscrimination<br />
policies<br />
Recruitment<br />
and admissions<br />
not<br />
avail.<br />
http://www.rivervalley.edu/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
Employment<br />
not<br />
avail.<br />
http://www.ccsnh.edu/mission-strategic-plan/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
Evaluation<br />
not<br />
avail.<br />
http://www.rivervalley.edu/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
Disciplinary<br />
action<br />
not<br />
avail.<br />
http://www.rivervalley.edu/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
146 | P a g e
Advancement<br />
not<br />
avail.<br />
http://www.rivervalley.edu/non-discrimination-policy<br />
CCSNH;<br />
CBA;HR;Title IX<br />
Coordinator<br />
Other; specify<br />
Resolution of<br />
grievances<br />
Students<br />
2017-<br />
2018 http://www.rivervalley.edu/student-resources/student-handbook VPAASA<br />
Faculty 2015 http://www.ccsnh.edu/human-resources/ccsnh-employee-and-labor-relations CBA<br />
Staff 2017 http://www.ccsnh.edu/human-resources/ccsnh-employee-and-labor-relations CBA<br />
Other; specify<br />
? Other<br />
Last<br />
Upda<br />
ted<br />
Website location or Publication<br />
Responsible Office or<br />
Committee<br />
Please enter any explanatory<br />
notes in the box below<br />
Information<br />
How can inquiries be made about the institution? Where can questions<br />
be addressed?<br />
Notice of availability of publications and of audited financial statement<br />
or fair summary<br />
Processes for admissions<br />
Website location and/or Relevant<br />
Publication(s)<br />
http://www.rivervalley.edu/admissions<br />
http://www.ccsnh.edu/AuditedFinancialStateme<br />
nts<br />
http://www.rivervalley.edu/admissions<br />
147 | P a g e
Processes for employment<br />
Processes for grading<br />
Processes for assessment<br />
Processes for student discipline<br />
Processes for consideration of complaints and appeals<br />
List below the statements or promises made regarding program<br />
excellence, learning outcomes, success in placement, and<br />
achievements of graduates or faculty and indicate where valid<br />
documentation can be found.<br />
Statement/Promise<br />
Gainful employment<br />
NEASC Accreditation<br />
Commission on Accreditation of Allied Health Education<br />
Programs<br />
Commission on Accreditation for Respiratory Care<br />
National Accrediting Agency for Clinical Laboratory Sciences<br />
Commission on Accreditation of Physical Therapy Education<br />
The American Occupational Therapy Association, Inc. (AOTA)<br />
New Hampshire Board of Nursing<br />
Accreditation Council of Business Schools and Programs<br />
Accreditation Commission for Education in Nursing<br />
Joint Review Committee on Education in Radiologic<br />
Technology<br />
Website location and/or publication where<br />
valid documentation can be found<br />
http://www.rivervalley.edu/employmentopportunities<br />
http://www.rivervalley.edu/studentresources/student-handbook<br />
http://www.rivervalley.edu/admissions/testingassessment<br />
http://www.rivervalley.edu/studentresources/student-handbook<br />
http://www.rivervalley.edu/studentresources/student-handbook<br />
http://www.rivervalley.edu/studentresources/gainful-employment-index<br />
http://www.rivervalley.edu/aboutrvcc/accreditation<br />
http://www.rivervalley.edu/academics/academi<br />
c-programs/physical-therapist-assistant<br />
http://www.rivervalley.edu/academics/academi<br />
c-programs/medical-assistant/medical-assistantcertificate<br />
http://www.rivervalley.edu/academics/academi<br />
c-programs/respiratory-therapy<br />
http://www.rivervalley.edu/aboutrvcc/accreditation<br />
http://www.rivervalley.edu/academics/academicprograms/occupational-therapy-assistant<br />
http://www.rivervalley.edu/about-rvcc/accreditation<br />
http://www.rivervalley.edu/about-rvcc/accreditation<br />
http://www.rivervalley.edu/about-rvcc/accreditation<br />
http://www.rivervalley.edu/academics/academi<br />
c-programs/radiologic-technology<br />
Date of last review of:<br />
Print publications<br />
Digital publications<br />
ongoing<br />
ongoing<br />
Please enter any explanatory notes in the box below<br />
148 | P a g e
Standard 9: Integrity, Transparency, and Public Disclosure<br />
(Public Disclosure)<br />
Information<br />
Institutional catalog<br />
Website location<br />
https://www.yumpu.com/en/document/read/62316244/rvcccatalog<br />
149 | P a g e
Obligations and responsibilities of<br />
students and the institution<br />
Information on admission and<br />
attendance<br />
Institutional mission and objectives<br />
Expected educational outcomes<br />
Status as public or independent<br />
institution; status as not-for-profit<br />
or for-profit; religious affiliation<br />
Requirements, procedures and<br />
policies re: admissions<br />
Requirements, procedures and<br />
policies re: transfer credit<br />
A list of institutions with which the<br />
institution has an articulation<br />
agreement<br />
Student fees, charges and refund<br />
policies<br />
Rules and regulations for student<br />
conduct<br />
Procedures for student appeals and<br />
complaints<br />
Other information re: attending or<br />
withdrawing from the institution<br />
Academic programs<br />
Courses currently offered<br />
Other available educational<br />
opportunities<br />
Other academic policies and<br />
procedures<br />
Requirements for degrees and<br />
other forms of academic<br />
recognition<br />
List of continuing faculty,<br />
indicating department or program<br />
affiliation, degrees held, and<br />
institutions granting them<br />
Names and positions of<br />
administrative officers<br />
Names, principal affiliations of<br />
governing board members<br />
Locations and programs available<br />
at branch campuses, other<br />
instructional locations, and<br />
overseas operations at which<br />
students can enroll for a degree,<br />
along with a description of<br />
programs and services available at<br />
each location<br />
https://www.yumpu.com/en/document/read/62368170/<br />
studenthandbook201718final<br />
https://www.rivervalley.edu/admissions/welcome<br />
https://www.yumpu.com/en/document/read/62368170<br />
/studenthandbook201718final<br />
http://www.rivervalley.edu/about-rvcc/mission<br />
http://www.rivervalley.edu/aboutrvcc/mission/expected-outcomes<br />
https://www.rivervalley.edu/about-rvcc/accreditation<br />
http://www.rivervalley.edu/admissions/applicationprocess-forms<br />
http://www.rivervalley.edu/student-resources/nhtransfer-program<br />
https://www.yumpu.com/en/document/read/62368170/stud<br />
enthandbook201718final<br />
https://www.rivervalley.edu/admissions/tuitionfees/tuition-and-fees<br />
https://www.yumpu.com/en/document/read/62368170/<br />
studenthandbook201718final<br />
https://www.yumpu.com/en/document/read/62368170/<br />
studenthandbook201718final<br />
https://www.yumpu.com/en/document/read/62368170/<br />
studenthandbook201718final<br />
http://www.rivervalley.edu/academics/programs-study<br />
http://www.rivervalley.edu/academics/coursedescriptions<br />
http://www.rivervalley.edu/workforce-development<br />
https://www.rivervalley.edu/academics/academicdegree-requirements<br />
http://www.rivervalley.edu/contactus/directories/faculty<br />
http://www.rivervalley.edu/contactus/directories/administration<br />
http://www.ccsnh.edu/about-ccsnh/board-trustees<br />
http://www.rivervalley.edu/admissions/academiccenters<br />
150 | P a g e
Programs, courses, services, and<br />
personnel not available in any given<br />
academic year.<br />
Size and characteristics of the<br />
student body<br />
Description of the campus setting<br />
Availability of academic and other<br />
support services<br />
Range of co-curricular and nonacademic<br />
opportunities available to<br />
students<br />
Institutional learning and physical<br />
resources from which a student can<br />
reasonably be expected to benefit<br />
Institutional goals for students'<br />
education<br />
Success of students in achieving<br />
institutional goals including rates of<br />
retention and graduation and other<br />
measure of student success<br />
appropriate to institutional mission.<br />
Passage rates for licensure exams,<br />
as appropriate<br />
Total cost of education and net<br />
price, including availability of<br />
financial aid and typical length of<br />
study<br />
Expected amount of student debt<br />
upon graduation and loan payment<br />
rates<br />
Statement about accreditation<br />
https://www.yumpu.com/en/document/read/62316244/<br />
rvcccatalog<br />
http://www.rivervalley.edu/about-rvcc/glance<br />
http://www.rivervalley.edu/about-rvcc/glance<br />
http://www.rivervalley.edu/student-resources<br />
http://www.rivervalley.edu/studentlife<br />
https://www.rivervalley.edu/student-resources/studentsuccess-center<br />
https://www.rivervalley.edu/student-resources/charlesp-puksta-library<br />
http://www.rivervalley.edu/aboutrvcc/mission/expected-outcomes<br />
http://www.rivervalley.edu/sites/default/files/content/<br />
<strong>RVCC</strong>%20First%20Time%20Enrollment%20%26%20Persi<br />
stance%20June%202013.pdf<br />
http://www.rivervalley.edu/about-rvcc/consumerinformation<br />
http://www.rivervalley.edu/student-resources/gainfulemployment-index<br />
http://www.rivervalley.edu/about-rvcc/accreditation<br />
Appendices<br />
Affirmation of Compliance with Federal Regulations Relating to Title IV<br />
151 | P a g e
AFFIRMATION OF COMPLIANCE WITH FEDERAL REGULATIONS RELATING TO TITLE IV<br />
Periodically, member institutions are asked to affirm their compliance with federal requirements relating to Title<br />
IV program participation, including relevant requirements of the Higher Education Opportunity Act.<br />
1. Credit Hour: Federal regulation defines a credit hour as an amount of work represented in intended learning<br />
outcomes and verified by evidence of student achievement that is an institutional established equivalence that<br />
reasonably approximates not less than: (1) One hour of classroom or direct faculty instruction and a minimum of<br />
two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester<br />
hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a<br />
different amount of time; or (2) At least an equivalent amount of work as required in paragraph (1) of this<br />
definition for other academic activities as established by the institution including laboratory work, internships,<br />
practica, studio work, and other academic work leading to the award of credit hours. (<strong>NECHE</strong> Policy 111. See<br />
also Standards for Accreditation 4.34.)<br />
URL<br />
Print Publications<br />
<strong>Self</strong>-study/ Fifth-year report Page<br />
Reference<br />
https://www.rivervalley.edu/about-rvcc/consumer-information<br />
https://www.yumpu.com/en/document/read/62316244/rvcccatalog<br />
(Page 10)<br />
Page 78 of 2018 self-study<br />
2. Credit Transfer Policies: The institution’s policy on transfer of credit is publicly disclosed through its<br />
website and other relevant publications. The institution includes a statement of its criteria for transfer of credit<br />
earned at another institution of higher education along with a list of institutions with which it has articulation<br />
agreements. (<strong>NECHE</strong> Policy 95. See also Standards for Accreditation 4.38, 4.39 and 9.19.)<br />
URL<br />
Print<br />
Publications<br />
<strong>Self</strong>-study/<br />
Fifth-year<br />
report Page<br />
Reference<br />
https://www.rivervalley.edu/about-rvcc/consumer-information<br />
https://www.yumpu.com/en/document/read/62368170/studenthandbook201718final<br />
(Page 17)<br />
https://www.yumpu.com/en/document/read/62316244/rvcccatalog<br />
(Page 12)<br />
Page 81 of 2018 self-study<br />
3. Student Complaints: “Policies on student rights and responsibilities, including grievance procedures, are<br />
clearly stated, well publicized and readily available, and fairly and consistently administered.” (Standards for<br />
Accreditation 5.18, 9.8, and 9.19.)<br />
URL<br />
https://www.rivervalley.edu/about-rvcc/accreditation/student-rights-and-grievancepolicies<br />
152 | P a g e
Print Publications<br />
<strong>Self</strong>-study/ Fifth-year<br />
report Page Reference<br />
https://www.yumpu.com/en/document/read/62368170/studenthandbook201718final<br />
(Page 53)<br />
Page 189 of 2018 self-study<br />
4. Distance and Correspondence Education: Verification of Student Identity: If the institution offers distance<br />
education or correspondence education, it has processes in place to establish that the student who registers in a<br />
distance education or correspondence education course or program is the same student who participates in and<br />
completes the program and receives the academic credit. . . .The institution protects student privacy and notifies<br />
students at the time of registration or enrollment of any projected additional student charges associated with the<br />
verification of student identity. (<strong>NECHE</strong> Policy 95. See also Standards for Accreditation 4.48.) Method(s) used<br />
for verification<br />
URL<br />
Print Publications<br />
<strong>Self</strong>-study/ Fifth-year<br />
report Page Reference<br />
https://www.rivervalley.edu/academics/online-learning<br />
https://www.yumpu.com/en/document/read/62316244/rvcccatalog<br />
(page 17)<br />
https://www.yumpu.com/en/document/read/62368170/studenthandbook201718final<br />
(page 11)<br />
Page 82 of 2018 self-study<br />
5. FOR COMPREHENSIVE EVALUATIONS ONLY: Public Notification of an Evaluation Visit and<br />
Opportunity for Public Comment: The institution has made an appropriate and timely effort to notify the public of<br />
an upcoming comprehensive evaluation and to solicit comments. (<strong>NECHE</strong> Policy 77.)<br />
URL<br />
Print Publications<br />
<strong>Self</strong>-study/ Fifth-year report<br />
Page Reference<br />
https://www.rivervalley.edu/about-rvcc/accreditation<br />
https://www.yumpu.com/en/document/read/62316244/rvcccatalog<br />
(page 4)<br />
Page 29 of 2018 self-study<br />
The undersigned affirms that River Valley Community College meets the above federal requirements relating to<br />
Title IV program participation, including those enumerated above.<br />
Chief Executive Officer:<br />
Date: __2/8/<strong>2019</strong><br />
E-Series Forms<br />
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT<br />
OPTION E1: PART A. INVENTORY OF EDUCATIONAL EFFECTIVENESS INDICATORS<br />
153 | P a g e
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(1)<br />
(2)<br />
(3)<br />
(4)<br />
(5)<br />
CATEGORY<br />
Where are the<br />
learning outcomes for<br />
this level/program<br />
published? (please<br />
specify)<br />
Include URLs where<br />
appropriate.<br />
Other than GPA, what<br />
data/ evidence is used to<br />
determine that graduates<br />
have achieved the stated<br />
outcomes for the degree?<br />
(e.g., capstone course,<br />
portfolio review, licensure<br />
examination)<br />
Who interprets the<br />
evidence? What is<br />
the process?<br />
(e.g. annually by<br />
the curriculum<br />
committee)<br />
What changes have<br />
been made as a result<br />
of using the<br />
data/evidence?<br />
Date of<br />
most<br />
recent<br />
program<br />
review (for<br />
general<br />
education<br />
and each<br />
degree<br />
program)<br />
At the<br />
institutional<br />
level:<br />
Expected Outcomes of<br />
the College are found<br />
on pg 3 of the College<br />
Catalog:<br />
https://www.rivervall<br />
ey.edu/sites/default/fi<br />
les/content/101053RV<br />
CCCatalogWeb320161<br />
220GSCUpdates.pdf<br />
All Associate degree<br />
students complete courses<br />
designed to provide<br />
opportunities to develop<br />
one or more of the<br />
outcomes listed in<br />
Expected Outcomes.<br />
Evidence of the<br />
development of these skills<br />
comes through course<br />
assessments, activities,<br />
assignments, practica,<br />
internships, and clinical<br />
experiences.<br />
Faculty interpret<br />
evidence of learning<br />
exhibited in the<br />
coursework.<br />
The College<br />
Administration<br />
reviews feedback<br />
from outside<br />
constituencies.<br />
Implementation of the<br />
Co-Requisite Math<br />
Pathways to improve<br />
college level success.<br />
Increased continuing<br />
education offerings for<br />
non-matriculated<br />
community members.<br />
NEASC/CI<br />
HE 5-Year<br />
Review<br />
Spring,<br />
2013<br />
Feedback from outside<br />
constituencies including the<br />
communities served via the<br />
College Advisory Board.<br />
For general<br />
education if<br />
an<br />
undergraduat<br />
e institution:<br />
Associate degree<br />
programs require<br />
either specific general<br />
education courses or<br />
specific distributions<br />
of these courses.<br />
Requirements are<br />
published on page 19<br />
of the College<br />
Catalog:<br />
Evidence comes through<br />
evaluation of Program<br />
Maps to ensure compliance<br />
of all programs with<br />
general education<br />
requirements.<br />
Curriculum Team<br />
and VPAA approve<br />
all curricular<br />
changes.<br />
Per the Complete<br />
College America 15-to-<br />
Finish initiative, the<br />
number of General<br />
Education credits<br />
required for the various<br />
degrees was reduced to<br />
fit within a 60+ credit<br />
requirement for the<br />
degree. This was<br />
accomplished via the<br />
BoT policy of<br />
elimination of a second<br />
level English course.<br />
Yearly<br />
review of<br />
College<br />
Catalog<br />
and<br />
Program<br />
Maps<br />
https://www.rivervall<br />
ey.edu/sites/default/fi<br />
les/content/101053RV<br />
155 | P a g e
CCCatalogWeb320161<br />
220GSCUpdates.pdf<br />
1.Accounting,<br />
AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/accounting/<br />
accounting<br />
Successful completion of<br />
courses requires a<br />
demonstration of practical<br />
knowledge of computer<br />
and accounting skills<br />
through comprehensive<br />
case problems and final<br />
exams. “Soft skills” critical<br />
to employability are<br />
assessed through projects<br />
in Professional<br />
Communications course.<br />
Program Director<br />
and Department<br />
Chair interpret<br />
program outcomes.<br />
Individual student<br />
outcomes are<br />
interpreted by<br />
faculty and also by<br />
the Program<br />
Director through<br />
advising meetings<br />
each semester.<br />
Courses and programs<br />
have been revised to<br />
reflect changes in the<br />
law and industry and to<br />
align with transfer<br />
requirements of fouryear<br />
institutions.<br />
2018<br />
Transfer data is<br />
gathered from<br />
graduates in their<br />
final semester.<br />
2.<br />
Accounting,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/accounting/<br />
accountingadvancedaccounting<br />
Successful completion of<br />
courses requires a<br />
demonstration of practical<br />
knowledge of computer<br />
and accounting skills<br />
through comprehensive<br />
case problems and final<br />
exams<br />
Program Director<br />
and Department<br />
Chair interpret<br />
program outcomes.<br />
Individual student<br />
outcomes are<br />
interpreted by<br />
faculty and also by<br />
the Program<br />
Director through<br />
advising meetings<br />
each semester.<br />
Courses and programs<br />
have been revised to<br />
reflect changes in the<br />
law and industry<br />
2018<br />
3. Advanced<br />
Accounting,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/accounting/<br />
accountingadvancedaccounting<br />
Successful completion of<br />
courses requires a<br />
demonstration of practical<br />
knowledge of computer<br />
and accounting skills<br />
through comprehensive<br />
case problems and final<br />
exams<br />
Program Director<br />
and Department<br />
Chair interpret<br />
program outcomes.<br />
Individual student<br />
outcomes are<br />
interpreted by<br />
faculty and also by<br />
the Program<br />
Director through<br />
advising meetings<br />
each semester.<br />
Courses and programs<br />
have been revised to<br />
reflect changes in the<br />
law and industry<br />
2018<br />
4.Business<br />
Management,<br />
Business<br />
Management<br />
Concentratio<br />
n, AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/businessmanagement<br />
Final examinations<br />
Final Projects<br />
Business Plan Development<br />
Faculty<br />
Program Director<br />
Department Chair<br />
Courses revised to<br />
incorporate external<br />
business community<br />
experience.<br />
Business Math was<br />
eliminated and replaced<br />
2009<br />
156 | P a g e
with college level math<br />
course.<br />
5.Business<br />
Management,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/businessmanagement<br />
Final examinations<br />
Final Projects<br />
Business Plan Development<br />
Faculty<br />
Program Director<br />
Department Chair<br />
Courses revised to<br />
incorporate external<br />
business community<br />
experience.<br />
Business Math was<br />
eliminated and replaced<br />
with college level math<br />
course.<br />
2009<br />
6.<br />
Cybersecurit<br />
y and<br />
Healthcare<br />
IT, AS<br />
https://www.river<br />
valley.edu/sites/defau<br />
lt/files<br />
/content/<strong>RVCC</strong>College<br />
Catalog1819Updated2<br />
0181029.<br />
pdf pg. 26<br />
Capstone Course or<br />
Internship: CSCI<br />
296R/CSCI 297R<br />
Skills Exams<br />
Employer Feedback on<br />
Student Interns<br />
Graduate Satisfaction<br />
Surveys<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines<br />
Revisions to Program<br />
Maps<br />
2018<br />
Program alumni surveys<br />
7.<br />
Cybersecurit<br />
y and<br />
Healthcare<br />
IT, Certificate<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/computertechnology/cybersecu<br />
rity-healthcareit/cybersecurity-0<br />
Skills Exams<br />
Employer Feedback on<br />
Student Interns<br />
Graduate Satisfaction<br />
Surveys<br />
Program alumni surveys<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines<br />
Revisions to Program<br />
Maps<br />
2018<br />
8. Criminal<br />
Justice, AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/criminaljustice<br />
Portfolio Project and<br />
Internship: CRMJ 290R<br />
Program Director<br />
Updated and changed<br />
program delivery,<br />
streamlined Program<br />
Map<br />
2016<br />
9. Early<br />
Childhood<br />
Education,<br />
AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/earlychildhood-education<br />
These are also in the<br />
ECE Program’s<br />
student handbook.<br />
Portfolios<br />
Practicum site evaluations<br />
Student focus groups<br />
Surveys (graduate<br />
satisfaction, program<br />
alumni, employer)<br />
Advisory Board Feedback<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines, updated<br />
program of study, the<br />
development of new<br />
courses, revised<br />
evaluation tools for<br />
practicum courses, new<br />
course delivery<br />
methods, and adapted<br />
advising practices.<br />
2012<br />
10. Early<br />
Childhood<br />
Education<br />
Level 1,<br />
Certificate<br />
Modified ECE Degree<br />
outcomes have been<br />
utilized. Revisions<br />
are planned.<br />
Course: ECE 104R<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines, new course<br />
delivery methods, and<br />
adapted advising<br />
practices<br />
2012<br />
157 | P a g e
11. Early<br />
Childhood<br />
Education<br />
Level 2,<br />
Certificate<br />
Modified ECE Degree<br />
outcomes have been<br />
utilized. Revisions<br />
are planned.<br />
Course: ECE 190R<br />
Practicum: 191R<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines, revised<br />
evaluation tools for<br />
practicum courses, new<br />
course delivery<br />
methods, and adapted<br />
advising practices<br />
2012<br />
12. Early<br />
Childhood<br />
Education,<br />
Infant &<br />
Toddler<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/infant-toddlercertificate<br />
Prepares students to apply<br />
for an infant toddler<br />
endorsement on an ECE<br />
credential awarded by the<br />
NH Child Development<br />
Bureau<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
New Program<br />
New<br />
Program<br />
13.<br />
Information<br />
Technology,<br />
AS<br />
https://www.river<br />
valley.edu/sites/defau<br />
lt/files<br />
/content/<strong>RVCC</strong>College<br />
Catalog1819Updated2<br />
0181029.<br />
pdf pg. 28<br />
Capstone Course or<br />
Internship: CSCI<br />
296R/CSCI 297R<br />
Skills Exams<br />
Employer Feedback on<br />
Student Interns<br />
Graduate Satisfaction<br />
Surveys<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
New Program<br />
New<br />
Program<br />
Program alumni surveys<br />
14. Liberal<br />
Arts, AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/liberal-arts<br />
Transfer rates to<br />
baccalaureate programs<br />
Department Chair<br />
Developed Program<br />
Maps to Outline Specific<br />
Pathways<br />
Reduced credits to 60<br />
2014<br />
15. Massage<br />
Therapy,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/massagetherapy<br />
Practicum and Clinicals:<br />
MASS 193R, MASS 140R,<br />
MASS 195R<br />
Employer Feedback<br />
Faculty<br />
Program Director<br />
Advisory Board<br />
Changes to curriculum<br />
to include MASS 102R,<br />
MASS 103R,and MASS<br />
104R<br />
2012<br />
16.<br />
Mathematics<br />
and Science,<br />
Biological<br />
Science<br />
Concentratio<br />
n<br />
The program<br />
outcomes are listed<br />
on the <strong>RVCC</strong> website<br />
on the program’s<br />
information page:<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/mathematic<br />
s-andscience/biologicalscience-concentration<br />
The program director<br />
reviews transcripts of<br />
students in the major each<br />
semester and reviews<br />
transfers annually. The<br />
program director/advisor<br />
also speaks to students’<br />
teachers frequently<br />
Program Director<br />
Reduction of required<br />
credits from 64 to 60<br />
Removal of the<br />
Capstone courses due<br />
to lack of transferability<br />
to the University<br />
System<br />
April <strong>2019</strong><br />
17. Medical<br />
Administrativ<br />
e Assistant,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/rvcccommunity/campusnews/medicalassisting-programrvcc-awarded-<br />
ALHT 121R/ALHT 124R<br />
Employer satisfaction<br />
Employment rates<br />
Faculty<br />
Program Direcor<br />
Advisory Board<br />
Delivery methods of<br />
course delivery have<br />
been updated to<br />
include, traditional<br />
classroom, hybrid and<br />
distance learning and<br />
some courses are now<br />
<strong>RVCC</strong><br />
Program<br />
Review<br />
Scheduled<br />
for<br />
AY<strong>2019</strong>-<br />
2020<br />
158 | P a g e
continuingaccreditation<br />
offered at the Academic<br />
Centers.<br />
18. Medical<br />
Assistant,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/sites/default/fi<br />
les/content/Mission%<br />
20Statement%20%26<br />
%20Program%20Outc<br />
ome.pdf<br />
Employer satisfaction<br />
Graduate rates<br />
Exam Rates<br />
Employment rates<br />
Faculty<br />
Program Director<br />
Advisory Board<br />
Yearly ARF for<br />
MAERB<br />
Accreditation<br />
Delivery methods of<br />
course delivery have<br />
been updated to<br />
include, traditional<br />
classroom, hybrid and<br />
distance learning and<br />
some courses are now<br />
offered at the Academic<br />
Centers.<br />
2015<br />
Practicum hours<br />
reduced from 240 to<br />
160.<br />
19.Medical<br />
Laboratory<br />
Technician,<br />
AS<br />
https://www.rivervall<br />
ey.edu/sites/default/fi<br />
les/content/2017MLTS<br />
tudentHandbook_INus<br />
e.pdf pg 5<br />
Practicum: MLTC 290<br />
Graduate Satisfaction<br />
Surveys<br />
Practicum Supervisor<br />
Interviews<br />
ASCP BOC Exam pass rates<br />
Faculty<br />
Program<br />
Coordinator<br />
Department Chair<br />
Advisory Board<br />
Revisions to curriculum<br />
including change in<br />
format of Practicum and<br />
hybridization of<br />
courses.<br />
2018<br />
20.<br />
Networking,<br />
AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/computertechnology/networkin<br />
g<br />
Capstone Course or<br />
Internships: CSCI<br />
296R/CSCI 297R<br />
Skills Exams<br />
Employer Feedback on<br />
Student Interns<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines<br />
Revisions to Program<br />
Maps<br />
2018<br />
Graduate Satisfaction<br />
Surveys<br />
Program alumni surveys<br />
21.<br />
Networking,<br />
Certificate<br />
https://www.rivervall <br />
ey.edu/academics/aca <br />
demicprograms/computer-technology/networkin<br />
g-0<br />
<br />
Skills Exams<br />
Employer Feedback on<br />
Student Interns<br />
Graduate Satisfaction<br />
Surveys<br />
Program alumni surveys<br />
Faculty<br />
Program<br />
Coordinator<br />
Advisory Board<br />
Revisions to course<br />
outlines<br />
Revisions to Program<br />
Maps<br />
2018<br />
22. Nursing,<br />
AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/nursing/ass<br />
ociate-sciencenursing-degree<br />
Clinicals: ADNR116R,<br />
ADNR117R, ADNR220R,<br />
ADNR230R<br />
ATI Content Mastery<br />
Assessments<br />
RN Comprehensive<br />
Predictor<br />
Clinical Evaluation Tool<br />
(CET)<br />
Department Chair<br />
Faculty<br />
Advisory Committee<br />
NH Board of Nursing<br />
National Council of<br />
State Boards of<br />
Nursing (NCSBN)<br />
Accreditation<br />
Commission for<br />
Increased # of ATI<br />
assessments<br />
Increased use of PrepU<br />
& ATI assignments<br />
Revised CET per ACEN<br />
Revised course<br />
competencies per<br />
NCSBN guidelines<br />
2016<br />
159 | P a g e
NHBON Annual Program<br />
Report<br />
ACEN Annual Program<br />
Report<br />
Education in Nursing<br />
(ACEN)<br />
Systematic Plan of<br />
Evaluation<br />
NCLEX-RN Licensure<br />
Graduate Surveys<br />
Employer Surveys<br />
23.<br />
Occupational<br />
Therapy<br />
Assistant, AS<br />
https://www.rivervall<br />
ey.<br />
edu/sites/default/files<br />
/content/OTA%20<br />
Curriculum%20Design<br />
%20<br />
and%20Student%20O<br />
utcomes.pdf<br />
Fieldworks: OCTA<br />
190R,OCTA 290R,OCTA<br />
291R<br />
Graduate Satisfaction<br />
Surveys<br />
Fieldwork Supervisor<br />
Interviews<br />
Employer Satisfaction<br />
Surveys<br />
NBCOT pass rates<br />
Faculty<br />
Program Director<br />
Advisory Board<br />
Tiered learning<br />
approach to SOAP note<br />
writing in OCTA 125R,<br />
OCTA 190R, and OCTA<br />
213R.<br />
Changed format of<br />
Level I Fieldwork<br />
Experience (OCTA 190)<br />
to a camp-experience.<br />
Planned implementation<br />
of hybrid course AHLT<br />
104R in Fall <strong>2019</strong>.<br />
2018<br />
24.<br />
Phlebotomy,<br />
Certificate<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/phlebotomy<br />
Internship: PHBC190R<br />
Program Faculty<br />
Department Chair<br />
Increased PHBC 110R<br />
course to include<br />
increased lab practice<br />
time to improve<br />
psychomotor skills<br />
proficiency.<br />
<strong>RVCC</strong><br />
Program<br />
Review<br />
Scheduled<br />
for<br />
AY<strong>2019</strong>-<br />
2020<br />
25. Physical<br />
Therapist<br />
Assistant, AS<br />
https://www.rivervall<br />
ey.edu/sites/default/fi<br />
les/content/2018%20<br />
PTA%20Program%20<br />
Public%20Disclosure<br />
%20Information_3.pd<br />
f<br />
Practicums: PTAC 190R,<br />
PTAC292R<br />
Practicum Supervisor<br />
Interviews<br />
FSBPT Exam Pass Rates<br />
Employment Rates<br />
Advisory Board,<br />
Faculty,<br />
Practicum<br />
Supervisor,<br />
Department Chair,<br />
Program<br />
Coordinator<br />
Changed format of<br />
Practicum Courses and<br />
Senior Seminar Course<br />
Modified program<br />
application process for<br />
Fall <strong>2019</strong><br />
2016<br />
Graduate Satisfaction<br />
Surveys<br />
26.<br />
Radiologic<br />
Technology,<br />
AS<br />
https://www.rivervall<br />
ey.edu/academics/aca<br />
demicprograms/radiologictechnology<br />
Practicums: RADT 121R,<br />
RADT 122R, RADT 223R,<br />
RADT 224R<br />
ARRT Passing Rates<br />
Faculty<br />
Program Director<br />
Advisory Board<br />
Curriculum Revised in<br />
2017<br />
Changed textbooks and<br />
academic materials<br />
2017<br />
Job Placement Rates<br />
Graduate Satisfaction<br />
Surveys<br />
Acquired de-energized<br />
X-ray machine for<br />
student practice<br />
Employer Satisfaction<br />
Surveys<br />
160 | P a g e
27.<br />
Respiratory<br />
Therapy, AS<br />
https://www.rivervall<br />
ey.edu/sites/default/fi<br />
les/content/<strong>RVCC</strong>Colle<br />
geCatalog1819Update<br />
d20181029.pdf Pg.<br />
49<br />
Practicums: RSPT 191,<br />
RSPT 281R, RSPT 282R<br />
Graduation Rates<br />
NBRC Exam Pass Rates<br />
Faculty<br />
Program Director<br />
Advisory Board<br />
Course content<br />
updated, Redistributed<br />
lecture vs.lab hours;<br />
updated number of<br />
clinical hours.<br />
2016<br />
Job Placement Rates<br />
Employer Satisfaction<br />
Surveys<br />
29. Social<br />
Services, AS<br />
Course materials for<br />
HSV 110R, 270R, and<br />
271R<br />
Fieldwork: HSV270R<br />
Seminar: HSV 271R<br />
Faculty, Program<br />
Coordinator, and<br />
Advisory Board<br />
Major program revision 2014<br />
In process of being<br />
revised<br />
29. Social<br />
Services,<br />
Certificate<br />
Course materials for<br />
HSV 110R, 270R, and<br />
271R<br />
HSV 125R and HSV 126R<br />
Faculty, Program<br />
Coordinator, and<br />
Advisory Board<br />
Major program revision 2014<br />
In process of being<br />
revised<br />
Institutions selecting E1a should also include E1b.<br />
Note: Please see the Statement on Student Achievement and Success Data Forms (available on the CIHE website:<br />
https://cihe.neasc.org) for more information about completing these forms.<br />
161 | P a g e
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT<br />
OPTION E1: PART B. INVENTORY OF SPECIALIZED AND PROGRAM ACCREDITATION<br />
(1)<br />
(2)<br />
(3)<br />
(4)<br />
(6)<br />
Professional,<br />
specialized, State,<br />
or programmatic<br />
accreditations<br />
currently held by<br />
the institution (by<br />
agency or<br />
program name).<br />
Date of most<br />
recent<br />
accreditation<br />
action by<br />
each listed<br />
agency.<br />
List key issues for continuing<br />
accreditation identified in<br />
accreditation action letter or<br />
report.<br />
Key performance<br />
indicators as required by<br />
agency or selected by<br />
program (licensure, board,<br />
or bar pass rates;<br />
employment rates, etc.).<br />
*<br />
Date and<br />
nature of<br />
next<br />
scheduled<br />
review.<br />
Medical Assisting,<br />
CAAHEP<br />
March, 2015<br />
The review conducted by the<br />
Medical Assisting Education<br />
Review Board (MAERB) and<br />
CAAHEP’s Board of Directors<br />
recognized the program’s<br />
substantial compliance with the<br />
nationally established<br />
accreditation standards. This<br />
program was awarded an eight<br />
year accreditation, the<br />
maximum allowed by<br />
MAERB/CAAHEP. Minor citations<br />
were addressed and approved<br />
in February <strong>2019</strong>.<br />
Retention<br />
Placement<br />
Grad Satisfaction Rate<br />
Employer Satisfaction<br />
Rate<br />
Exam Participation Rate<br />
Exam Pass Rate<br />
2023<br />
Physical Therapy<br />
Assistant, CAPTE<br />
May, 2016<br />
The program was required to<br />
clarify the workloads for the<br />
program faculty and send them<br />
a completed annual assessment<br />
(a template had been sent the<br />
first time). These updates were<br />
accepted and a 10 year<br />
continuing accreditation was<br />
granted.<br />
Graduation<br />
Employment rates<br />
Licensure pass rates<br />
Number and variety of<br />
clinical education sites<br />
2025<br />
Respiratory<br />
Therapy, COARC<br />
2016 No deficiencies were reported.<br />
The program was given a full 10<br />
year accreditation.<br />
On-time graduation<br />
NBRC pass rates (High cut<br />
score)<br />
2026<br />
Employer satisfaction<br />
rates<br />
Job placement rates<br />
Graduate satisfaction<br />
rates<br />
2016 In Compliance<br />
NCLEX-RN pass rates<br />
2021<br />
Nursing, ACEN &<br />
NH BON<br />
Areas needing development:<br />
4.2 SLOs need to demonstrate<br />
consistent progression.<br />
Program completion rates<br />
Program satisfaction rates<br />
Graduate employment<br />
rates<br />
162 | P a g e
4.12 Learning activities &<br />
instructional materials need to<br />
be appropriate for all delivery<br />
formats & consistent with SLOs<br />
3 years of data correlating<br />
learning activities<br />
with EPOs<br />
6.1 ELOS must be stated in<br />
specific and measurable terms<br />
6.2 Data must be collected and<br />
trended by program option and<br />
location prior to aggregation for<br />
program as whole<br />
6.4.3 Sufficient data must be<br />
collected and trended for<br />
program decision making.<br />
Medical Lab<br />
Technician,<br />
NAACLS<br />
2018 Continuing accreditation<br />
awarded for ten years. A ‘Year<br />
5 Interim Report’ must be<br />
submitted to NAACLS with a<br />
summary of the last five years<br />
of annual reporting, a narrative<br />
on how outcomes measures are<br />
analyzed and used in program<br />
assessment, and a narrative<br />
describing any actions taken as<br />
a result of the program<br />
assessment.<br />
ASCP BOC pass rates<br />
Program completion rates<br />
Employment rates<br />
2028<br />
Radiological<br />
Technology,<br />
JRCERT<br />
(continued on<br />
following pages)<br />
2017 Program was placed on<br />
Probation until May of <strong>2019</strong><br />
New curriculum was develop<br />
and implemented in fall 2017<br />
Admission rate<br />
Retention rate<br />
Program completion rate<br />
ARRT Passing rate (first<br />
attempt)<br />
2017<br />
New self-study was submitted<br />
to the JRCERT.<br />
Employment rate<br />
Site visit on June 2018<br />
Program was not in compliance<br />
with<br />
Objective 2.2 - Lack of<br />
assurance that the program<br />
provides an adequate number<br />
of faculty to meet all<br />
educational, program,<br />
administrative, and<br />
accreditation requirements.<br />
Action taken: new clinical<br />
coordinator was hired on<br />
January<strong>2019</strong>.<br />
Objective 2.3 - Lack of<br />
assurance that the program<br />
provides faculty with<br />
163 | P a g e
opportunities for continued<br />
professional development.<br />
Action taken: Program Director<br />
attended two conferences<br />
(February and November 2018)<br />
Objective 3.9 - Lack of<br />
assurance that the program<br />
evaluates program faculty and<br />
clinical instructor performance<br />
and shares evaluation results<br />
regularly to assure instructional<br />
responsibilities are performed.<br />
Action taken: First report<br />
submitted to all clinical sites<br />
during Summer of 2018. A<br />
revised clinical instructor<br />
evaluation put in place January<br />
<strong>2019</strong>.<br />
Objective 5.2 - Lack of<br />
assurance that the program<br />
documents the following<br />
program effectiveness data:<br />
Graduate and Employer<br />
satisfaction<br />
Note: The program has only two<br />
graduating classes. The<br />
program collects these data on<br />
the following schedule:<br />
Graduate Survey – 6 months<br />
after graduation; Employee<br />
Survey – 1 year after<br />
graduation. At this time, the<br />
program doesn’t have five years<br />
of data as required. The<br />
Program has a revised<br />
assessment plan. Will continue<br />
to improve.<br />
Objective 5.4 - Lack of<br />
assurance that the program<br />
analyzes and shares student<br />
learning outcome data and<br />
program effectiveness data to<br />
foster continuous program<br />
improvement.<br />
Action taken: Effectiveness data<br />
report is on the College<br />
webpage, data results are<br />
discussed with advisory board<br />
and clinical preceptors for<br />
feedback.<br />
Mid-term report will be<br />
submitted on April 19, <strong>2019</strong><br />
JRCERT final decision will be<br />
receive by May, <strong>2019</strong>.<br />
Occupational<br />
Therapy<br />
Assistant, ACOTE<br />
2018 The program is fully accredited.<br />
Two areas were identified by<br />
ACOTE that needed further<br />
attention and update via a<br />
Retention Rates<br />
Job Placement Rates<br />
Grad Satisfaction Rate<br />
2023<br />
164 | P a g e
Progress Report (to be<br />
submitted on 2/15/19)<br />
Employer Satisfaction<br />
Rate<br />
1: Balanced workload giving<br />
AFWC release time to perform<br />
FW planning and placement<br />
duties: This area has been met<br />
and three contact hours of<br />
release time has been given to<br />
AFWC. 2. Integration of a COTA<br />
into didactic instruction: This<br />
area has been met and COTA<br />
will be integrated into OCTA212<br />
course in Spring <strong>2019</strong>.<br />
Exam Pass Rate<br />
Business<br />
Management,<br />
ACBSP<br />
2008 No issues identified. Program<br />
given 10 year accreditation<br />
(initial accreditation) in 2008.<br />
Assessment of<br />
satisfaction of key<br />
needs and<br />
expectations for<br />
students and<br />
stakeholders<br />
<strong>2019</strong><br />
Specific competency<br />
attainment<br />
Faculty satisfaction<br />
survey<br />
Curriculum Summary:<br />
Professional<br />
Component, General<br />
Education<br />
Component, Business<br />
Major Component,<br />
Minimum Grade<br />
Requirement, Support<br />
Services, Educational<br />
Innovation, Student<br />
Academic Success,<br />
Student Retention<br />
*Record results of key performance indicators in form 8.3 of the Data First Forms<br />
Institutions selecting E1b should also include E1a<br />
165 | P a g e
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT<br />
OPTION E2. COLLEGE PORTRAIT/VSA PLUS PROGRAM REVIEW<br />
I. Institutions selecting this option should include copies of the most recent College Portrait institutional template<br />
under the Voluntary System of Accountability and up to two prior templates. The templates are available from APLU<br />
and AASCU.<br />
II. Complete the information on program review, below.<br />
(1)<br />
(2)<br />
(3)<br />
(4)<br />
(5)<br />
CATEGORY<br />
What is the date<br />
of the most<br />
recent program<br />
review?<br />
How is an<br />
“external<br />
perspective”<br />
incorporated into<br />
the review?<br />
How are the<br />
results of the<br />
program review<br />
considered?<br />
What major<br />
changes have<br />
been made as a<br />
result of the<br />
most recent<br />
program review?<br />
What is the date<br />
of the next<br />
program review?<br />
List each degree<br />
program:<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
166 | P a g e
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT<br />
OPTION E3. INSTITUTIONAL CLAIMS FOR STUDENT ACHIEVEMENT, WITH VALIDATING EVIDENCE<br />
(1)<br />
(2)<br />
(3)<br />
(4)<br />
(5)<br />
CATEGORY<br />
What are the<br />
claims for student<br />
achievement or<br />
student success?<br />
Where are the<br />
claims published?<br />
(please specify)<br />
Include URLs<br />
where<br />
appropriate.<br />
Other than<br />
course<br />
completion and<br />
grades, what<br />
outcomes<br />
evidence is used<br />
to support the<br />
claims?<br />
Who interprets<br />
the evidence?<br />
What is the<br />
process?<br />
(e.g. by the<br />
curriculum<br />
committee)<br />
What changes<br />
have been made<br />
in the program,<br />
the claims or the<br />
evidence?<br />
At the institutional<br />
level:<br />
For general<br />
education if an<br />
undergraduate<br />
institution:<br />
List each degree<br />
program:<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
167 | P a g e
E-SERIES FORMS: MAKING ASSESSMENT MORE EXPLICIT<br />
OPTION E4. MEASURES OF STUDENT SUCCESS: COMPARISON WITH PEERS<br />
(1)<br />
(2)<br />
(3)<br />
(4)<br />
(5)<br />
CATEGORY<br />
What is the<br />
measure of<br />
student<br />
achievement or<br />
student success?<br />
What is the<br />
institution’s score<br />
or rate?<br />
What is the peer<br />
comparison<br />
group?<br />
What is the peer<br />
score or rate on<br />
this measure?<br />
What changes<br />
have been made<br />
as a result of the<br />
comparison?<br />
At the institutional<br />
level:<br />
For general<br />
education if an<br />
undergraduate<br />
institution:<br />
List each degree<br />
program:<br />
1.<br />
2.<br />
3.<br />
4.<br />
5.<br />
6.<br />
7.<br />
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Management Letter & Financial Report<br />
Board of Trustees<br />
Community College System of New Hampshire<br />
(A Component Unit of the State of New Hampshire)<br />
Dear Board Members:<br />
We have audited the financial statements of the business-type activities and the discretely<br />
presented component unit of the Community College System of New Hampshire (a<br />
Component Unit of the State of New Hampshire) (CCSNH) as of and for the year ended<br />
June 30, 2018, and have issued our report thereon dated December 7, 2018.<br />
As stated in our engagement letter dated May 25, 2018, our responsibility, as described<br />
by professional standards, is to express an opinion about whether the financial statements<br />
prepared by management with your oversight are fairly presented in all material respects,<br />
in conformity with U.S. generally accepted accounting principles. Our audit of the financial<br />
statements does not relieve you or management of your responsibilities.<br />
Our responsibility for the supplementary information accompanying the financial<br />
statements, as described by professional standards, is to evaluate the presentation of the<br />
supplementary information in relation to the financial statements as a whole and to report<br />
on whether the supplementary information is fairly stated, in all material respects, in<br />
relation to the financial statements as a whole.<br />
We did not audit the financial statements of the discretely-presented component unit,<br />
Community Colleges of New Hampshire Foundation (the Foundation), as of and for the<br />
year ended June 30, 2018. Those financial statements were audited by another auditor<br />
whose report thereon has been furnished to us, and our opinion, insofar as it relates to the<br />
amounts included for the Foundation, is based on the report of the other auditor.<br />
Professional standards require that we provide you with information about our<br />
responsibilities under U.S. generally accepted auditing standards, Government Auditing<br />
Standards and Title 2 U.S. Code of Federal Regulations Part 200, Uniform Administrative<br />
Requirements, Cost Principles, and Audit Requirements for Federal Awards, as well as<br />
certain information related to the planned scope and timing of our audit. We have<br />
communicated such information in our communications dated May 25, 2018.<br />
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Qualitative Aspects of Accounting Practices<br />
PART I – REQUIRED COMMUNICATIONS<br />
Management is responsible for the selection and use of appropriate accounting policies.<br />
The significant accounting policies used by CCSNH are described in Note 1 to the financial<br />
statements.<br />
During the year ended June 30, 2018, CCSNH adopted new accounting guidance,<br />
Governmental Accounting Standards Board (GASB) Statement No. 75, Accounting and<br />
Financial Reporting for Postemployment Benefits Other Than Pensions (GASB 75). The<br />
changes made to the basic financial statements to comply with GASB 75 have been<br />
reported as an adjustment as of the beginning of the year ended June 30, 2018. Because<br />
management determined it was not practical for CCSNH to determine the amounts of all<br />
deferred inflows of resources and deferred outflows of resources related to the other postemployment<br />
benefit (OPEB) plans as of June 30, 2017, the beginning balances of deferred<br />
inflows of resources and deferred outflows of resources related to the OPEB plans have not<br />
been recorded. The impact of the adoption of GASB 75 as of the beginning of the year<br />
ended June 30, 2018 was as a net OPEB liability and cumulative effect of change in<br />
accounting principle of $143,484,240.<br />
No other new accounting policies were adopted and the application of existing policies was<br />
not changed during 2018. We noted no transactions entered into by CCSNH during the<br />
year for which there is a lack of authoritative guidance or consensus. All significant<br />
transactions have been recognized in the financial statements in the proper period.<br />
Accounting estimates are an integral part of the financial statements prepared by<br />
management and are based on management’s knowledge and experience about past and<br />
current events and assumptions about future events. Certain accounting estimates are<br />
particularly sensitive because of their significance to the financial statements and because<br />
of the possibility that future events affecting them may differ significantly from those<br />
expected. The most sensitive estimates affecting the financial statements were:<br />
• The estimates used in the calculation of the net OPEB liability, deferred inflows of<br />
resources and deferred outflows of resources related to the OPEB plans. The net OPEB<br />
liability and related deferred inflows of resources and deferred outflows of resources<br />
related to the OPEB plan administered by the State of New Hampshire (the State) are<br />
based on the December 31, 2016 actuarial valuation, updated to the measurement date of<br />
June 30, 2017, which was prepared by Segal Consulting, the actuary engaged by the<br />
State. The net OPEB liability and related deferred inflows of resources and deferred<br />
outflows of resources related to the OPEB plan administered by the New Hampshire<br />
Retirement System (NHRS) are based on actuarial information provided by the NHRS and<br />
audited by KPMG.<br />
• The estimates used in the calculation of the net pension liability, deferred inflows of<br />
resources and deferred outflows of resources related to the pension plan, which are based<br />
on actuarial information provided by the New Hampshire Retirement System and audited<br />
by KPMG.<br />
• The allowance for loan losses related to the note receivable on the Stratham Property.<br />
• The estimated useful lives of capital assets used in the calculation of depreciation<br />
expense, which are based on the perceived life of the related capital assets<br />
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We have evaluated the key factors and assumptions used to develop these estimates in<br />
determining that they are reasonable in relation to the financial statements taken as a<br />
whole.<br />
Certain financial statement disclosures are particularly sensitive because of their<br />
significance to financial statement users. The most sensitive disclosures affecting the<br />
financial statements were:<br />
• The disclosure of the allowance for loan losses related to the note receivable on the<br />
Stratham Property in Note 1.<br />
• The disclosures of other OPEB required by GASB 75 in Notes 1, 2 and 8.<br />
• The disclosure of the cost-sharing multiple-employer defined benefit pension plan<br />
required by the GASB Statement No. 68 in Note 7.<br />
The financial statements are neutral, consistent, and clear.<br />
Difficulties Encountered in Performing the Audit<br />
We encountered no significant difficulties in dealing with management in performing and<br />
completing our audit.<br />
Corrected and Uncorrected Misstatements<br />
Professional standards require us to accumulate all known and likely misstatements<br />
identified during the audit, other than those that are trivial, and communicate them to the<br />
appropriate level of management. We noted two adjustments that management<br />
determined were immaterial to the financial statements taken as a whole. The attached<br />
schedule summarizes these uncorrected adjustments.<br />
Disagreements with Management<br />
For purposes of this letter, professional standards define a disagreement with management<br />
as a financial accounting, reporting, or auditing matter, whether or not resolved to our<br />
satisfaction, that could be significant to the financial statements or the auditor’s report. We<br />
are pleased to report that no such disagreements arose during the course of our audit.<br />
Management Representations<br />
We have requested certain representations from management that are included in the<br />
management representation letter dated December 7, 2018.<br />
Management Consultations with Other Independent Accountants<br />
In some cases, management may decide to consult with other accountants about auditing<br />
and accounting matters, similar to obtaining a “second opinion” on certain situations. If a<br />
consultation involves application of an accounting principle to CCSNH’s financial<br />
statements or a determination of the type of auditor’s opinion that may be expressed on<br />
those statements, our professional standards require the consulting accountant to check<br />
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with us to determine that the consultant has all the relevant facts. To our knowledge,<br />
there were no such consultations with other accountants.<br />
Other Audit Findings or Issues<br />
We generally discuss a variety of matters, including the application of accounting principles<br />
and auditing standards, with management each year prior to retention as CCSNH’s auditor.<br />
However, these discussions occurred in the normal course of our professional relationship<br />
and our responses were not a condition to our retention.<br />
We applied certain limited procedures to the Management’s Discussion and Analysis and<br />
the supplementary information related to CCSNH’s pension and other postemployment<br />
benefits plans, which are required supplementary information (RSI) that supplements the<br />
basic financial statements. Our procedures consisted of inquiries of management regarding<br />
the methods of preparing the information and comparing the information for consistency<br />
with management’s responses to our inquiries, the basic financial statements, and other<br />
knowledge we obtained during our audit of the basic financial statements. We did not audit<br />
the RSI and do not express an opinion or provide any assurance on the RSI.<br />
We were engaged to report on the Schedule of Expenditures of Federal Awards, which<br />
accompany the financial statements but are not RSI. With respect to this supplementary<br />
information, we made certain inquiries of management and evaluated the form, content,<br />
and methods of preparing the information to determine that the information complies with<br />
U.S. generally accepted accounting principles or Uniform Guidance, the method of<br />
preparing it has not changed from the prior period, and the information is appropriate and<br />
complete in relation to our audit of the financial statements. Our procedures included<br />
comparing and reconciling the supplementary information to the underlying accounting<br />
records used to prepare the financial statements or to the financial statements themselves.<br />
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PART II – INTERNAL CONTROL MATTERS<br />
In planning and performing our audit of the financial statements of CCSNH as of and for<br />
the year ended June 30, 2018, in accordance with U.S. generally accepted auditing<br />
standards, we considered CCSNH’s internal control over financial reporting (internal<br />
control) as a basis for designing audit procedures that are appropriate in the<br />
circumstances for the purposes of expressing our opinions on the financial statements, but<br />
not for the purpose of expressing an opinion on the effectiveness of CCSNH’s internal<br />
control. Accordingly, we do not express an opinion on the effectiveness CCSNH’s internal<br />
control.<br />
A deficiency in internal control exists when the design or operation of a control does not<br />
allow management or employees, in the normal course of performing their assigned<br />
functions to prevent, or detect and correct, misstatements on a timely basis. A material<br />
weakness is a deficiency, or a combination of deficiencies, in internal control, such that<br />
there is a reasonable possibility that a material misstatement of the entity’s financial<br />
statements will not be prevented, or detected and corrected, on a timely basis.<br />
Our consideration of internal control was for the limited purpose described in the first<br />
paragraph of this section and was not designed to identify all deficiencies in internal<br />
control that might be material weaknesses. Given these limitations, during our audit we
did not identify any deficiencies in internal control that we consider to be material<br />
weaknesses. However, material weaknesses may exist that have not been identified.<br />
Approval of Budget Transfers<br />
PART III – ADVISORY COMMENTS<br />
We noted that the Business Office Managers at each campus and many Finance Office staff<br />
have the ability to post budget transfer journal entries. There are three different types of<br />
budget journal entries: initial budget set up, budget amendments, and line item transfers.<br />
It was noted that access to the initial budget set up and budget amendment entries is<br />
restricted to certain System Finance Office Staff. Through our testing we noted that there<br />
were several budget line item transfer entries recorded throughout the year that were not<br />
formally approved and did not appear to be supported by proper documentation.<br />
We recommend that CCSNH develop a threshold for budget line item transfers to be<br />
approved by the campus President or another designated senior management team<br />
member. We understand that the System has a policy that requires approval by the Board<br />
of Trustees for any budget transfer in excess of $300,000. We recommend the System<br />
update the policy to include a lower threshold for which a transfer entry would require the<br />
approval of appropriate System personnel. While we did note there are access restrictions<br />
to individuals on the types of budget entries they can post, budget entries should be<br />
approved to maintain the integrity the budget as a control and an effective analytical tool.<br />
Cash Clearing Account Reconciliations<br />
During our audit procedures surrounding cash it was noted that CCSNH does not have a<br />
formal process in place to reconcile the various ACH and cash clearing accounts. These<br />
balances include transactions that have cleared in a subsequent periods in addition to old<br />
balances that will need to be investigated. We recommend that CCSNH reconcile the ACH<br />
and cash clearing accounts on a monthly basis to ensure that the balances are identifiable<br />
and moved to the appropriate cash accounts upon clearing.<br />
* * * * * * * * * * * *<br />
We appreciate the cooperation and assistance of the management of CCSNH during the<br />
course of our audit.<br />
This letter is intended solely for the information and use of the Audit Committee, Board of<br />
Trustees, and management of CCSNH and is not intended to be, and should not be, used<br />
by anyone other than these specified parties.<br />
Bangor, Maine<br />
December 7, 2018<br />
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(A Component Unit of the State of New Hampshire)<br />
COMPREHENSIVE ANNUAL FINANCIAL REPORT<br />
June 30, 2018 and 2017<br />
With Independent Auditor's Report<br />
COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE<br />
(A Component Unit of the State of New Hampshire)<br />
Reports on Audits of Financial Statements and Supplementary Information June 30, 2018 and<br />
2017<br />
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Table of Contents<br />
INDEPENDENT AUDITOR'S REPORT<br />
Board of Trustees<br />
Community College System of New Hampshire<br />
(A Component Unit of the State of New Hampshire)<br />
We have audited the accompanying financial statements of the business-type activities and the<br />
discretely-presented component unit of the Community College System of New Hampshire (a<br />
Component Unit of the State of New Hampshire) (CCSNH) as of and for the years ended June 30, 2018<br />
and 2017, and the related notes to the financial statements, which collectively comprise CCSNH's basic<br />
financial statements as listed in the table of contents.<br />
Management's Responsibility for the Financial Statements<br />
Management is responsible for the preparation and fair presentation of these financial statements in<br />
accordance with U.S. generally accepted accounting principles; this includes the design, implementation,<br />
and maintenance of internal control relevant to the preparation and fair presentation of financial<br />
statements that are free from material misstatement, whether due to fraud or error.<br />
Auditor's Responsibility<br />
Our responsibility is to express opinions on these financial statements based on our audits. We did not<br />
audit the financial statements of the discretely-presented component unit. Those statements were<br />
audited by another auditor whose report has been furnished to us, and our opinion, insofar as it relates<br />
to the amounts included for the discretely-presented component unit, is based solely on the report of the<br />
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other auditor. We conducted our audits in accordance with U.S. generally accepted auditing standards.<br />
Those standards require that we plan and perform the audit to obtain reasonable assurance about<br />
whether the financial statements are free from material misstatement.<br />
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in<br />
the financial statements. The procedures selected depend on the auditor's judgment, including the<br />
assessment of the risks of material misstatement of the financial statements, whether due to fraud or<br />
error. In making those risk assessments, the auditor considers internal control relevant to the entity's<br />
preparation and fair presentation of the financial statements in order to design audit procedures that are<br />
appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness<br />
of the entity's internal control. Accordingly, we express no such opinion. An audit also includes evaluating<br />
the appropriateness of accounting policies used and the reasonableness of significant accounting<br />
estimates made by management, as well as evaluating the overall presentation of the financial<br />
statements.<br />
We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for<br />
our audit opinions.<br />
Opinions<br />
In our opinion, based on our audits and the reports of the other auditor, the financial statements referred<br />
to above present fairly, in all material respects, the financial position of the business-type activities and<br />
the discretely-presented component unit of CCSNH as of June 30, 2018 and 2017, and the respective<br />
changes in financial position and, where applicable, cash flows thereof for the years then ended, in<br />
accordance with U.S. generally accepted accounting principles.<br />
Other Matters<br />
Required Supplementary Information<br />
U.S. generally accepted accounting principles require that Management's Discussion and Analysis on pages 3<br />
through 25 and the required supplementary information on pages 60 through 65 be presented to supplement<br />
the basic financial statements. Such information, although not part of the basic financial statements, is required<br />
by the Governmental Accounting Standards Board (GASB), who considers it to be an essential part of financial<br />
reporting for placing the basic financial statements in an appropriate operational, economic, or historical<br />
context. We have applied certain limited procedures to the required supplementary information, in accordance<br />
with U.S. generally accepted auditing standards, which consisted of inquiries of management about the methods<br />
of preparing the information and comparing the information for consistency with management's responses to<br />
our inquiries, the basic financial statements, and other knowledge we obtained during our audit of the basic<br />
financial statements. We do not express an opinion or provide any assurance on the information because the<br />
limited procedures do not provide us with sufficient evidence to express an opinion or provide any assurance.<br />
Change in Accounting Principle<br />
As discussed in Note 2 to the basic financial statements, in 2018 CCSNH adopted new accounting guidance, GASB<br />
Statement No. 75, Accounting and Financial Reporting for Postemployment Benefits other than Pensions. Our<br />
opinion is not modified with respect to this matter.<br />
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Bangor, Maine<br />
December 7, 2018<br />
INTRODUCTION<br />
The following Management's Discussion and Analysis (MD&A) includes the strategic vision and<br />
economic outlook as well as an analysis of the financial position and operations for the Community<br />
College System of New Hampshire (CCSNH) for the fiscal years ended June 30, 2018, 2017 and 2016.<br />
This discussion is provided by the management of CCSNH and should be read in conjunction with the<br />
financial statements and notes.<br />
The New Hampshire State Legislature, through the passage of Chapter 361, Laws of 2007, established<br />
CCSNH as a body politic and corporate for the purpose of providing a well-coordinated system of public<br />
community college education. Governance of CCSNH was placed with a single Board of Trustees which<br />
serves as its policy-making and operating authority.<br />
CCSNH is a state-wide system of seven independently accredited institutions including White<br />
Mountains Community College (WMCC), Lakes Region Community College (LRCC), River Valley<br />
Community College (<strong>RVCC</strong>), NHTI – Concord’s Community College, Manchester Community College<br />
(MCC), Nashua Community College (NCC), and Great Bay Community College (GBCC), as well as five<br />
academic centers in Keene, Littleton, Rochester, North Conway, and Lebanon, New Hampshire.<br />
The financial statements include the activity of the Community Colleges of New Hampshire Foundation<br />
(the Foundation), which is a separate legal entity established as a 501(c)(3) corporation and is a<br />
discretely-presented non-major component unit of CCSNH. The Foundation’s mission is to provide<br />
greater access to educational opportunities through financial assistance for student scholarships,<br />
program development, and enhancements to college facilities. The MD&A includes information only for<br />
CCSNH, not its component unit. Complete financial statements of the Foundation can be obtained from<br />
CCSNH’s system office.<br />
STRATEGIC VISION AND ECONOMIC OUTLOOK<br />
CCSNH’s mission is to provide residents with affordable, accessible education, and training that aligns<br />
with the needs of New Hampshire’s businesses and communities, delivered through an innovative,<br />
efficient, and collaborative system of colleges. CCSNH is dedicated to the educational, professional,<br />
and personal success of its students; a skilled workforce for our state’s business; and a strong New<br />
Hampshire economy. In our mission statement, CCSNH explicitly dedicates itself to supporting<br />
educational access and success, contributing to the State’s communities, and to its economic and social<br />
vitality<br />
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To maintain New Hampshire’s positive economic indicators, including low unemployment and high per<br />
capita income, the State will need 65 percent of adults with education beyond high school. CCSNH is<br />
committed to achieving this vision by 2025. CCSNH acts as an engine for the State’s economy,<br />
graduating students with certificates and degrees of economic value to New Hampshire. The more<br />
students who attend, particularly from the existing workforce, the more quickly our State moves<br />
towards educational attainment rates required to meet new labor-economic needs.<br />
CCSNH is poised to meet these workforce challenges, as well as to provide the state with a more<br />
educated, civically engaged citizenry, as we partner with four-year universities as well. By launching<br />
careers, facilitating job switches and promotions, as well as seamless transfer to continued education<br />
at baccalaureate, master’s, and doctoral levels, CCSNH is in the business of making successful<br />
alumni.<br />
In order to maintain and grow our improved rates of student completion and achieve 65 by 25, we will:<br />
1. Assure clear pathways for students to credentials that lead to continuing education and strong career<br />
prospects, secured through partnerships with industry, four-year universities, and high schools<br />
2. Strategically meet enrollment needs for the State, including addressing the unique needs of our rural<br />
communities<br />
CCSNH will enable student success and academic operations in support of the above goals through<br />
conscientious stewardship of financial, human capital, and other assets and resources. We accomplish<br />
this by:<br />
1. Maintaining strong internal financial and facility controls and sustainability through sound budget,<br />
accounting, investment, and procurement operations<br />
2. Establishing CCSNH as an employer of choice<br />
3. Using data and technology to support our attainment goals<br />
Graduating in Programs of Value<br />
Much as enrollment has no meaning if students do not attain credentials of economic and educational<br />
value, credential attainment means little if the value it symbolizes is minimal. CCSNH must strive to<br />
keep its curriculum fresh and relevant through constant updates based on four-year University and<br />
employer and industry input. This is why all program descriptions, modifications, eliminations, and<br />
introductions must include – but not be limited to – the following attributes for ultimate approval:<br />
<br />
<br />
<br />
<br />
<br />
<br />
Career opportunities associated<br />
with program<br />
Data quantifying need for<br />
program change, elimination or<br />
introduction, including from labor<br />
economics sources such as NH<br />
Employment Security (NHES),<br />
EMSI (Labor Market Statistics),<br />
Bureau of Labor Statistics (BLS),<br />
or Burning Glass<br />
Job openings and wage<br />
information<br />
Proposed career steps upon<br />
workforce entry<br />
Evidence of early employer<br />
partnership<br />
<br />
<br />
<br />
<br />
<br />
<br />
<br />
Evidence of early four-year<br />
partnership<br />
Narrative of community<br />
impact/need<br />
Baccalaureate institutions to<br />
which a program transfers<br />
Proposed student outcomes<br />
Semester-by-semester listing of<br />
courses students should take<br />
Similarities to other programs at<br />
CCSNH and potential enrollment<br />
impact<br />
List of job titles associated with<br />
program<br />
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CCSNH has done an excellent job ensuring its credentials have economic and transfer<br />
value. Our graduates stay in New Hampshire at an average rate of 77 percent over the<br />
last four years, as can be seen in the figure below, and this excludes students who attend<br />
a New Hampshire four-year university without concurrent in-state employment. The share<br />
of students from the bottom fifth of incomes as students that move to the top fifth as<br />
adults is 16 percent, which is among the top 10 percent for all community colleges across<br />
the country. The median income of former students at age 34 is $34,170, which is also a<br />
leader in the New England region for community college systems and also in the top decile<br />
in the country.<br />
If our awards confer economic and transfer value, then we need to increase the rate at which students<br />
attain them. Today, CCSNH has seen growth here, across all graduation cohorts and in terms of total<br />
awards as presented below:<br />
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Today, CCSNH leads its New England community college system peers in graduation rate, and in<br />
composite graduation-transfer rate. For first-time-to-college students attending full-time who entered<br />
CCSNH in 2008, over an eight-year timeframe more than a third received a certificate or degree, and<br />
nearly another third transferred on to a four-year institution, leaving about 34 percent without an award<br />
and without transfer activity (excluding the one percent still enrolled at CCSNH after eight years). This<br />
first-in-the-region ranking extends to six-year and three-year graduation rate cohorts as well. Although<br />
CCSNH will grow its graduation rates across all cohorts, in the context of 65 by 25 attainment and the<br />
need to increase adult learner enrollment to meet that aim, it is important to note that, relative to other<br />
community colleges in the region, New Hampshire community college students are most likely to receive<br />
a credential.<br />
Promoting Student Completions Through More Enrollment<br />
As a highly tuition-driven institution, enrollment pipeline predicts both our number of student completers<br />
of degrees and certificates as well as our institutional operating revenue. Students who can enroll are<br />
either already enrolled with us, stop-outs (students who left college and the college has made an<br />
attempt to get the student to re-enroll), or prospects. Each require separate tactical sets of action,<br />
similar for active students and stop-outs in terms of segmentation, if not in accountability, metrics and<br />
messages. New students require a diverse set of tactics depending on from where they would arrive at<br />
our doors, whether traditional age or adult learner, and then whether in the recruitment stage of the<br />
enrollment lifecycle or onto admissions. Whether a prospect, recruit, admit, registrant, present enrollee,<br />
stop out, or even graduate – CCSNH has extraordinarily qualified and dedicated staff, armed with<br />
enterprise-wide technical systems, to help at each part of student lifecycle.<br />
Any given semester, more than half of enrolled students attended class the prior semester (summer<br />
excluded). Improving recruitment from local high schools, particularly of students who would otherwise<br />
not attend college, will become increasingly critical if New Hampshire is to meet the 65 by 25 goal.<br />
Already, New Hampshire is seeing a downturn in high school graduating class size, and this will likely<br />
persist until 2032.<br />
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CCSNH continues to see declines in enrollment characteristic of the New England region. Although<br />
there is no immediate impact to student success efforts, and financial impact to fiscal years <strong>2019</strong> and<br />
2020 is largely offset by the increase to tuition and conservative budgeting. Continued enrollment<br />
decline is something CCSNH is fiercely combating going into the Spring, and, ultimately, into the next<br />
academic year<br />
The graphs on the left represent enrollment and credits activity data, excluding Running<br />
Start students, as that is still very much in flux. Three primary factors influence<br />
enrollment:<br />
1. Unemployment rate. CCSNH enrollment is countercyclical with economic performance –<br />
the stronger the economy, the lower our enrollment. For the last six months, NH has had<br />
an unemployment rate of 2.7 percent, which has meant more people opting for jobs<br />
instead of continuing education.<br />
2. Diminishing high school graduating class size. In the last five years, NH high school<br />
graduates decreased approximately nine percent, which leads to a decrease in total<br />
applicants to CCSNH.<br />
3. Increasing competition from local universities, including those offering associate degree<br />
programs, like Southern New Hampshire University (SNHU) advantage, as well as<br />
increased attention by four years to affordability.<br />
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In the charts below you can see high school graduating classes are decreasing across the country, but<br />
most rapidly in the New England region. And, within our region, New Hampshire and Connecticut high<br />
school graduating class sizes are projected to diminish 26 percent between now and 2032, a rate of<br />
decline more than quintuple that of the country.<br />
Projected growth / decline by US region and northeast states in high school graduates by 2032, i.e., 15<br />
years out (data from 2017)<br />
CCSNH continues to stay strong on retention and work to increase admissions into our Colleges. This<br />
involves co-authoring an enrollment management strategy aligned with our mission, and bolstering<br />
existing operations with the right tools for broadening outreach, getting more precise at prospective<br />
student segmentation, and better tracking of ongoing outreach efforts. Work is underway to come up<br />
with precise strategies for dealing with specific student segments. These include high school seniors<br />
learning about CCSNH, those high school students already engaged through Running Start and Early<br />
College programs, and non-traditional “adult” learners – segmented by those who have completed<br />
some credits with us but have not wrapped up their programs of study, versus those who are looking<br />
to start or restart higher education with us.<br />
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CCSNH, however, has one of the strongest dual-credit and dual-enrollment programs in the country,<br />
with more students in dual-credit as a proportion of all new students than any other state. CCSNH<br />
should continue to build on this strength by developing a pipeline of these students to enroll in college<br />
after they graduate from high school. Dual-credit and dual-enrollment programs offered at CCSNH<br />
through collaboration with local high schools include Early College, Running Start, eStart, and CTE.<br />
To recruit all remaining students --- non-CTE, also not in a dual-credit or dual-enrollment program – we<br />
promote the value of our colleges in high schools, including with teachers, parents, counselors,<br />
administrators, and students themselves. CCSNH targets parents primarily through marketing efforts<br />
that make the quality education proposition abundantly clear.<br />
CCSNH administrators and others follow-up with high school counselors, principals, and<br />
superintendents in their catchment area to sit with them and explain the transfer and workforce value<br />
proposition of our Colleges. Also, collaboration with the Commissioner of the Department of Education<br />
has helped tighten partnership with the K-12 system.<br />
Finally, CCSNH is working on attracting more adult learners to our institution. As of February 2018,<br />
New Hampshire has the second-lowest unemployment rate in the country at 2.6 percent – the lowest<br />
being Hawaii at 2.1 percent. Low unemployment is great, but to whatever extent employed workers, in<br />
the aggregate, do not meet 65 by 25 is, in essence, a proxy by which labor growth is hamstrung,<br />
alongside our ability to attract new businesses to the state, and to retain existing ones, despite low<br />
unemployment.<br />
With a decline in the absolute number of young people in the state, even a dramatic uptick in awards<br />
production for the traditional-age college-going population would not move New Hampshire towards 65<br />
by 25. The only way to get there will be by re-engaging adult learners, especially those who presently<br />
work in a low unemployment state. This imperative comes when, across the country, according to data<br />
calculated by the National Student Clearinghouse Research Center, the proportion of undergraduate<br />
students age 24 and over has actually decreased over the last few years as the job market has<br />
improved, at precisely the time New Hampshire and other states need more workers with associate’s<br />
degrees or higher.<br />
The State is trying to get to 65 percent with credentials of economic value in seven years and stands<br />
today at only 50 percent – 10 percent with an associate’s, plus 40 percent with a bachelor’s or higher.<br />
This number excludes certificate achievers, which CCSNH estimates as another three percentage<br />
points out of the “Some College” segment below.<br />
NH Educational Attainment by Age Group, 20<br />
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By educational attainment, the highest rates of population with less than a high school<br />
diploma, or only high school diploma or GED or some college, are those in the 45 – 64 age<br />
group.<br />
As New Hampshire Employment Security notes: “It is important to acknowledge the<br />
potential need for training or upskilling of this large cohort of the population, those age 45-<br />
64 years with a ‘high school diploma’ or ‘some college, no degree’ as the highest level of<br />
educational attainment. The majority will still be participating and the labor market will<br />
need them. As most of these workers are currently employed, training should be<br />
approached from the perspective of finding ways to provide these workers with additional<br />
skills and educational enhancement (upskilling) in their field of expertise. Rather than<br />
retraining these workers in new fields, efforts should be explored to find ways to build<br />
upon the applied knowledge these workers might have and provide additional skills that<br />
will be needed in the future labor market.”<br />
Across all age groups, an associate’s degree – and a bachelor’s – correlate to lower<br />
unemployment rates, and higher wages. As the chart on the next page demonstrates, New<br />
Hampshire residents age 25 – 34 who have an associate’s degree have 91 percent less<br />
unemployment than those with only a high school diploma – the difference is 90 percent<br />
less in the age range of 35-44.<br />
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As for wage gaps, across all age groups, weekly wage follows educational attainment. Take for instance<br />
the 25-34 age group, where associate’s attainment represents a 39 percent increase in wages from high<br />
school diploma, and baccalaureate attainment a 22 percent jump from there. Also depicted are gains at<br />
associate’s level relative to high school diploma across all age groups, and overall.<br />
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Indeed, nearly all job growth nationally since the recession of 2007 – 2008 has come from jobs requiring<br />
at least some college. As for New Hampshire, according to the Department of Employment Security,<br />
“In broad terms, when comparing the occupational employment in 2004 with occupational employment<br />
in 2014, New Hampshire’s labor market has seen a net loss of approximately 30,000 jobs in occupations<br />
that do not require more than a high school diploma to enter.”<br />
CCSNH is positioned better than any other higher education institution in New England to seize the<br />
opportunity re-engagement of adult learners represents – by virtue of its relatively high awards<br />
attainment compared to other community college systems, relatively high social mobility compared to<br />
the state and the region, deep partnership with business and philanthropic communities, as well as with<br />
other state and higher education agencies and institutions, and the fact that we already enroll an<br />
increasingly non-traditional student body across an array of liberal arts, STEM, and trade degree and<br />
certificate programs. CCSNH introduced the 65 by 25 Vision and intends to take the lead in realizing it.<br />
New Hampshire – with its economic strength, relatively high attainment rates of its public higher<br />
education institutions, its vibrant philanthropic community, its tight collaboration between state<br />
institutions and private-sector partners, and its sheer present economic strength – is poised to generate<br />
a great return on internal investments in student recruitment: for adult learners, traditional age<br />
students, and our dual-credit/dual-enrollment populations.<br />
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FINANCIAL STATEMENTS<br />
CCSNH reports its activity as a business-type activity using the full accrual basis of accounting. The<br />
accrual basis of accounting ensures that all amounts owed to CCSNH and all pending obligations are<br />
accounted for in the appropriate period.<br />
The three financial statements presented are the Statement of Net Position, the Statement of<br />
Revenues, Expenses and Changes in Net Position, and the Statement of Cash Flows. The Statement<br />
of Net Position and the Statement of Revenues, Expenses and Changes in Net Position are also<br />
presented for June 30, 2018 by individual campus. The assets and liabilities and net position as well<br />
as the revenues and expenses of the Chancellor’s office are allocated to the individual campuses based<br />
on each campus' relative percentage of student full-time equivalents (FTEs).<br />
CHANGE IN ACCOUNTING PRINCIPLE<br />
As disclosed in Note 2 to the basic financial statements, in 2018 CCSNH adopted new accounting<br />
guidance, Government Accounting Standards Board (GASB) Statement No. 75, Accounting and<br />
Financial Reporting for Postemployment Benefits Other Than Pensions. The changes made to the<br />
basic financial statements to comply with the new accounting standards have been reported as an<br />
adjustment as of the beginning of the year ended June 30, 2018. Because it was not practical for<br />
CCSNH to determine the amounts of all deferred inflows of resources and outflows of resources related<br />
to the pension plan as of June 30, 2017, the beginning balances of deferred inflows of resources and<br />
deferred outflows of resources related to pensions have not been reported. The impact of the adoption<br />
of the new accounting standard as of the beginning of the year ended June 30, 2018 was both an<br />
increase in long-term liabilities and a decrease in unrestricted net position of<br />
$144,602,876.<br />
STATEMENTS OF NET POSITION<br />
The Statement of Net Position presents the assets, deferred outflows of resources, liabilities, and<br />
deferred inflows of resources and net position of CCSNH at the end of the fiscal year. Net position is a<br />
residual amount equal to assets and deferred outflows of resources less liabilities and deferred inflows<br />
of resources. Net position is presented in three categories. The first category, “invested in capital<br />
assets, net of related debt,” consists of capital assets, net of accumulated depreciation and reduced by<br />
outstanding balances of any borrowings that are attributable to the acquisition, construction or<br />
improvement of those assets. The next category is “restricted net position” which consists of restricted<br />
assets reduced by liabilities related to those assets. Restricted net position balances are further<br />
classified as nonexpendable or expendable. Nonexpendable balances consist of loan funds and<br />
permanent endowments (available for investment purposes only). Expendable balances are available<br />
for expenditure by CCSNH, but must be spent for purposes determined by external entities. Unrestricted<br />
net position balances are not subject to externally imposed restrictions and may be designated for<br />
specific purposes by management of CCSNH.<br />
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A summarized Statement of Net Position is as follows:<br />
30,<br />
June<br />
2018 2017 2016<br />
Assets<br />
Current $ 25,627,298 $ 22,580,348 $ 21,086,491<br />
Capital assets, net 117,002,778 119,330,044 121,715,102<br />
Other noncurrent assets 20,175,210 18,124,201 15,640,572<br />
Total assets 162,805,286 160,034,593 158,442,165<br />
Deferred outflows of resources 16,176,551 20,060,746 6,992,021<br />
Liabilities<br />
Current 11,340,440 11,968,455 11,936,559<br />
Noncurrent 198,811,673 95,421,210 85,397,470<br />
Total liabilities 210,152,113 107,389,665 97,334,029<br />
Deferred inflows of resources 42,292,467 7,609,348 4,396,230<br />
Net position<br />
Invested in capital assets, net of related debt 99,114,610 97,239,205 102,031,934<br />
Restricted nonexpendable 14,429,385 12,873,853 11,519,279<br />
Restricted expendable 3,991,013 4,041,565 4,147,691<br />
Unrestricted (190,997,751) (49,058,297) (53,994,977)<br />
Current assets<br />
Total net position $ (73,462,743) $ 65,096,326 $ 63,703,927<br />
Current assets consist of $23.07 million in cash, cash equivalents, and short-term investments, $1.75<br />
million in accounts, notes, and contracts receivable, $360 thousand due from the state of New<br />
Hampshire and $445 thousand in prepaid expenses. The $3.05 million increase in current assets was<br />
primarily attributable to a $4.47 million increase in cash, cash equivalents, and short-term investments.<br />
The increase in cash, cash equivalents, and short-term investments represents a 24% increase as<br />
compared to the prior year and was principally attributable to net cash flows from operations, investing<br />
and financing activities.<br />
In 2017, overall assets increased by $1.59 million due to an increase in the amount due from the State<br />
of New Hampshire for capital appropriations, a strong market performance in the investments, net of<br />
depreciation on capital assets in excess of additions to those capital assets.<br />
The increase in assets from 2016 to 2017 was primarily attributable to an increase in cash of $724<br />
thousand and in increase in the amounts due from the State of New Hampshire for capital<br />
appropriations of $1.2 million, in addition to an increase in investments of $2.9 million due to strong<br />
market performance, net of depreciation on capital assets in excess of additions to those capital<br />
assets.<br />
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Capital assets, net of accumulated depreciation<br />
The overall decrease in net capital assets of $2.3 million for 2018 was mainly attributable to a net<br />
increase in buildings and improvements and associated construction in process (CIP) of $5.1 million<br />
net of a net increase in accumulated depreciation of $7.4 million.<br />
The net increase in buildings and improvements and decrease in CIP was due to the movement of the<br />
HVAC building previously under construction from CIP starting in fiscal year 2017 to a depreciable asset<br />
in fiscal year 2018.<br />
The decrease in capital assets from 2016 to 2017 was due to projects at <strong>RVCC</strong>, MCC, GBCC, and<br />
LRCC being placed into service in the current year, netted with annual depreciation expense.<br />
Other noncurrent assets<br />
Other noncurrent assets consist of $18.2 million in long-term investments, $1.52 million in the long term<br />
portion of a note receivable taken on property in Stratham New Hampshire sold in fiscal year 2015 and<br />
$456 thousand long-term portion of student loans receivable.<br />
The increase in noncurrent assets from the prior year of $2 million is mainly attributable to an increase<br />
in long-term investments. This increase is attributable to invested excess cash received from the State<br />
of New Hampshire under the UNIQUE scholarship program. Under this program the State of New<br />
Hampshire remits cash to CCSNH of which a portion is paid out to students, using a defined formula,<br />
for tuition expenses and the remainder is re-invested for future use. Only the earnings on the reinvested<br />
funds may be used for future use. The principal portion is held within the restricted<br />
nonexpendable portion of net position.<br />
The increase in other noncurrent assets from 2016 to 2017 is primarily attributable to an increase in<br />
investments of $2.8 million due to a strong market performance in the investments and invested cash<br />
received in 2017 from the State for the UNIQUE program as described above.<br />
Deferred outflows of resources<br />
The financial statement deferred outflows of resources category is used to report consumption of<br />
resources applicable to a future reporting period. The balance reported for fiscal year 2018 includes<br />
amounts for certain pension and other postemployment benefit changes while fiscal years 2017 and<br />
2016 included amounts only for certain pension changes. The fiscal year 2018 includes other postemployment<br />
benefit changes due to the implementation of GASB 75 described earlier. These changes<br />
will be recognized as pension and other postemployment benefit expenses in future fiscal years.<br />
Current liabilities<br />
Current liabilities include accounts payable and accrued liabilities of $1.03 million, deferred revenue o f<br />
$1.2 million, current portions of long-term debt of $2.15 million, and accrued salaries and benefits of<br />
$6.96 million.<br />
Current liabilities decreased by $630 thousand during fiscal year 2018. The decrease was primarily<br />
attributable to a decrease in accounts payable on CIP. The decline was due to a significant decline in<br />
CIP projects open at the end of fiscal year 2018 relative to fiscal year 2017.<br />
Noncurrent liabilities<br />
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Noncurrent liabilities include liabilities for unfunded pension obligations and unfunded other postemployment<br />
benefit (OPEB) obligations of $62.95 million and $116.18 million respectively. Also<br />
included in noncurrent liabilities are noncurrent portions of long-term debt of $15.3 million, long-term<br />
employee benefits accruals of $3.89 million, and other long-term liabilities of $490 thousand.<br />
Noncurrent liabilities increased by $103.4 million during fiscal year 2018. The implementation of GASB<br />
Statement No. 75 on postemployment benefits resulted in a negative cumulative effect adjustment of<br />
$144.6 million as of July 1, 2017, however the liability for OPEB decreased to $116.2 million by yearend.<br />
In addition, CCSNH experienced an overall decline in our unfunded pension liability of $9.3<br />
million. Last, our long-term debt obligations decreased by $3.5 million due to normal amortization of<br />
the bonds payable along with an adjustment by the State of New Hampshire for existing bond debt in<br />
the amount of $1.5 million for a misallocation of bond debt to CCSNH.<br />
In 2017, the overall liabilities increased by $10.1 million related primarily to the current year activity<br />
associated with the net pension liability along with an increase in bonds payable of $940 thousand due<br />
to an advance refunding through the issuance of new general obligation refunding bonds with an original<br />
principal amount of $4.9 million. In 2016, liabilities increased by $707 thousand due to the net pension<br />
liability recorded in connection with the adoption of the new accounting standard that year.<br />
The increase in noncurrent liabilities from 2016 to 2017 was due to the increase in the net pension<br />
liability of $11.9 million.<br />
Deferred inflows of resources<br />
Deferred inflows of resources are used to report acquisition of resources applicable to a future reporting<br />
period. The balance in fiscal year 2018 reflects certain amounts related to other post- employment<br />
benefits, pensions, and re-funding of bond debt.<br />
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Net position<br />
Overall net position decreased by $138.56 million during the fiscal year. The decrease is primarily due<br />
to the recording of the other postemployment benefit liability as of July 1, 2017.<br />
CCSNH’s net investment in capital assets increased by $1.88 million during the fiscal year. The<br />
increase was attributable to an overall decline in net capital assets of $2.33 million netted against a<br />
decrease in capital asset related debt of $4.2 million.<br />
Lastly, CCSNH ended fiscal year 2018 with an increase in net position, after restatement of the<br />
beginning balance for GASB Statement No. 75, of $6.0 million and ended fiscal year 2017 with an<br />
increase in net position of $1.4 million.<br />
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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE<br />
(A Component Unit of the State of New Hampshire)<br />
Management's Discussion and Analysis (Unaudited) June<br />
30, 2018 and 2017<br />
STATEMENTS OF REVENUES, EXPENSES, AND CHANGES IN NET<br />
POSITION<br />
The purpose of the Statement of Revenues, Expenses, and Changes in Net Position is to present<br />
operating and nonoperating revenues received by the institution, operating and nonoperating expenses<br />
incurred and any other revenues, expenses, gains and losses. Changes in net position as presented on<br />
the Statement of Net Position are based on the activity presented in the Statement of Revenues,<br />
Expenses, and Changes in Net Position.<br />
A summarized statement of Revenues, Expenses, and Changes in Net Position follows:<br />
Years Ended June 30,<br />
2018 2017<br />
2016<br />
Restated<br />
Operating revenues<br />
Net tuition and fees $ 47,195,936 $ 47,931,119 $ 47,074,334<br />
Other revenue 29,166,007 29,093,622 33,721,163<br />
Total operating revenue 76,361,943 77,024,741 80,795,497<br />
Operating expenses<br />
Employee compensation and benefits 92,108,312 93,526,097 91,802,705<br />
Other operating expenses 35,016,849 34,501,951 35,486,621<br />
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Total operating expenses 127,125,161 128,028,048 127,289,326<br />
Operating loss (50,763,218) (51,003,307) (46,493,829)<br />
Nonoperating revenues (expenses) and other changes<br />
State appropriations - operating 46,475,000 43,775,000 42,500,000<br />
State appropriations - capital 5,542,772 5,421,823 7,727,797<br />
Capital grants and contracts 212,103 661,185 1,506,179<br />
Write-down of note receivable - - (398,310)<br />
Investment return used for operations 833,048 616,433 481,301<br />
Investment return net of amount used for operations 709,761 1,384,227 (848,639)<br />
Nonexpendable contributions 1,537,430 1,385,195 1,425,313<br />
Interest expense on capital debt (853,582) (848,157) (886,692)<br />
Gain on forgiveness of debt 2,350,493 - -<br />
Nonoperating revenues and other changes, net 56,807,025 52,395,706 51,506,949<br />
Increase in net position 6,043,807 1,392,399 5,013,120
Net position, beginning of year, as previously stated 65,096,326 63,703,927 58,690,807<br />
Cumulative effect of change in accounting principle (144,602,876) - -<br />
Net position, beginning of year, as restated (79,506,550) 63,703,927 58,690,807<br />
Net position, end of year $ (73,462,743) $ 65,096,326 $ 63,703,927<br />
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COMMUNITY COLLEGE SYSTEM OF NEW HAMPSHIRE<br />
(A Component Unit of the State of New<br />
Hampshire) Management's Discussion and<br />
Analysis (Unaudited) June 30, 2018 and 2017<br />
Operating revenues<br />
Fiscal year 2018 net tuition and fees decreased by $735 thousand relative to fiscal year 2017. Gross<br />
tuition decreased in fiscal year 2018 by approximately $1.1 million (2.1%) relative to fiscal year 2017.<br />
The decrease is attributable to a decline in credits sold of 5.3% offset by an increase in tuition rates<br />
of 5% and slight changes in the mix of credits sold from higher rate credits to lower rate credits.<br />
Gross fees increased by $1.4 million (16%) mainly due to an increase in academic instruction fees of<br />
$50 per credit effective fiscal year 2018. The system also saw a slight increase in non-credit revenue<br />
of about $100 thousand due to an increase in volume.<br />
Fiscal year 2018 saw an increase in scholarship expenses of about $1.14 million relative to fiscal year<br />
2017.<br />
Operating revenues decreased by $3.8 million between 2016 and 2017. This is primarily due to a<br />
decrease in federal grants and contracts. During 2017, the H-1B Job Training Grant and U.S.<br />
Department of Labor Trade Adjustment Act were in their final years of significant funding.<br />
Nonoperating revenues and other changes<br />
Total nonoperating revenues increased by $4.4 million in fiscal year 2018 relative to fiscal year 2017.<br />
This increase is primarily attributable to an increase in operating state appropriations of $2.7 million<br />
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and the recognition of a gain of $2.35 million to correct a State of New Hampshire error on bond debt<br />
that had been incorrectly allocated to CCSNH, offset by a decrease in investment income of $458<br />
thousand.<br />
Nonoperating revenues and other changes in net position increased by $889 thousand in 2017 driven<br />
by strong market performance, which offset some decreased revenue in capital appropriations.<br />
Operating expenses<br />
Fiscal year 2018 operating expenses remained relatively stable to fiscal year 2017, increasing by about<br />
$216 thousand (.17%).<br />
Salaries and benefits declined by approximately $1.42 million. This decrease was due primarily to an<br />
overall decline in pension expense for FY18 of $1.58 million relative to fiscal year 2017. OPEB expense<br />
increased $382 thousand, due mainly to the adoption of GASB 75. Overall salaries and wages stayed<br />
relatively stable, increasing by only $325 thousand (.50%), and employee benefits decreased by about<br />
$544 thousand (3.1%) mostly due to decreases in health insurance and HRA account utilization. These<br />
decreases were the result of a change in the mix of full time to part time employees, who are not eligible<br />
for health insurance.<br />
The system experienced increases in computer and software related expenses of $876 thousand due<br />
to investments in new technologies to help support student success. We also saw an overall increase<br />
in bad debt expense in fiscal year 2018 of $701 thousand. The increase in 2018 was due to a one-time<br />
write down to correct certain accounts within the system and an increase of approximately $260<br />
thousand in bad debt at MCC. However, the increase for MCC in 2018 was due only to the fact that<br />
MCC had net recoveries in fiscal year 2017 but normal debt charge offs in 2018.<br />
Fiscal year 2018 saw a decrease in consulting expenses of $483 thousand due to reductions in<br />
enrollment for certain courses that utilize outside consultants for instruction. Additional decreases were<br />
seen in marketing of $462 thousand (19%) due to some centralization of expenses at the system level<br />
instead of individual campuses.<br />
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In 2017, salaries and benefits were up $1.7 million, primarily due to increased pension expense. Other<br />
operating expenses decreased by $1.0 million due primarily to nonrecurring 2016 software<br />
implementation costs and less maintenance fees.<br />
STATEMENTS OF CASH FLOWS<br />
The statements of cash flows summarize transactions involving cash and cash equivalents during each<br />
fiscal year. The statements provide an additional tool to assess the financial health of the institution<br />
and its ability to generate future cash flows to meet its obligations.<br />
Years Ended June 30,<br />
2018 2017 2016<br />
Net cash used - operating activities $ (40,750,651) $ (39,829,026) $ (38,342,641)<br />
Net cash provided - noncapital financing activities 48,012,430 45,160,195 43,925,313<br />
Net cash used - capital and related financing activities (2,089,292) (3,734,746) (731,827)<br />
Net cash provided (used) - investing activities (842,682) (872,188) 125,173<br />
Net increase in cash and cash equivalents 4,329,805 724,235 4,976,018<br />
Cash and cash equivalents, beginning of year 9,955,625 9,231,390 4,255,372<br />
Cash and cash equivalents, end of year $ 14,285,430 $ 9,955,625 $ 9,231,390<br />
CCSNH maintains the cash position necessary to meet its obligations. The amount of cash on-hand<br />
fluctuates during the year due to the timing of tuition receipts and federal financial aid payments.<br />
Cash and cash equivalents increased by $4.3 million during 2018 and $724 thousand during 2017<br />
primarily due to an increase in the appropriations from the State of New Hampshire.<br />
Cash and cash equivalents increased by $5.0 million during 2016 due to lower compensation and<br />
benefit expenses netted with a decrease of tuition and fees and grant revenue. In addition, net cash<br />
used by capital and related financing activities decreased as more projects, including the student center<br />
at GBCC and the automotive building at LRCC, were funded through State capital appropriations.<br />
Community College System of New<br />
Hampshire<br />
Community Colleges of New<br />
Hampshire Foundation<br />
2018 2017 2018 2017<br />
Assets<br />
Current assets<br />
Cash and cash equivalents $ 14,285,430 $ 9,955,625 $ 564 $ 28,715<br />
Other current assets 604,723 1,147,151 - -<br />
Current portion of note and contributions receivable 187,418 133,268 50,222 40,113<br />
Grants and contracts receivable 457,052 697,948 - -<br />
Operating investments 8,788,529 8,650,231 - -<br />
Receivable on forgiveness of debt 944,215 - - -<br />
Due from State of New Hampshire for capital<br />
appropriations 359,931 1,996,125 - -<br />
Total current assets 25,627,298 22,580,348 50,786 68,828<br />
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Noncurrent assets<br />
Student loans receivable, net 455,570 546,375 - -<br />
Note and contributions receivable, net 1,518,136 1,623,514 12,000 10,000<br />
Investments 18,201,504 15,954,312 4,132,068 3,843,742<br />
Capital assets, net 117,002,778 119,330,044 - -<br />
Total noncurrent assets 137,177,988 137,454,245 4,144,068 3,853,742<br />
Total assets 162,805,286 160,034,593 4,194,854 3,922,570<br />
Deferred outflows of resources<br />
Pension 12,185,635 20,060,746 - -<br />
Other postemployment benefits 3,990,916 - - -<br />
Total deferred outflows of<br />
Liabilities<br />
resources 16,176,551 20,060,746 - -<br />
Current liabilities<br />
Accounts payable and accrued expenses 951,094 1,193,203 39,063 -<br />
Accounts payable for capital assets 75,039 670,933 - -<br />
Accrued salaries and benefits 6,960,961 6,490,908 - -<br />
Unearned revenue and deposits 1,201,188 1,376,151 - -<br />
Current portion of bonds payable 2,040,332 2,122,925 - -<br />
Current portion of other long-term liabilities 111,826 114,335 - -<br />
Total current liabilities 11,340,440 11,968,455 39,063 -<br />
Noncurrent liabilities<br />
Due to the State of New Hampshire - 6,438 - -<br />
Accrued salaries and benefits 3,888,764 3,882,090 - -<br />
Refundable advances 490,447 554,950 - -<br />
Net pension liability 62,952,418 72,213,216 - -<br />
Bonds payable 13,607,237 17,053,847 - -<br />
Other postemployment benefits 116,176,993 - - -<br />
Other long-term liabilities 1,695,814 1,710,669 - -<br />
Total noncurrent liabilities 198,811,673 95,421,210 - -<br />
Total liabilities 210,152,113 107,389,665 39,063 -<br />
Deferred inflows of resources<br />
Pension 9,034,945 7,191,217 - -<br />
Other postemployment benefits 32,899,601 - - -<br />
Deferred gain from advance bond refunding 357,921 418,131 - -<br />
Total deferred inflows of resources 42,292,467 7,609,348 - -<br />
Net position, as restated<br />
Invested in capital assets, net of related debt 99,114,610 97,239,205 - -<br />
Restricted nonexpendable 14,429,385 12,873,853 1,574,158 1,545,356<br />
Restricted expendable 3,991,013 4,041,565 2,088,979 1,985,184<br />
Unrestricted (190,997,751) (49,058,297 ) 492,654 392,030<br />
Total net position $ (73,462,743)<br />
$ 65,096,326 $ 4,155,791 $ 3,922,570<br />
Community College System of<br />
New Hampshire<br />
Community Colleges of New<br />
Hampshire Foundation<br />
2018 2017 2018 2017<br />
Operating revenues<br />
Tuition and fees $ 67,582,763 $ 67,178,863 $ - $ -<br />
Less scholarships (20,386,827) (19,247,744) - -<br />
Net tuition and fees 47,195,936 47,931,119 - -<br />
Grants and contracts 21,596,642 21,345,849 - -<br />
Contributions - - 755,068 608,595<br />
Other auxiliary enterprises 3,915,777 3,578,354 - -<br />
Other operating revenue 3,653,588 4,169,419 - -<br />
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Total operating revenues 76,361,943 77,024,741 755,068 608,595<br />
Operating expenses<br />
Employee compensation and benefits 92,108,312 93,526,097 - -<br />
Other operating expenses 23,950,884 23,219,908 918,444 710,711<br />
Utilities 2,865,398 2,898,154 - -<br />
Depreciation 8,200,567 8,383,889 - -<br />
Total operating expenses 127,125,161 128,028,048 918,444 710,711<br />
Operating loss (50,763,218) (51,003,307) (163,376) (102,116)<br />
Nonoperating revenues (expenses)<br />
State of New Hampshire appropriations 46,475,000 43,775,000 - -<br />
Contributions for long-term purposes - - 28,802 46,881<br />
Investment return used for operations 833,048 616,433 113,178 121,241<br />
Investment return excluding amount used for<br />
operations 709,761 1,384,227 254,617 415,451<br />
Interest expense on capital debt (853,582) (848,157) - -<br />
Nonoperating revenues, net 47,164,227 44,927,503 396,597 583,573<br />
(Loss) income before other<br />
changes in net position (3,598,991) (6,075,804) 233,221 481,457<br />
Other changes in net position<br />
State of New Hampshire capital appropriation 5,542,772 5,421,823 - -<br />
Capital grants and contracts 212,103 661,185 - -<br />
Nonexpendable contributions 1,537,430 1,385,195 - -<br />
Gain on forgiveness of debt 2,350,493 - - -<br />
Total other changes in net position 9,642,798 7,468,203 - -<br />
Increase in net position 6,043,807 1,392,399 233,221 481,457<br />
Net position, beginning of year, as previously<br />
stated 65,096,326 63,703,927 3,922,570 3,441,113<br />
Cumulative effect of change in accounting<br />
principle (144,602,876) - - -<br />
Net position, beginning of year, as restated (79,506,550) 63,703,927 3,922,570 3,441,113<br />
Net position, end of year $ (73,462,743) $ 65,096,326 $ 4,155,791 $ 3,922,570<br />
Cash flows from operating activities<br />
Receipts from tuition and fees $ 46,781,939 $ 48,078,384<br />
Receipts from grants and contracts 22,147,874 22,136,326<br />
Receipts from auxiliary enterprises 3,915,777 3,578,354<br />
Payments to suppliers (27,056,515) (26,125,361)<br />
Payments to employees (90,690,742) (91,444,221)<br />
Other cash receipts 4,151,016 3,947,492<br />
Net cash used for operating activities (40,750,651) (39,829,026)<br />
Cash flows from noncapital financing activities<br />
State of New Hampshire appropriations 46,475,000 43,775,000<br />
Contributions for long-term purposes 1,537,430 1,385,195<br />
Net cash provided by noncapital financing activities 48,012,430 45,160,195<br />
Cash flows from capital and related financing activities<br />
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Appropriations from the State of New Hampshire for capital expenditures 7,178,966 4,204,533<br />
Payments made to the State of New Hampshire for capital accounts payable (6,438) (3,333,064)<br />
Capital grants and contracts received 212,103 661,185<br />
Purchase of capital assets (6,469,195) (5,622,915)<br />
Payments received on notes receivable 49,353 88,581<br />
Proceeds from borrowing on other long-term liabilities - 4,936,671<br />
Principal on bonds payable and other liabilities (2,140,289) (3,783,878)<br />
Interest on bonds payable and other liabilities (913,792) (885,859)<br />
Net cash used for capital and related financing activities (2,089,292) (3,734,746)<br />
and cash equivalents, end of year $ 14,285,430 $ 9,955,620<br />
Receipt of assets held by Foundation<br />
Proceeds from sales and maturities of investments<br />
-<br />
19,500,000<br />
13,757,410<br />
-<br />
Purchase of investments (20,716,349) (14,948,458)<br />
Interest and dividends received 373,667 318,860<br />
Net cash used for investing activities (842,682) (872,188)<br />
Net increase in cash and cash equivalents 4,329,805 724,235<br />
Cash and cash equivalents, beginning of year 9,955,625 9,231,390<br />
Community College System of<br />
New Hampshire<br />
2018 2017<br />
Community College System of<br />
New Hampshire<br />
2018 2017<br />
Reconciliation of operating loss to net cash used for operating activities<br />
Reconciliation of operating loss to net cash used for operating activities<br />
Operating<br />
Operating loss<br />
loss<br />
$ (50,763,218) $ (51,003,307)<br />
Adjustments to reconcile operating loss to net cash used for operating activities<br />
$<br />
Depreciation (50,763,218)<br />
8,200,567 8,383,889<br />
Change in allowance` - 121,233<br />
Write $ down (51,003,307) of note receivable 1,875 -<br />
Changes in assets, deferred outflows of resources, liabilities and deferred<br />
Adjustments to<br />
inflows of resources<br />
Other reconcile current assets operating<br />
542,428 17,019<br />
Student loss loans to net receivable cash<br />
90,805 65,113<br />
Grants used receivable for operating<br />
240,896 544,941<br />
Deferred activities outflows of resources - pension 7,875,111 (13,068,725)<br />
Deferred outflows of resources - OPEB (830,762) -<br />
Accounts payable and accrued expenses (242,108) (191,215)<br />
Accrued salaries and benefits 476,727 20,719<br />
Deferred revenue and deposits (174,963) 280,728<br />
OPEB liability (31,586,037) -<br />
Net pension liability (9,260,798) 11,879,062<br />
Refundable advances (64,503) (129,303)<br />
Deferred inflows of resources - pension 1,843,728 -<br />
Deferred inflows of resources - OPEB 32,899,601 3,250,820<br />
Net cash used for operating activities $ (40,750,651) $ (39,829,026)<br />
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Reconciliation of noncash activity<br />
Acquisition of capital assets $ 5,873,301 $ 5,998,831<br />
Less: Acquisition of capital assets included in accounts payable at year-end (75,039) (670,933)<br />
Add: Payments on short-term trade accounts used to finance acquisition of capital<br />
assets 670,933 295,017<br />
Payments for the acquisition of capital assets $ 6,469,195 $ 5,622,920<br />
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Nature of Business<br />
The Community College System of New Hampshire (CCSNH or the System) is comprised of the<br />
following colleges:<br />
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NHTI - Concord's Community College (NHTI);<br />
Manchester Community College (MCC);<br />
Nashua Community College (NCC);<br />
Great Bay Community College (GBCC);<br />
Lakes Region Community College (LRCC);<br />
White Mountains Community College (WMCC); and<br />
River Valley Community College (<strong>RVCC</strong>).<br />
CCSNH's main purpose is to provide a well-coordinated system of public community college education.<br />
CCSNH is governed by a single board of trustees with 22 voting members appointed by the Governor<br />
and Executive Council and 2 voting members who are full time students enrolled within CCSNH and<br />
are elected by the student body. CCSNH funds its operations through tuition, room and board, fees,<br />
grants, legacies and gifts, and State of New Hampshire (State) appropriations.<br />
Community Colleges of New Hampshire Foundation (the Foundation) is a separate legal entity<br />
established as a 501(c)(3) corporation. The Foundation is structured to seek and secure private funds<br />
and/or grants in order to supplement the traditional revenue sources of CCSNH. The Foundation’s<br />
mission is to support CCSNH and make higher education more accessible by providing student<br />
scholarship assistance, facility and staff support programs, and improved education facilities. These<br />
assets and all activity of the Foundation are included in the financial statements of CCSNH as a<br />
discretely-presented component unit.<br />
1. Summary of Significant Accounting Policies Basis<br />
of Presentation<br />
The accompanying financial statements have been prepared using the economic resources focus<br />
and the accrual basis of accounting in accordance with U.S. generally accepted accounting<br />
principles, as prescribed by the Governmental Accounting Standards Board (GASB). Revenues<br />
are recorded when earned and expenses are recorded when a liability is incurred, regardless of<br />
the timing of related cash flows. Grants and similar items are recognized as revenue as soon as<br />
all eligibility requirements have been met.<br />
CCSNH has determined that it functions as a business-type activity, as defined by GASB. The<br />
effect of interfund activity has been eliminated from these financial statements.<br />
CCSNH's policy is to define operating activities in the statement of revenues, expenses, and<br />
changes in net position as those that generally result from exchange transactions, such as charges<br />
for services provided to students and for the purchase of goods and services. Certain other<br />
transactions are reported as nonoperating revenues (expenses). These nonoperating revenues<br />
(expenses) include CCSNH's operating appropriations from the State, contributions, gain (loss)<br />
from the sale of capital assets, net investment income (loss), gifts received by the Foundation<br />
restricted for long-term purposes, and interest expense.<br />
Cash and Cash Equivalents
Cash and cash equivalents in the statement of cash flows include unrestricted cash which is either<br />
held in demand deposit or short-term money market accounts, and highly-liquid savings deposits<br />
and investments with original maturities of three months or less when purchased.<br />
Student Loans Receivable<br />
The Federal Perkins Student Loan Program has provisions for deferment, forbearance, and<br />
cancellation of the individual loans. Principal payments, interest, and losses due to cancellation are<br />
shared by the College and the U.S. Government in proportion to their share of funds provided.<br />
Such funds may be reloaned by CCSNH after collection. Amounts advanced by the federal<br />
government under this program are ultimately refundable and are classified as refundable<br />
advances.<br />
Student loans receivable are stated at their unpaid principal balances adjusted for charge-offs and<br />
the allowance for loan losses. Interest income on student loans receivable is recorded when<br />
received. CCSNH provides for probable uncollectible amounts through a charge to expense and a<br />
credit to the allowance for loan losses based on its assessment of the current status of individual<br />
accounts. Balances that are still outstanding after the College has used reasonable collection<br />
efforts are written off through a charge to the allowance for loan losses and a credit to student<br />
loans receivable. Student loans receivable at June 30, 2018 and 2017 net of an allowance for loan<br />
losses was $524,473.<br />
Collections of the student loans receivable may not be used to pay current liabilities, as the<br />
proceeds are restricted for making new loans. Accordingly, the student loans receivable are<br />
recorded in the accompanying statements of net position as noncurrent assets.<br />
Investments<br />
CCSNH and the Foundation carry investments at their fair value. Fair value is estimated using the<br />
methods described in Note 10. Purchased and gifted securities are recorded at fair value on the<br />
date of the acquisition or gift, net of any brokerage fees. Realized and unrealized gains and losses<br />
in the investment portfolio are allocated on a specific-identification basis.<br />
Capital Assets<br />
Capital assets are recorded at cost when purchased or constructed and at fair value at the date of<br />
donation. In accordance with CCSNH's capitalization policy, only equipment (including equipment<br />
acquired under capital leases), capital projects and internally-generated intangibles with a<br />
projected cost of $5,000 or more are capitalized. Costs for maintenance, repairs and minor<br />
renewals and replacements are expensed as incurred. The costs of library materials are expensed<br />
as incurred.<br />
Depreciation and amortization of assets acquired are recorded on a straight-line basis over the<br />
estimated useful lives of the related assets, principally as follows:<br />
Buildings<br />
Building and land improvements<br />
Equipment and vehicles<br />
40 years<br />
20 years<br />
5 years<br />
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When capital assets are retired or otherwise disposed of, the asset and accumulated depreciation<br />
accounts are adjusted and any resulting gain or loss is reflected in the statement of revenues,<br />
expenses, and changes in net position.<br />
Note Receivable<br />
During the year ended June 30, 2015, GBCC sold its former Stratham, New Hampshire Campus<br />
for $2,750,000. The buyer paid cash of $250,000 at closing and signed a note receivable to CCSNH<br />
for $2,500,000. The note receivable is expected to be paid in monthly installments of<br />
$13,865, including interest at 3%, through September 14, 2024. All outstanding principal and<br />
interest is expected to be repaid on October 14, 2024, which is expected to amount to<br />
approximately $1,500,000. The note receivable balance as of June 30, 2018 and 2017 was<br />
$1,705,554 and $1,756,782, respectively. The balance at June 30, 2018 and 2017 is shown net of<br />
an allowance for loan losses of approximately $521,000 and $520,000, respectively.<br />
Unearned Revenue and Deposits<br />
Unearned revenue and deposits consist primarily of deposits and advance payments received for<br />
tuition and fees related to certain summer programs and tuition received for the following academic<br />
year. Revenue from summer programs is recognized ratably over the applicable academic periods.<br />
Compensated Absences<br />
Employees earn the right to be compensated during certain absences. The accompanying<br />
statements of net position reflect an accrual for the amounts earned, including related benefits<br />
ultimately payable for such benefit. A portion of this liability is classified as current and represents<br />
CCSNH’s estimate of vacation time that will be paid during the next fiscal year to employees.<br />
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Refundable Advances<br />
CCSNH participates in the Federal Perkins Loan Program, which is funded through a combination<br />
of federal and institutional resources. The portion of this program that has been funded with federal<br />
funds is ultimately refundable to the U.S. Government upon termination of CCSNH’s participation<br />
in the program. The portion that would be refundable if the programs were terminated as of June<br />
30, 2018 and 2017 has been included in the accompanying statements of net position as a<br />
noncurrent liability. The portion of this program that has been funded with institutional funds has<br />
been classified as restricted - nonexpendable since these funds can only be used on a revolving<br />
basis for loans during the time CCSNH participates in the Federal Perkins Loan Program.<br />
Net Pension Liability<br />
For purposes of measuring the net pension liability, deferred outflows of resources and deferred<br />
inflows of resources related to pensions, and pension expense, information about the fiduciary net<br />
position of the New Hampshire Retirement System (NHRS), and additions to/deductions from the<br />
NHRS’s fiduciary net position has been determined on the same basis as it is reported by the<br />
NHRS. Detailed information about the Pension Plan’s fiduciary net position is available in the<br />
separately issued NHRS annual report available from the NHRS website at https://www.nhrs.org.<br />
NHRS’s financial statements are prepared using the accrual basis of accounting. Both plan<br />
member and employer contributions are recognized in the period in which contributions are legally<br />
due. Benefits and refunds are recognized when due and payable in accordance with the terms of<br />
the plan. Investments are reported at fair value. Investments in both domestic and non-U.S.<br />
securities are valued at current market prices and expressed in U.S. dollars. NHRS uses a tradedate<br />
accounting basis for these investments. Investments in non-registered commingled funds are<br />
valued at net asset value as a practical expedient to estimate fair value.<br />
Other Postemployment Benefits<br />
For the purposes of measuring the net liability, deferred outflows of resources and deferred inflows<br />
of resources related to other postemployment benefits (OPEB), and OPEB expense, information<br />
about the fiduciary net position of the NHRS OPEB Plan and the State of New Hampshire OPEB<br />
Plan (“the State OPEB Plan”) has been determined on the same basis as it is reported by NHRS<br />
and the State OPEB Plan.<br />
Deferred Outflows and Inflows of Resources<br />
Deferred outflows of resources represent a consumption of net position that applies to a future<br />
period(s) and will not be recognized as an outflow of resources (expense) until then. Deferred<br />
inflows of resources represent an acquisition of net position that applies to a future period(s) and<br />
will not be recognized as an inflow of resources (revenue) until that time.<br />
Net Position<br />
GASB requires that resources be classified for accounting purposes into the following four net<br />
position categories:<br />
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Invested in capital assets, net of related debt: Capital assets, net of accumulated<br />
depreciation and outstanding principal balances of debt attributable to the acquisition,<br />
construction, repair or improvement of those assets, and increased or reduced by deferred
inflows and deferred outflows related to those assets.<br />
Restricted - nonexpendable: Net assets subject to externally-imposed conditions that CCSNH must<br />
maintain them in perpetuity.<br />
Restricted - expendable: Net assets whose use is subject to externally-imposed conditions<br />
that can be fulfilled by the actions of CCSNH or by the passage of time.<br />
Unrestricted: All other categories of net position. Unrestricted net position may be designated<br />
by actions of the CCSNH's Board of Trustees.<br />
CCSNH has adopted a policy of generally utilizing restricted, expendable resources, when<br />
available, prior to unrestricted resources.<br />
Net Student Fees<br />
Student tuition, dining, residence, and other fees are presented net of scholarships applied to<br />
students’ accounts.<br />
Contributions<br />
Contributions are recorded at their fair value at the date of gift. Promises to donate to CCSNH are<br />
recorded as receivables and revenues when the CCSNH has met all applicable eligibility and time<br />
requirements. Contributions to be used for endowment purposes are categorized as restricted<br />
nonexpendable. Other gifts are categorized as currently expendable. Pledges receivable, which<br />
are included in other current assets in the statements of net position, are reported net of amounts<br />
deemed uncollectible and after discounting to the present value of the expected future cash flows.<br />
Because of uncertainties with regard to their realizability and valuation, bequests and other<br />
intentions to give and conditional promises are not recognized as assets until the specified<br />
conditions are met.<br />
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Operating Revenues and Expenses<br />
Operating revenues consist of tuition and fees; federal, state and other grants and contracts; sales<br />
and services of education activities; and auxiliary enterprises revenues. Operating expenses<br />
include instruction, public service, academic support, student services, institutional support,<br />
operations and maintenance, student aid, auxiliary enterprises, and residential life and depreciation<br />
and amortization. All other revenues and expenses of the System are reported as other or<br />
nonoperating revenues and expenses, including state general appropriations, noncapital gifts,<br />
investment income, interest expense and capital additions and deductions. Capital items represent<br />
all other changes in long-term plant and endowment net assets. Revenues are recognized when<br />
earned and expenses are recognized when incurred. Restricted grant revenue is recognized only<br />
to the extent expended for expenditure driven grants or, in the case of fixed-price contracts, when<br />
the contract terms are met or completed.<br />
Income Taxes<br />
The Internal Revenue Service has determined that CCSNH is a wholly-owned instrumentality of<br />
the State of New Hampshire and, as such, is generally exempt from federal income tax. The<br />
Foundation is exempt from income taxes because it is a 501(c)(3) organization.<br />
If an exempt organization regularly carries on a trade or business not substantially related to its<br />
exempt purpose, except that it provides funds to carry out that purpose, the organization is subject<br />
to tax on its income from that unrelated trade or business. The System has evaluated the positions<br />
taken on its business activities and has concluded no unrelated business income tax exists at June<br />
30, 2018 and 2017.<br />
Use of Estimates in Financial Statement Preparation<br />
The preparation of financial statements in conformity with U.S. generally accepted accounting<br />
principles requires management to make estimates and assumptions that affect the reported<br />
amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of<br />
the financial statements. Estimates also affect the reported amounts of revenues and expenses<br />
during the reporting period. Actual results could differ from those estimates<br />
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2. Change in Accounting Principle<br />
During the year ended June 30, 2018, CCSNH adopted new accounting guidance, GASB<br />
Statement No. 75, Accounting and Financial Reporting for Postemployment Benefits Other than<br />
Pensions. The changes made to the basic financial statements to comply with the new accounting<br />
standard have been reported as an adjustment as of the beginning of the year ended June 30,<br />
2018. Because it was not practical for CCSNH to determine the amounts of all deferred inflows of<br />
resources and outflows of resources related to the NHRS OPEB Plan and the State OPEB Plan as<br />
of June 30, 2016, the beginning balances of deferred inflows of resources and deferred outflows<br />
of resources related to pensions have not been reported. The impact of the adoption of the new<br />
accounting standards as of the beginning of the year ended June 30, 2018 was $144,602,876 and<br />
is reported as a cumulative effect of change in accounting principle.<br />
3. Cash and Cash Equivalents<br />
Custodial credit risk is the risk that, in the event of bank failure, CCSNH’s deposits may not be<br />
returned. Deposits are considered uninsured and uncollateralized if they are not covered by<br />
depository insurance and are (a) uncollateralized, (b) collateralized with securities held by the<br />
pledging financial institution, or (c) collateralized with securities held by the pledging financial<br />
institution’s trust department or agent but not in CCSNH’s name.<br />
As of June 30, 2018 and 2017, CCSNH's uncollateralized uninsured cash and cash equivalents<br />
were approximately $14,120,000 and $9,580,000, respectively. Deposits held in noninterestbearing<br />
transaction accounts are aggregated with any interest-bearing deposits, and the combined<br />
total amounts are insured up to the first $250,000 per financial institution.<br />
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4. Capital Assets<br />
Capital asset activity for the year ended June 30, 2018 is summarized below:<br />
Beginning<br />
Balance Additions Retirements Transfers<br />
Ending<br />
Balance<br />
Land $ 924,340 $ - $ - $ - $ 924,340<br />
Construction-in-process 4,134,600 4,828,973 - (7,772,164) 1,191,409<br />
Total non-depreciable<br />
assets 5,058,940 4,828,973 - (7,772,164) 2,115,749<br />
Land improvements 6,754,210 - - - 6,754,210<br />
Buildings and improvements 186,208,384 55,623 - 7,772,164 194,036,171<br />
Equipment and vehicles 18,617,757 988,705 (839,359) - 18,767,103<br />
Total depreciable assets 211,580,351 1,044,328 (839,359) 7,772,164 219,557,484<br />
Accumulated depreciation (97,309,247) (8,200,567) 839,359 - (104,670,455)<br />
Capital assets, net $119,330,044 $ (2,327,266) $ - $ - $ 117,002,778<br />
Capital asset activity for the year ended June 30, 2017 is summarized below:<br />
Beginning<br />
Balance Additions Retirements Transfers<br />
Ending<br />
Balance<br />
Land $ 924,340 $ - $ - $ - $ 924,340<br />
Construction-in-process 2,542,562 4,664,378 - (3,072,340) 4,134,600<br />
Total non-depreciable<br />
assets 3,466,902 4,664,378 - (3,072,340) 5,058,940<br />
Land improvements 6,726,714 27,496 - - 6,754,210<br />
Buildings and improvements 183,051,701 84,343 - 3,072,340 186,208,384<br />
Equipment and vehicles 17,840,767 1,222,614 (445,624) - 18,617,757<br />
Total depreciable assets 207,619,182 1,334,453 (445,624) 3,072,340 211,580,351<br />
Accumulated depreciation (89,370,982) (8,383,889) 445,624 - (97,309,247)<br />
Capital assets, net $121,715,102 $ (2,385,058) $ - $ - $119,330,044<br />
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5. Long-Term Liabilities<br />
Changes in long-term liabilities during the year ended June 30, 2018 were as follows:<br />
Beginning<br />
Balance<br />
Additions<br />
Reductions<br />
Ending<br />
Balance<br />
Current<br />
Portion<br />
Accrued salaries and<br />
benefits $ 10,372,998 $ 476,727 $ - $ 10,849,725 $6,960,961<br />
Due to the State 6,438 - (6,438) - -<br />
Refundable advances 554,950 - (64,503) 490,447 -<br />
Net pension liability 72,213,216 - (9,260,798) 62,952,418 -<br />
Bonds payable 19,176,772 - (3,529,203) 15,647,569 2,040,332<br />
OPEB - 116,176,993 - 116,176,993 -<br />
Other long-term liabilities 1,825,004 107,201 (124,565) 1,807,640 111,826<br />
Long-term liabilities $ 104,149,378 $116,760,921 $(12,985,507) $207,924,792 $9,113,119<br />
Changes in long-term liabilities during the year ended June 30, 2017 were as follows:<br />
Beginning<br />
Balance<br />
Additions<br />
Reductions<br />
Ending<br />
Balance<br />
Current<br />
Portion<br />
Accrued salaries and<br />
benefits $ 10,352,279 $ 20,719 $ - $ 10,372,998 $ 6,490,908<br />
Due to the State 3,339,502 - (3,333,064) 6,438 -<br />
Refundable advances 684,253 - (129,303) 554,950 -<br />
Net pension liability 60,334,154 11,879,062 - 72,213,216 -<br />
Bonds payable 16,998,665 4,936,671 (2,758,564) 19,176,772 2,122,925<br />
Other long-term liabilities 2,850,318 - (1,025,314) 1,825,004 114,335<br />
Long-term liabilities $ 94,559,171 $ 16,836,452 $ (7,246,245) $104,149,378 $ 8,728,168<br />
During the year ended June 30, 2015, CCSNH received $1,854,293 from the State to fund<br />
a certain capital project. During the year ended June 30, 2016, CCSNH incurred $1,485,209<br />
of additional costs related to that capital project.<br />
During the year ended June 30, 2017, the amounts previously received from the State for<br />
the project were converted to a bond payable. During the year ended June 30, 2018, the<br />
amounts were repaid in full to the State.<br />
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Other Long-Term Liabilities<br />
Future minimum payments under other long-term liabilities, which include capital leases and a note<br />
payable to U.S. Department of Agriculture (USDA), as of June 30, 2018 are as follows:<br />
Year ending June 30, Principal Interest Total<br />
<strong>2019</strong> $ 111,826 $ 67,988 $ 179,814<br />
2020 88,140 62,592 150,732<br />
2021 86,648 57,741 144,389<br />
2022 44,563 54,697 99,260<br />
2023 46,195 53,065 99,260<br />
<strong>2019</strong> - 2023 129,639 249,561 379,200<br />
2020 - 2024 155,358 223,842 379,200<br />
2025 - 2029 186,179 193,021 379,200<br />
2030 - 2034 223,115 156,085 379,200<br />
2035 - 2039 267,378 111,822 379,200<br />
2040 - 2044 320,422 58,778 379,200<br />
2021 - 2023 148,177 6,417 154,594<br />
$ 1,807,640 $ 1,295,609 $ 3,103,249<br />
During 2016, <strong>RVCC</strong> entered into an agreement with USDA in the amount of $1,600,000 to finance<br />
the purchase a building in Lebanon, New Hampshire. The note payable is to be repaid over 40<br />
years at a fixed interest rate of 3.625%. As of June 30, 2018 and 2017, the balance due to USDA<br />
was $1,538,444 and $1,566,235, respectively.<br />
The original cost basis of leased capital assets as of June 30, 2018 and 2017 was $279,734.<br />
Accumulated depreciation includes $167,840 and $111,894 as of June 30, 2018 and 2017 for the<br />
leased capital assets, respectively.<br />
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6. Bonds Payable<br />
Bonds payable consisted of the following at June 30:<br />
2008 Series A General Obligation Bonds (original principal of $7,732,622) Serial<br />
bonds maturing through 2027 with annual principal payments<br />
2018 2017<br />
from $309,305 to $463,960 and interest rates from 3.375% to 4.00%. $ - $ 463,957<br />
2008 Series C General Obligation Bonds (original principal of $2,141,678)<br />
Serial bonds maturing through 2028 with annual principal payments<br />
from $0 to $128,504 and interest rates from 4.00% to 5.00%. - 128,504<br />
2009 Series A General Obligation Bonds (original principal of $5,000,000)<br />
Serial bonds maturing through 2029 with annual principal payments<br />
from $200,000 to $300,000 and interest rates from 4.00% to 5.50%. 2,600,000 2,900,000<br />
2010 Series A General Obligation Bonds (original principal of $1,996,995)<br />
Serial bonds maturing through 2025 with annual principal payments<br />
from $0 to $666,111 and coupon interest rates from 2.00% to 5.00%. 1,730,748 1,790,892<br />
2010 Series B General Obligation Bonds (original principal of $1,055,090)<br />
Serial bonds maturing through 2020 with annual principal payments<br />
from $115,501 to $150,526 and interest rates from 3.00% to 4.00%. 295,312 434,476<br />
2012 Series B General Obligation Bonds (original principal of $6,000,000)<br />
Serial bonds maturing through 2032 with annual principal payments<br />
from $160,000 to $240,000 and interest rates from 2.64% to 4.15%. A<br />
portion of these bonds were refunded as part of the issuance of the<br />
2017 Series A General Obligation bonds.* 2,553,722 4,320,000<br />
2013 Series B General Obligation Bonds (original principal of $2,000,000)<br />
Serial bonds maturing through 2033 with annual principal payments<br />
from $79,763 to $133,446 and interest rates from 4.00% to 4.68%. A<br />
portion of these bonds were refunded as part of the issuance of the<br />
2017 Series A General Obligation bonds. 1,306,012 1,439,458<br />
2014 Series A General Obligation Refunding Bonds (original principal of<br />
$2,762,813) maturing through 2028 with annual principal payments beginning in<br />
2018 ranging from $34,564 to $102,325 and interest<br />
rates from 1.50% to 5.00%. 2,652,823 2,762,813<br />
2016 Series A General Obligation Refunding Bonds (original principal of<br />
$921,602) maturing through 2028 with annual principal payments beginning in<br />
2018 ranging from $36,734 to $192,626 and interest<br />
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ates from 1.88% to 2.50%. 761,638 921,602<br />
2017 Series A General Obligation Bonds (original principal of $4,015,070) maturing<br />
through 2036 with annual principal payments beginning in 2018 ranging<br />
from $160,464 to $267,756 and interest rates from<br />
2.25% to 4.80%. 3,747,314 4,015,070<br />
$ 15,647,569 $ 19,176,772<br />
* During the year ended June 30, 2018, $1,406,278 of the outstanding principal on this bond along with<br />
$944,215 of debt service previously paid, was forgiven by the State of New Hampshire due to a clerical error made by<br />
the State in previous years.<br />
The debt service previously paid has been reflected as a receivable from the State on forgiveness<br />
of debt. The State has agreed to reduce debt service for this amount in <strong>2019</strong>. The bonds principal<br />
and interest payable table below does not reflect this reduction.<br />
During the year ended June 30, 2015, CCSNH advance refunded selected bonds. The difference<br />
between the reacquisition price and the net carrying amount of the old debt of approximately<br />
$523,000 was recorded as a deferred inflow of resources and will be recognized in the statement of<br />
revenues, expenses, and changes in net position on an annual basis through the year 2028 using<br />
the effective-interest method. At June 30, 2018 and 2017, the unamortized deferred gain from<br />
advance refunding of the bonds was $357,921 and $418,131, respectively.<br />
Principal and interest payments on bonds payable for the next five years and in subsequent fiveyear<br />
periods are as follows at June 30, 2018:<br />
Year ending June 30, Principal Interest Total<br />
<strong>2019</strong> $ 2,040,332 $ 687,598 $ 2,727,930<br />
2020 1,984,141 587,092 2,571,233<br />
2021 1,451,074 504,418 1,955,492<br />
2022 1,329,918 443,573 1,773,491<br />
2023 1,337,951 374,508 1,712,459<br />
<strong>2019</strong> - 2023 4,822,746 1,102,697 5,925,443<br />
2020 - 2024 2,200,016 273,039 2,473,055<br />
2025 - 2027 481,391 31,290 512,681<br />
$ 15,647,569 $ 4,004,215 $ 19,651,784<br />
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7. Defined Benefit Pension Plan<br />
CCSNH participates in the NHRS, which, as governed by Revised Statutes Annotated (RSA) 100-<br />
A, is a public employee retirement system that administers a cost-sharing, multiple-employer<br />
pension plan (Pension Plan). NHRS is qualified as a tax-exempt organization under Sections<br />
401(a) and 501(a) of the Internal Revenue Code. Substantially all full-time state employees, public<br />
school teachers and administrators, permanent firefighters and permanent police officers within<br />
the State are eligible and required to participate in the NHRS. The pension plan is divided into two<br />
membership groups; State and local employees and teachers belong to Group I and police and<br />
firefighters belong to Group II. All of CCSNH's employees are part of Group I. The provisions of the<br />
Pension Plan can be amended only by legislative action taken by the New Hampshire State<br />
Legislature, pursuant to the authority granted it under the New Hampshire State Constitution.<br />
The NHRS pension plan and trust was established in 1967 by RSA 100-A: 2. The Pension Plan is<br />
a contributory, defined benefit plan providing service, disability, death, and vested retirement<br />
benefits to members and their beneficiaries. Although benefits are funded by member<br />
contributions, employer contributions and trust fund assets, NHRS computes benefits on the basis<br />
of members’ Average Final Compensation (AFC) and years of creditable service. Unlike a defined<br />
contribution plan, NHRS benefits provided to members are not dependent upon the amount of<br />
contributions paid into the NHRS or the investment return on trust assets.<br />
To qualify for a normal service retirement, members must have attained 60 years of age. However,<br />
a member who commenced service on or after July 1, 2011 shall not receive a service retirement<br />
allowance until attaining 65 years of age. The member may receive a reduced allowance after age<br />
60 if the member has at least 30 years of creditable service. The allowance shall be reduced based,<br />
for each month by which the date on which benefits commence precedes the month after which<br />
the member attains 65 years of age, by ¼ of one percent.<br />
For members retiring prior to the age of 65, the yearly pension amount is 1.67% of AFC multiplied<br />
by years of creditable service. For members retiring at 65 or older, the yearly pension amount is<br />
1.52% of AFC multiplied by years of creditable service. For members vested prior to January 1,<br />
2012, AFC is based on the highest three years of creditable service. For members not vested prior<br />
to January 1, 2012, or hired on or after July 1, 2011, AFC is based on a member’s highest five<br />
years of creditable service. At age 65, the yearly pension amount is recalculated with an<br />
appropriate graduated reduction based on years and months of creditable service that the member<br />
has at the time of retirement.<br />
Contributions Required and Made<br />
The Pension Plan is financed by contributions from the members, participating employers, and<br />
investment earnings. Contributions required to cover that amount of cost not met by the members’<br />
contributions are determined by a biennial actuarial valuation by the Pension Plan’s actuary. By<br />
statute, the Board of Trustees of NHRS is responsible for the certification of employer contribution<br />
rates, which are determined through the preparation of biennial valuations of NHRS's assets by<br />
NHRS's actuary using the entry-age normal cost method.<br />
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Commencing July 1, 2011, all Group I employees are responsible to accrue contributions at 7.00%<br />
of covered payroll.<br />
In terms of the employer share of contributions made to the Pension Plan, the pension contribution<br />
rate for Group I employees was 12.50% of covered payroll for the two-year period ended June 30,<br />
2017. Effective July 1, 2017, the contribution rate decreased to 12.15% and will remain fixed<br />
through June 30, <strong>2019</strong>.<br />
For the years ended June 30, 2018 and 2017, CCSNH contributions to the Pension Plan were<br />
$4,874,343 and $5,080,526, respectively.<br />
Pension Liabilities, Pension Expense, and Deferred Outflows of Resources and Deferred Inflows of<br />
Resources Related to Pensions<br />
At June 30, 2018 and 2017, respectively, CCSNH reported a liability of $62,952,418 and<br />
$72,213,216 for its proportionate share of the net pension liability. The 2018 net pension liability is<br />
based on an actuarial valuation performed as of June 30, 2016 and a measurement date of June<br />
30, 2017. The net pension liability was rolled forward from June 30, 2016 to June 30, 2017.<br />
CCSNH's proportion of the net pension liability was based on a projection of CCSNH’s long-term<br />
share of contributions to the Pension Plan relative to the projected contributions of all participating<br />
employers, as actuarially determined. At June 30, 2018 and 2017, CCSNH's proportion of the net<br />
pension liability was 1.2800% and 1.3580%, respectively.<br />
During the years ended June 30, 2018 and 2017, CCSNH recognized pension expense of<br />
$5,332,383 and $6,913,814, respectively.<br />
At June 30, 2018, CCSNH reported deferred outflows of resources and deferred inflows of<br />
resources related to pensions from the following sources:<br />
Deferred<br />
Outflows of<br />
Resources<br />
Deferred<br />
Inflows of<br />
Resources<br />
Differences between expected and actual experience $ 142,739 $ 801,203<br />
Changes in assumptions 6,321,254 -<br />
Net difference between projected and actual investment<br />
earnings on pension plan investments - 801,731<br />
Changes in proportion and differences between employer<br />
contributions and share of contributions 847,299 7,432,011<br />
Contributions subsequent to the measurement date 4,874,343 -<br />
Balances as of June 30, 2018 $ 12,185,635 $ 9,034,945<br />
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Amounts reported as deferred outflows related to pensions resulting from CCSNH contributions<br />
subsequent to the measurement date will be recognized as a reduction of the net pension liability<br />
in the year ending June 30, <strong>2019</strong>. Other amounts reported as deferred outflows of resources and<br />
deferred inflows of resources related to pensions will be recognized in pension expense as follows:<br />
Year ending June 30,<br />
<strong>2019</strong> $ (524,712)<br />
2020 677,355<br />
2021 (186,234)<br />
2022 (1,690,062)<br />
$ (1,723,653)<br />
At June 30, 2017, CCSNH reported deferred outflows of resources and deferred inflows of<br />
resources related to pensions from the following sources:<br />
Deferred<br />
Outflows of<br />
Resources<br />
Deferred<br />
Inflows of<br />
Resources<br />
Differences between expected and actual experience $ 200,680 $ 911,873<br />
Changes in assumptions 8,887,151 -<br />
Net difference between projected and actual investment<br />
earnings on pension plan investments 4,518,030 -<br />
Changes in proportion and differences between employer<br />
contributions and share of contributions 1,374,359 6,279,344<br />
Contributions subsequent to the measurement date 5,080,526 -<br />
Balances as of June 30, 2017 $ 20,060,746 $ 7,191,217<br />
The total pension liability was determined by a roll-forward of the actuarial valuations as of June 30,<br />
2017 and 2016 using the following actuarial assumptions, which, accordingly, apply to 2018 and<br />
2017 measurements:<br />
Inflation 2.5%<br />
Salary increases<br />
5.60% average, including inflation<br />
Investment rate of return 7.25%, net of investment expense, including inflation<br />
Mortality rates were based on the RP-2014 employee generational mortality tables for males and<br />
females, adjusted for mortality improvements using Scale MP-2015, based on the last experience<br />
study.<br />
The actuarial assumptions used in the June 30, 2017 and 2016 valuations were based on the results<br />
of the most recent actuarial experience study, which was for the period of July 1, 2010 to June 30,<br />
2015.<br />
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Long-Term Rates of Return<br />
The long-term expected rate of return on pension plan investments was selected from a bestestimate<br />
range determined using the building-block approach. Under this method, an expected<br />
future real return range is calculated separately for each asset class. These ranges are combined<br />
to produce the long-term expected rate of return by weighting the expected future real rates of<br />
return net of investment expenses by the target asset allocation percentage and by adding<br />
expected inflation.<br />
The following table presents target allocations and the geometric real rates of return for 2017 and<br />
2016:<br />
Weighted Average<br />
Long-Term Expected<br />
Real<br />
Rate of Return<br />
Target<br />
Allocation<br />
Target<br />
Allocation<br />
Asset Class 2017 2016 2017 2016<br />
Large cap equities 22.50 % 22.50 % 4.25 % 4.25 %<br />
Small/mid cap equities 7.50 7.50 4.50 4.50<br />
Total domestic equity 30.00 30.00<br />
International equities (unhedged) 13.00 13.00 4.50 4.75<br />
Emerging international equities 7.00 7.00 6.25 6.25<br />
Total international equities 20.00 20.00<br />
Core bonds 5.00 5.00 0.75 0.64<br />
Short duration 2.00 2.00 (0.25) (0.25)<br />
Global multi-sector fixed income 11.00 11.00 2.11 1.71<br />
Absolute return fixed income 7.00 7.00 1.26 1.08<br />
Total fixed income 25.00 25.00<br />
Private equity 5.00 5.00 6.25 6.25<br />
Private debt 5.00 5.00 4.75 4.75<br />
Opportunistic 5.00 5.00 2.84 3.68<br />
Total alternative investments 15.00 15.00<br />
Real estate 10.00 10.00 3.25 3.25<br />
Total 100.00 % 100.00 %<br />
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Discount Rate<br />
The discount rate used to measure the total pension liability as of June 30, 2017 and 2016 was<br />
7.25%. The projection of cash flows used to determine the discount rate assumed that plan<br />
member contributions will be made at the current contribution rate and that employer contributions<br />
will be made at rates equal to the difference between actuarially determined contribution rates and<br />
the member rate. For purposes of the projection, member contributions and employer service cost<br />
contributions are projected based on the expected payroll of current members only. Employer<br />
contributions are determined based on the pension plan’s actuarial funding policy and as required<br />
by RSA 100-A: 16. Based on those assumptions, the pension plan’s fiduciary net position was<br />
projected to be available to make all projected future benefit payments to current plan members.<br />
Therefore, the long-term expected rate of return on pension plan investments was applied to all<br />
periods of projected benefit payments to determine the total pension liability.<br />
Sensitivity Analysis<br />
The following presents CCSNH’s proportionate share of the net pension liability calculated using<br />
the discount rate of 7.25%, as well as what CCSNH’s proportionate share of the pension liability<br />
would be if it were calculated using a discount rate that is 1 percentage-point lower or 1 percentage<br />
point higher than the current rate:<br />
1% Decrease<br />
(6.25%)<br />
Current<br />
Discount Rate<br />
(7.25%)<br />
1% Increase<br />
(8.25%)<br />
CCSNH's proportionate share of the net<br />
pension liability $ 82,936,650 $ 62,952,418 $ 46,576,130<br />
8. Other Post-Employment Benefits<br />
Plan Description - NHRS<br />
In addition to providing pension benefits, NHRS administers a cost-sharing multiple-employer<br />
defined benefit postemployment medical subsidy healthcare plan designated in statute (RSA 100-<br />
A: 52, RSA 100-A: 52a and RSA 100-A: 52-b) by membership type. The membership types are<br />
Group I Teachers, Group I Political Subdivision Employees, Group I State Employees, and Group II<br />
Police Officer and Firefighters. All CCSNH employees are Group I participants. The NHRS OPEB<br />
Plan provides a medical insurance subsidy to qualified retired members. The medical subsidy is a<br />
payment made by NHRS to the former employer or their insurance administrator toward the cost of<br />
health insurance for a qualified retiree, his/her qualified spouse, and his/her certifiably dependent<br />
children with a disability who are living in the household and being cared for by the retiree. Under<br />
specific conditions, the qualified beneficiaries of members who die while in service may also be<br />
eligible for the medical subsidy. For qualified retirees not eligible for Medicare the subsidy amounts<br />
were $375.56 for a single-person plan and $751.12 for a two-person plan. For those qualified<br />
retirees eligible for Medicare, the amounts were $236.84 for a single-person plan and $473.68 for a<br />
two-person plan. There have been no increases in the monthly maximum subsidy amounts since<br />
July 1, 2007. The plan is closed to new entrants.<br />
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The eligibility requirements for receiving OPEB Plan benefits differ for Group I and Group II<br />
members. For CCSNH (Group) I members, substantially all employees who were hired on or<br />
before June 30, 2003 and have 10 years of service may become eligible for these benefits if they<br />
reach normal retirement age while working for the State and receive their pensions on a periodic<br />
basis rather than a lump sum. During fiscal year 2004, legislation was passed that requires State<br />
Group I employees hired on or after July 1, 2003 to have 20 years of State service in order to<br />
qualify for health coverage benefits. These and similar benefits for active employees are<br />
authorized by state law and administered through the Employee and Retiree Benefit Risk<br />
Management Fund (the Fund), which is the State’s self-insurance fund implemented in October<br />
2003 for active State employees and retirees.<br />
Contributions Required and Made<br />
The State Legislature has indicated it plans to only partially fund (on a pay-as-you-go basis) the<br />
annual required contribution (ARC), an actuarially determined rate.<br />
Plan members are not required to contribute to the OPEB Plan. CCSNH makes annual<br />
contributions to the OPEB Plan equal to the amount required by RSA 100-A: 52, which, for all<br />
Group I employees, was 1.64% of covered compensation during the year ended June 30, 2017.<br />
Effective July 1, 2017 the annual contribution rate was decreased to 1.07% and will remain fixed<br />
through June 30, <strong>2019</strong>. CCSNH’s contributions to NHRS for the OPEB Plan for the years ended<br />
June 30, 2018 and 2017 were $456,916 and $694,802, respectively, which were equal to its ARC.<br />
OPEB Liabilities, OPEB Expense, and Deferred Outflows of Resources and Deferred Inflows of<br />
Resources Related to OPEB<br />
At June 30, 2018, CCSNH reported a liability of $5,462,993 for its proportionate share of the net<br />
OPEB liability. The net OPEB liability is based on an actuarial valuation performed as of June 30,<br />
2016 and a measurement date of June 30, 2017. The net OPEB liability was rolled forward from<br />
June 30, 2016 to June 30, 2017. CCSNH’s proportion of the net OPEB liability was based on a<br />
projection of the CCSNH’s long-term share of contributions to NHRS relative to the projected<br />
contributions of all participating employers as actuarially determined. At June 30, 2017 and 2016,<br />
CCSNH’s proportion of the net OPEB liability was 1.19479% and 1.26378%, respectively.<br />
For the year ended June 30, 2018 and 2017, CCSNH recognized OPEB expense of $170,718 and<br />
$694,802, respectively<br />
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At June 30, 2018, CCSNH reported deferred outflows of resources and deferred inflows of resources<br />
related to OPEB from the following sources:<br />
Deferred<br />
Outflows of<br />
Resources<br />
Deferred<br />
Inflows of<br />
Resources<br />
Net difference between projected and actual investment<br />
earnings on OPEB plan investments $ - $ 17,239<br />
Changes in proportion - 100,362<br />
Contributions subsequent to the measurement date 456,916 -<br />
Balances as of June 30, 2018 $ 456,916 $ 117,601<br />
Amounts reported as deferred outflows related to pensions resulting from CCSNH contributions<br />
subsequent to the measurement date will be recognized as a reduction of the net OPEB liability in<br />
the year ending June 30, <strong>2019</strong>. Other amounts reported as deferred outflows of resources and<br />
deferred inflows of resources related to OPEB will be recognized in OPEB expense as follows:<br />
Actuarial Assumptions<br />
Year ending June 30,<br />
<strong>2019</strong> $ (74,513)<br />
2020 (34,469)<br />
2021 (4,310)<br />
2022 (4,309)<br />
$ (117,601)<br />
The collective total OPEB liability was determined by a roll forward of the actuarial valuation as of<br />
June 30, 2016, using the following actuarial assumptions, which apply to 2016 measurements:<br />
Actuarial cost method<br />
Amortization method<br />
Remaining amortization period<br />
funding<br />
Investment rate of return<br />
inflation Salary rate increase<br />
Inflation<br />
Healthcare cost trend rates<br />
stipends Aging factors<br />
stipends<br />
Entry-age normal<br />
Level percentage-of-payroll, closed<br />
Not applicable, under statutory<br />
7.25% net of investment expenses, include<br />
5.60% average, including inflation<br />
2.50% per year<br />
not applicable, given the benefits are fixed<br />
not applicable, given the benefits are fixed<br />
Mortality rates were based on the RP-2014 employee generational mortality tables for males and<br />
females, adjusted for mortality improvements using Scale MP-2015, based on the last experience<br />
study.<br />
The actuarial assumptions used in the June 30, 2016 valuation were based on the results of the<br />
most recent actuarial experience study, which was for the period of July 1, 2010 – June 30, 2015.<br />
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Long-Term Rates of Return<br />
The long-term expected rate of return on OPEB plan investments was selected from a best<br />
estimate range determined using the building block approach. Under this method, an expected<br />
future real return range is calculated separately for each asset class. These ranges are combined<br />
to produce the long-term expected rate of return by weighting the expected future real rates of<br />
return net of investment expenses by the target asset allocation percentage and by adding<br />
expected inflation.<br />
Following is a table presenting target allocations and the geometric real rates of return for each<br />
asset class:<br />
Target Allocation<br />
Weighted Average<br />
Long-Term Expected Real<br />
Rate of Return<br />
Asset Class 2017 2016 2017 2016<br />
Large cap equities 22.50 % 22.50 % 4.25 % 4.25 %<br />
Small/mid cap equities 7.50 7.50 4.50 4.50<br />
Total domestic equity 30.00 30.00<br />
International equities (unhedged) 13.00 13.00 4.50 4.75<br />
Emerging international equities 7.00 7.00 6.25 6.25<br />
Total international equities 20.00 20.00<br />
Core bonds 5.00 5.00 0.75 0.64<br />
Short duration 2.00 2.00 (0.25) (0.25)<br />
Global multi-sector fixed income 11.00 11.00 2.11 1.71<br />
Absolute return fixed income 7.00 7.00 1.26 1.08<br />
Total fixed income 25.00 25.00<br />
Private equity 5.00 5.00 6.25 6.25<br />
Private debt 5.00 5.00 4.75 4.75<br />
Opportunistic 5.00 5.00 2.84 3.68<br />
Total alternative investments 15.00 15.00<br />
Real estate 10.00 10.00 3.25 3.25<br />
Total 100.00 % 100.00 %<br />
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Discount Rate<br />
The discount rate used to measure the total OPEB liability was 7.25%. The projection of cash<br />
flows used to determine the discount rate assumed that plan member contributions will be made<br />
at the current contribution rate and that employer contributions will be made under the current<br />
statute by RSA 100-A:16. Based on those assumptions, the OPEB plan’s fiduciary net position<br />
was projected to be available to make all projected future benefit payments to current plan<br />
members. Therefore, the long-term expected rate of return on OPEB plan investments was applied<br />
to all periods of projected benefit payments to determine the collective total OPEB liability.<br />
Sensitivity Analysis<br />
The following presents CCSNH’s proportionate share of the net OPEB liability calculated using the<br />
discount rate of 7.25%, as well as what CCSNH’s proportionate share of the OPEB liability would<br />
be if it were calculated using a discount rate that is 1-percentage-point lower or 1-percentagepoint<br />
higher than the current rate:<br />
Current<br />
CCSNH's proportionate share of the net OPEB<br />
1% Decrease<br />
Discount Rate<br />
1% Increase<br />
liability $ 5,945,361 $ 5,462,993 $ 5,045,058<br />
OPEB Plan Fiduciary Net Position<br />
Detailed information about the OPEB Plans' fiduciary net position is available in the separately<br />
issued NHRS annual report available from NHRS’ website at https://www.nhrs.org.<br />
The OPEB plan’s fiduciary net position has been determined on the same basis used by NHRS.<br />
NHRS’s financial statements are prepared using the accrual basis of accounting. Both plan member<br />
and employer contributions are recognized in the period in which contributions are legally due.<br />
Benefits and refunds are recognized when due and payable in accordance with the terms of the<br />
plan. Investments are reported at fair value. Investments in both domestic and non-U.S. securities<br />
are valued at current market prices and expressed in U.S. dollars. NHRS uses a trade- date<br />
accounting basis for these investments. Investments in non-registered commingled funds are valued<br />
at net asset value as a practical expedient to estimate fair value.<br />
Plan Description - State Plan<br />
RSA 21-I:30 specifies that the State provide certain health care benefits for retired employees and<br />
their spouses through a single-employer (primary government and component units) defined benefit<br />
plan. These benefits include group hospitalization, hospital medical care, surgical care, and other<br />
medical care. Substantially all of the State’s employees who were hired on or before June 30, 2003<br />
and have 10 years of service may become eligible for these benefits if they reach normal retirement<br />
age while working for the State and receive their pensions on a periodic basis rather than in a lump<br />
sum. During fiscal year 2004, legislation was passed that requires State Group I employees hired<br />
on or after July 1, 2003 to have 20 years of state service in order to qualify for retiree health benefits.<br />
All CCSNH employees fall into the Group I category. Additionally, during fiscal year 2012, legislation<br />
was passed requiring Group I employees hired after July 1, 2011 to have 25 years of State service<br />
and increased the normal retirement age for Group I employees hired after July 1, 2011.<br />
246 | P a g e
These and similar benefits for active employees and retirees are authorized by RSA 21-I: 30 and<br />
provided through the Employee and Retiree Benefit Risk Management Fund which is the state’s<br />
self-insurance internal service fund. The Plan funds the cost of medical and prescription drug<br />
claims by charging actuarially developed working rates to State agencies for participating<br />
employees, retirees, and eligible spouses. An additional major source of funding for retiree benefits<br />
is from the NHRS medical subsidy payment described previously in this footnote. No assets are<br />
accumulated in a trust that meets the criteria in paragraph 4 of GASB Statement No.<br />
75. The State administers the plan. It does not issue a separate stand-alone financial report.<br />
Contributions Required and Made<br />
The State Legislature has indicated it currently plans to only partially fund (on a pay-as-you-go<br />
basis) the ARC, an actuarially determined rate. CCSNH’s contributions to the State for the years<br />
ended June 30, 2018 and 2017 were $1,465,752 and $1,328,959, respectively.<br />
OPEB Liabilities, OPEB Expense, and Deferred Outflows of Resources and Deferred Inflows of<br />
Resources Related to OPEB<br />
At June 30, 2018, CCSNH reported a liability of $110,714,000 for its proportionate share of the<br />
State OPEB Plan liability. The OPEB liability was determined by an actuarial valuation as of<br />
December 31, 2016 adjusted forward to a measurement date of June 30, 2017. The OPEB liability<br />
was rolled forward from December 31, 2016 to June 30, 2017. CCSNH’s proportion of the OPEB<br />
liability was based on a projection of CCSNH’s long-term share of contributions to the State relative<br />
to the projected contributions of all participating employers as actuarially determined. At June 30,<br />
2017, CCSNH’s proportion of the State OPEB Plan’s liability was 4.966020%.<br />
For the year ended June 30, 2018, CCSNH recognized OPEB expense of $2,234,752.<br />
At June 30, 2018, CCSNH reported deferred outflows of resources and deferred inflows of<br />
resources related to OPEB from the following sources:<br />
Deferred<br />
Outflows of<br />
Resources<br />
Deferred<br />
Inflows of<br />
Resources<br />
Changes in assumptions $ - $ 32,456,000<br />
Differences between expected and actual experience - 326,000<br />
Changes in proportion 970,000 -<br />
Differences between employer contributions and<br />
proportionate share of contributions 1,098,248 -<br />
Contributions subsequent to the measurement date 1,465,752 -<br />
Balances as of June 30, 2018 $ 3,534,000 $ 32,782,000<br />
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Amounts reported as deferred outflows related to pensions resulting from CCSNH contributions<br />
subsequent to the measurement date will be recognized as a reduction of the net OPEB liability in<br />
the year ending June 30, <strong>2019</strong>. Other amounts reported as deferred outflows of resources and<br />
deferred inflows of resources related to OPEB will be recognized in OPEB expense as follows:<br />
Actuarial Assumptions<br />
Year ending June 30,<br />
<strong>2019</strong> $ (6,179,518)<br />
2020 (6,179,518)<br />
2021 (6,179,518)<br />
2022 (6,179,518)<br />
2023 (6,178,723)<br />
2024 183,043<br />
$ (30,713,752)<br />
The collective total OPEB liability was determined by a roll forward of the actuarial valuation as of<br />
December 31, 2016, using the following actuarial assumptions, which apply to 2017<br />
measurements:<br />
Actuarial cost method<br />
Projected unit credit<br />
Amortization method<br />
Level percent of pay,<br />
open Remaining amortization period 30 years<br />
Investment rate of return not applicable as there are no invested assets<br />
Salary rate increase - Group I 13.25% decreasing over 9 years to an ultimate level of<br />
3.75% Discount rate 3.58% as of June 30, 2017 and 2.85% as of June 30, 2016<br />
Inflation<br />
3.25% per year<br />
Healthcare trend rates are based on the following:<br />
Medical:<br />
Under 65: 7.4% for one year then 4.5% per year.<br />
Over 65: 1.4% for one year then 4.5% per year.<br />
Prescription Drug:<br />
Under 65: 12.8% for one year then 9% decreasing by .5% each year to an ultimate level of 4.5%<br />
per year.<br />
Over 65: (6.1%) for one year then 9% decreasing by .5% each year to an ultimate level of 4.5%<br />
per year.<br />
Contributions – Retiree contributions are expected to increase with a blended medical and<br />
prescription drug trend.<br />
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Mortality rates were based on the following:<br />
Pre-retirement mortality rates – Healthy: RP-2014 employee mortality table projected<br />
generationally for males and females with Scale MP-2015.<br />
Postretirement mortality rates:<br />
Healthy: RP-2014 healthy annuitant mortality table projected generationally for males and<br />
females with Scale MP-2015.<br />
Disabled: RP-2014 disabled annuitant mortality table projected generationally for males and<br />
females with Scale MP-2015.<br />
The following scale factors for each member classification are applied to all mortality tables:<br />
Scale - Male<br />
Scale - Female<br />
Group I Group II - Police Group II -<br />
Fire<br />
116 %<br />
99 %<br />
100 %<br />
124 %<br />
106 %<br />
101 %<br />
The actuarial assumptions used in the June 30, 2017 and 2016 valuations were based on the results<br />
of the most recent actuarial experience study, which was for the period of July 1, 2010 to June 30,<br />
2015.<br />
Effective January 1, <strong>2019</strong>, the State implemented a Medicare Advantage plan which is anticipated<br />
to reduce the overall plan liability in the year of implementation.<br />
Discount Rate<br />
Because the State OPEB Plan is not funded, the discount rate is based on the yield or index rate for<br />
20-year, tax-exempt general obligation municipal bonds with an average rate of AA/Aa or higher as<br />
shown in the Bond Buyer 20-Bond General Obligation Index.<br />
Changes in Assumptions<br />
The trend assumptions were revised from the 2016 measurements to the 2017 measurements to<br />
reflect current and future expectations. In addition, the discount rate used to measure the total OPEB<br />
liability was increased from 2.85% as of June 30, 2016 to 3.58% as of June 30, 2017.<br />
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Sensitivity Analysis<br />
The following presents CCSNH’s proportionate share of the net OPEB liability calculated using the<br />
discount rate of 3.58%, as well as what CCSNH’s proportionate share of the OPEB liability would<br />
be if it were calculated using a discount rate that is 1-percentage-point lower or 1-percentagepoint<br />
higher than the current rate:<br />
1% Decrease<br />
Current<br />
Discount Rate<br />
1% Increase<br />
CCSNH's proportionate share of the net<br />
OPEB liability $ 126,794,800 $ 110,713,469 $ 96,978,044<br />
The following presents CCSNH’s proportionate share of the net OPEB liability calculated using the<br />
current trend rates, as well as what CCSNH’s proportionate share of the OPEB liability would be if it<br />
were calculated using healthcare cost trend rates that are 1-percentage-point lower or 1-<br />
percentage-point higher than the current rates:<br />
1% Decrease<br />
Current<br />
Trend Rate<br />
1% Increase<br />
CCSNH's proportionate share of the net<br />
OPEB liability $ 95,264,012 $ 110,713,469 $ 130,459,490<br />
9. Contingencies and Commitments<br />
Operating Lease Obligations<br />
CCSNH leases certain equipment and real estate under leases with terms exceeding one year.<br />
Future minimum lease payments under non-cancelable operating leases (with initial or remaining<br />
lease terms in excess of one year) as of June 30, 2018 are as follows:<br />
Year ending June 30,<br />
<strong>2019</strong> $ 739,700<br />
2020 712,000<br />
2021 383,300<br />
2022 206,200<br />
2023 182,700<br />
2024 to 2028 833,600<br />
2029 to 2033 833,600<br />
2034 to 2038 833,600<br />
2039 to 2043 833,600<br />
2044 to 2048 833,600<br />
2049 to 2053 833,600<br />
2054 to 2057 666,880<br />
$ 7,892,380<br />
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Total expense related to operating leases (with initial or remaining lease terms in excess of one<br />
year) amounted to $1,531,171 and $1,231,181 for the years ended June 30, 2018 and 2017,<br />
respectively. CCSNH signed additional operating leases after June 30, 2018 with total<br />
commitments of approximately $250,000 with various expiration dates ranging through the year<br />
ending June 30, 2023.<br />
Union Contracts<br />
Substantially all of CCSNH's employees are covered by a collective bargaining agreement, except<br />
for executive officers and confidential personnel. As of March 2017, CCSNH full-time faculty were<br />
represented by the NH Higher Education Union, which is part of the International Brotherhood of<br />
Electrical Workers, 2320. CCSNH staff are currently represented by the State Employees’<br />
Association of New Hampshire, Inc., which is part of the Service Employees International Union<br />
Local 1984, CTW, and CLC (SEIU). The current collective bargaining agreement for full-time and<br />
part- time staff has a period of October 25, 2017 through September 30, <strong>2019</strong>.<br />
Certain adjunct faculty of CCSNH are covered by a collective bargaining agreement, separate from<br />
the agreement described in the previous paragraph, and are represented by the State Employees'<br />
Association of New Hampshire, Inc., which is part of the SEIU 1984, CTW, CLC. The current<br />
collective bargaining agreement has a period of October 25, 2017 through December 31, 2018.<br />
Contingencies<br />
CCSNH participates in various federally-funded programs. These programs are subject to financial<br />
and compliance audits and resolution of identified questioned costs. The amount, if any, of<br />
expenditures which may be disallowed by the granting agency cannot be determined at this time.<br />
CCSNH is involved in various claims and legal actions arising in the ordinary course of business.<br />
The ultimate disposition of these matters is indeterminable but, in the opinion of management, the<br />
amount of ultimate liability would not have a significant impact on CCSNH's financial condition.<br />
Commitments<br />
CCSNH has entered into various construction contracts. The following commitments are ongoing<br />
projects at June 30, 2018:<br />
Expended<br />
through<br />
June 30, 2018<br />
Committed<br />
Future Costs<br />
Total Committed<br />
Costs of Project<br />
NHTI $ 7,278 $ 87,700 $ 94,978<br />
NCC 875,338 67,770 943,108<br />
WMCC 308,793 37,966 346,759<br />
Total $ 1,191,409 $ 193,436 $ 1,384,845<br />
At June 30, 2018 and 2017, invoices related to construction projects of $75,039 and $670,933,<br />
respectively, were included in accounts payable.<br />
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Investments Fair Value<br />
Measurement<br />
GASB Statement No. 72, Fair Value Measurement and Application, establishes a fair value<br />
hierarchy for investments that prioritizes the inputs to valuation techniques used to measure fair<br />
value. The hierarchy gives the highest priority to unadjusted quoted prices in active markets for<br />
identical assets or liabilities (Level 1 measurements) and the lowest priority to measurements<br />
involving significant unobservable inputs (Level 3 measurements).<br />
The three levels of the fair value hierarchy are as follows:<br />
Level 1: Inputs are unadjusted, quoted prices in active markets for identical assets at the<br />
measurement date. The types of assets carried at Level 1 fair value generally are securities<br />
listed in active markets. The Foundation has valued its investments, listed on national<br />
exchanges, at the last sales price as of the day of the valuation.<br />
Level 2: Inputs are based upon quoted prices for similar instruments in active markets, quoted<br />
prices for identical or similar instruments in markets which are not active, and modelbased<br />
valuation techniques for which all significant assumptions are observable in the<br />
market or can be corroborated by observable market data for substantially the full term<br />
of the asset of liability. The fair values are therefore determined using model-based<br />
techniques that incorporate these inputs.<br />
Level 3: Inputs are generally unobservable and typically reflect management’s estimates of<br />
assumptions that market participants would use in pricing the asset or liability. The fair<br />
values are therefore determined using model-based techniques that include discounted<br />
cash flow models and similar techniques.<br />
The inputs or methodology used for valuing investments are not necessarily an indication of the<br />
risk associated with those investments.<br />
CCSNH Investments<br />
CCSNH operating investments consist of an investment in a short-term bond mutual fund. The fund<br />
targets a dollar-weighted average maturity of 0.75 years or less and invests in U.S dollardenominated<br />
money market and high-quality, investment-grade debt securities, primarily in the<br />
financial service industry. The fund's investments in fixed-rate securities have a maximum maturity<br />
of two years and investments in floating-rate securities have a maximum maturity of three years.<br />
Long-term investments include the UNIQUE endowment funds assets and other unrestricted<br />
investments. The State Uniform Prudent Management of Institutional Funds Act (the Act) requires<br />
the preservation of the original gift (corpus value) of the donor-restricted endowment funds absent<br />
explicit donor stipulations to the contrary. The System classifies as permanently restricted net<br />
position: (1) the original value of gifts donated to the permanent endowment, (2) the original value<br />
of subsequent gifts to the permanent endowment, and (3) accumulations to the permanent<br />
endowment made in accordance with the direction of the applicable donor gift instrument at the<br />
time the accumulation is added to the fund.<br />
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Subject to the intent of a donor expressed in the gift instrument, the System may appropriate for<br />
expenditure or accumulate so much of an endowment fund as the System determines is prudent for<br />
the uses, benefits, purposes, and duration for which the endowment fund is established. Endowment<br />
assets are invested in a well-diversified asset mix, which includes equity and debt securities that is<br />
intended to result in a consistent inflation-protected rate of return that has sufficient liquidity to make<br />
an annual distribution of 4% while growing the funds, if possible. Cumulative appreciation on these<br />
funds was $3,872,147 and $3,162,386 at June 30, 2018 and 2017, respectively and is reported in<br />
restricted expendable net position.<br />
The System manages interest rate risk according to its investment policy by maintaining<br />
investments that are both liquid, as determined by a readily available market, and highly<br />
diversified, using institutional class mutual funds or exchange-traded funds.<br />
Custodial credit risk for investments is the risk that, in the event of a failure of the counterparty<br />
to a transaction, CCSNH will not be able to recover the value of the investment or collateral<br />
securities that are in possession of an outside party. Investment securities are exposed to<br />
custodial credit risk if the securities are uninsured, are not registered in the name of CCSNH,<br />
and are held by either the counterparty or the counterparty's trust department or agency, but not<br />
in CCSNH’s name. As of June 30, 2018 and 2017, CCSNH's investments included in the<br />
statements of net position were not exposed to custodial credit risk. The investments were held<br />
by the counterparty, in the name of CCSNH.<br />
Investments held by CCSNH were comprised of the following at June 30, 2018:<br />
Level 1 Level 2 Level 3<br />
Equity mutual funds $ 11,522,367 $ - $ -<br />
Fixed-income mutual funds 15,467,666 - -<br />
Total $ 26,990,033 $ - $ -<br />
Investments held by CCSNH were comprised of the following at June 30, 2017:<br />
Level 1<br />
Level 2 Level 3<br />
Equity mutual funds<br />
$ 10,238,067 $ - $ -<br />
Fixed-income mutual funds 14,366,476 - -<br />
Total $ 24,604,543 $ - $ -<br />
A summary of fixed-income mutual fund maturities as of June 30, 2018 and 2017 is as follows:<br />
Amount<br />
2018<br />
Maturities<br />
2017<br />
Amount<br />
Maturities<br />
$ 88,862 2.7 years $ 4,202,850 5.4 years<br />
226,041 2.5 years 315,543 3.5 years<br />
8,788,528 Less than a year 179,276 3.0 years<br />
6,364,235 N/A 9,668,807 Less than a year<br />
$ 15,467,666 $ 14,366,476<br />
The maturities are the weighted averages of the debt securities in which the funds invest.<br />
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CCSNH has not defined a limit in its investment policies regarding the amount that can be placed<br />
with one issuer. However, the investment policy defines that the portfolio should be well diversified<br />
as to limit exposure to one issuer or security. As of June 30, 2018, individual investments<br />
representing more than 5% of the CCSNH's investments were as follows:<br />
Percentag<br />
e of<br />
Investmen<br />
ts<br />
Fidelity Conservative Income Bond 32.5 %<br />
Strategic Advisors Core Fund 12.2<br />
Strategic Advisors Growth Fund 5.5<br />
Strategic Advisors Value Fund 5.6<br />
Strategic Advisors International Fund 8.1<br />
Strategic Advisors Core Income Fund 19.4<br />
During the year ended June 30, 2017, certain investments previously managed by and held at<br />
the Foundation were transferred to the CCSNH.<br />
Community Colleges of New Hampshire Foundation<br />
The Foundation has adopted investment and spending policies for endowment assets that<br />
attempt to provide a predictable stream of funding to programs supported by its endowment funds,<br />
while also maintaining the purchasing power of those endowment assets over the long-term.<br />
Accordingly, the investment process seeks to achieve an after-cost total real rate of return,<br />
including investment income as well as capital appreciation, which exceeds the annual<br />
distribution with acceptable levels of risk. Endowment assets are invested in a well-diversified<br />
asset mix, which includes equity and debt securities, that is intended to result in a consistent<br />
inflation-protected rate of return that has sufficient liquidity to make an annual distribution of 4%<br />
while growing the funds, if possible. Actual returns may vary from this amount. Investment risk<br />
is measured in terms of the total endowment fund; investment assets and allocation between<br />
asset classes and strategies are managed to not expose the fund to unacceptable levels of risk.<br />
Investments held by the Foundation were comprised of the following at June 30, 2018:<br />
Level 1<br />
Level 2 Level 3<br />
Cash and cash equivalents<br />
$ 237,393 $ - $ -<br />
Equities 3,082,399 - -<br />
Fixed-income 812,276 - -<br />
Total $ 4,132,068 $ - $ -<br />
Investments held by the Foundation were comprised of the following at June 30, 2017:<br />
Level 1 Level 2 Level 3<br />
Cash and cash equivalents $ 111,001 $ - $ -<br />
Equities 2,892,038 - -<br />
Fixed-income 840,703 - -<br />
Total $ 3,843,742 $ - $ -<br />
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10. Risk Management<br />
CCSNH is exposed to various risks of loss related to torts; theft of, damage to and destruction of<br />
assets; and natural disaster for which CCSNH carried insurance.<br />
CCSNH has insurance coverage that includes automotive, crime, employment practices, fire,<br />
general liability, pollution, theft, and workers' compensation. There have been no significant<br />
changes in insurance coverage during the past fiscal year. Settlements did not exceed coverage<br />
amounts during fiscal years 2018 and <strong>2019</strong><br />
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REQUIRED SUPPLEMENTARY INFORMATION
Schedule of Collective Net Pension Liability *<br />
Employer proportion of the collective<br />
net pension liability 1.2800 %<br />
June 30,<br />
2018 2017 2016 2015<br />
2014<br />
1.3580 % 1.5230 % 1.5521 % 1.4834 %<br />
Employer's proportionate share of<br />
the collective net pension liability $62,952,418<br />
Employer's covered-employee<br />
payroll<br />
$35,391,000<br />
$72,213,216 $60,334,154 $58,259,797 $63,843,950<br />
$39,462,000 $38,603,000 $47,442,000 $43,413,000<br />
Employer's proportionate share of<br />
the collective net pension liability<br />
as a percentage of the employer's<br />
covered employee-payroll<br />
178 % 183 % 156 % 123 % 147 %<br />
Plan fiduciary net position as a<br />
percentage of the total pension<br />
liability 56.22 % 58.30 % 65.47 % 66.32 % 59.81 %<br />
* Schedule is intended to show 10 years. Additional years will be added as they become available.<br />
Schedule of Employer Contributions *<br />
June 30<br />
2018 2017 2016 2015 2014<br />
Required employer contribution** $ 5,080,526 $ 5,090,600 $ 5,109,493 $ 4,923,636 $ 3,688,122<br />
Actual employer contribution** $ 5,080,526 $ 5,090,600 $ 5,109,493 $ 4,923,636 $ 3,688,122<br />
Employer's covered-employee<br />
payroll<br />
$35,391,000 $39,462,000 $38,603,000 $47,442,000 $43,413,000<br />
Employer percentage contribution of the employer's as a<br />
covered-employee payroll 14.36 % 12.90 % 13.24 % 10.38 % 8.50 %<br />
* Schedule is intended to show 10 years. Additional years will be added as they become available.<br />
** Contributions above are annual contributions during the measurement period.<br />
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Notes to the Required Supplementary Information-Pension<br />
Changes of<br />
assumptions:<br />
Actuarial determined contribution rates for the 2012-2013 biennium<br />
were determined based on the June 30, 2009 actuarial valuation.<br />
Actuarial determined contribution rates for the 2014-2015 biennium<br />
were determined based on the June 30, 2011 actuarial valuation.<br />
Actuarial determined contribution rates for the 2016-2017 biennium<br />
were determined based on the June 30, 2013 actuarial valuation.<br />
Actuarial determined contribution rates for the 2018-<strong>2019</strong> biennium<br />
were determined based on the June 30, 2015 actuarial valuation.<br />
For amounts reported in 2016 and later, the mortality table used was<br />
changed from RP-2000 Mortality Table projected to 2020 with Scale AA<br />
used in 2015 and 2014 to RPH-2014 Employee Generational Mortality<br />
Table adjusted for mortality improvements using Scale MP-2015.<br />
For amounts reported in 2016 and later, the discount rate as well as the<br />
investment rate of return used to measure the total pension liability were<br />
decreased to 7.25% from the rates of 7.75% used in 2015, 2014, and 2013.<br />
For amounts reported in 2016 and later, the assumed inflation rate used to<br />
measure the total pension liability was decreased to 2.5% from the rates of<br />
3.0% used in 2015, 2014, and 2013.<br />
For amounts reported in 2016 and later, the assumed salary increase rate<br />
used to measure the total pension liability was changed to 5.60% from the<br />
rates of 3.75% to 3.8% used in 2015, and 3.75% to 5.8% used in 2014 and<br />
2013.<br />
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Schedule of Collective Net OPEB Liability (NHRS OPEB Plan)*<br />
June 30,<br />
2018<br />
June 30,<br />
2017<br />
Employer proportion of the collective net OPEB liability 1.194792 % 1.263781 %<br />
Employer's proportionate share of the collective net OPEB liability $ 5,462,993 $ 6,118,030<br />
Employer's covered-employee payroll $31,872,400 $32,876,046<br />
Employer's proportionate share of the collective net OPEB liability<br />
as a percentage of the employer's covered employee-payroll 17.14 % 18.61 %<br />
Plan fiduciary net position as a percentage of the total OPEB<br />
liability<br />
7.91 % 5.21 %<br />
* Schedule is intended to show 10 years. Additional years will be added as they become available.<br />
Schedule of Employer Contributions*<br />
June 30<br />
2018 2017<br />
Required employer contributions** $ 694,802 $ 738,178<br />
Actual employer contributions** $ 694,802 $ 738,178<br />
Employer's covered-employee payroll $31,872,400 $32,876,046<br />
Employer contribution as a percentage of the employer's coveredemployee<br />
payroll 2.18 % 2.25 %<br />
* Schedule is intended to show 10 years. Additional years will be added as they become available.<br />
** Contributions above are annual contributions during the measurement period.<br />
Notes to the Required Supplementary Information (NHRS OPEB Plan)<br />
There were no changes of assumptions in 2018 or 2017.<br />
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Schedule of Collective Net OPEB Liability (State OPEB Plan)*<br />
June 30,<br />
2018 2017<br />
Employer proportion of the collective total<br />
OPEB liability 4.9660 % 4.9255 %<br />
Employer's proportionate share of the<br />
collective total OPEB liability $ 110,713,469 $<br />
141,644,569 Employer's covered-employee payroll $ 35,835,065 $<br />
34,568,382<br />
Employer's proportionate share of the<br />
collective total OPEB liability as a<br />
percentage of its covered employee-payroll 309 % 410 %<br />
* Schedule is intended to show 10 years. Additional years will be added as they become available.<br />
Notes to the Required Supplementary Information (State OPEB Plan)<br />
There are no assets accumulated in a trust that meets the criteria in GASB 75 paragraph 4 to pay<br />
related benefits<br />
Changes of assumptions:<br />
Changes in assumptions reflect trend assumption revisions to reflect current experience and future<br />
expectations.<br />
The discount rate increased from 2.<br />
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List of Documents/Exhibits<br />
The following documents and exhibits will be available via flash drive or the physical workroom for<br />
the visiting team.<br />
Standard<br />
Standard One<br />
Mission &<br />
Purpose<br />
Item<br />
River Valley CC Website<br />
CCSNH Website<br />
CCSNH History & Governance<br />
CCSNH Mission, Vision & Strategic Goals<br />
<strong>RVCC</strong> Mission Statement<br />
Standard Two<br />
Planning &<br />
Evaluation<br />
President's Council Meeting Minutes '08-'13<br />
Extended Leadership Team Meeting Minutes<br />
<strong>RVCC</strong> Strategic Plan<br />
Former Strategic Plans<br />
Program Accreditation Standards:<br />
Student Course Evaluation Form<br />
CCSSE (2008)<br />
CCSSE (2011)<br />
CCSSE (2014)<br />
Program Review Process<br />
Capital Plan<br />
<strong>RVCC</strong> Fact Book<br />
CCSNH Annual Report<br />
Standard Three<br />
Organization &<br />
Governance<br />
Standard Four<br />
The Academic<br />
Program<br />
CCSNH Board Meeting Agendas & Minutes<br />
<strong>RVCC</strong> Advisory Board Minutes<br />
Faculty Forum Minutes<br />
Faculty Handbook<br />
New Faculty Handbook<br />
All College Meetings<br />
Course Syllabi<br />
Syllabus Template<br />
Sample Contractual Relationships contract<br />
Current <strong>RVCC</strong> Catalog<br />
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Graduate Surveys<br />
List of new and eliminated programs since last<br />
review<br />
New Program proposal form<br />
Academic Policies<br />
Schedule of Program Reviews<br />
Curriculum Team Meeting Minutes<br />
Standard Five<br />
Students<br />
Standard Six<br />
Teaching,<br />
Learning &<br />
Scholarship<br />
Standard Seven<br />
Institutional<br />
Resources<br />
SGA Minutes<br />
Admissions Application<br />
Admissions Acceptance Letter<br />
Orientation Surveys<br />
Orientation Agenda<br />
Student Policies<br />
Student Handbook<br />
Faculty CVs<br />
CBA<br />
Teaching & Learning events listing<br />
Faculty conferences<br />
Safety Committee Minutes<br />
Disaster Plan / Emergency Response Plan<br />
Foundation By-laws & Policies<br />
CCSNH Network Policy<br />
Library Guides<br />
Fiscal Policies<br />
Library Annual Stats / Report<br />
Standard Eight<br />
Educational<br />
Effectiveness<br />
Standard Nine<br />
Integrity,<br />
Transparency &<br />
Public<br />
Disclosure<br />
Program Review Form<br />
Employee Satisfaction Survey<br />
Sample Internship Evaluations<br />
Pass Rates for programs<br />
Program Sheets for Recruitment<br />
Admissions Brochure<br />
Open House Poster<br />
Newsletter<br />
Hot off the Pot<br />
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