RVCC 2019 NECHE Self-Study

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The Department Chair, with help from one Academic Advisor who has a background in math, and one adjunct math faculty spent AY16-17 developing and planning the corequisite math model. This was the second major redesign of the mathematics pathway; the first occurring in 2012 which decreased the number of courses a student testing into the developmental pathway had to take from two to one. The first redesign resulted in improvements in math persistence as described in Standard Five; but did not eliminate the need for developmental courses. The Co-requisite project was planned to do just that, eliminate the developmental courses for math whenever possible for students. The project began by working with the CCSNH System-wide data analytics person to evaluate college data with specific focus on developmental math success rates and persistence rates dating back to 2011. The team then developed pacing guides and advising models for math pathways, set SAT cut scores for each math course, developed a schedule and structure of co-requisite mathematics courses, and developed training plans for instructors. Training for Program Directors was also included as this was a significant change in the way students were advised and filtered into math courses. Communication of this change to the College as a whole took place via All-College Staff Meeting, Department Chairs Meetings, and various working groups. The project plan was completed and the first corequisite courses were taught in Fall of 2017. Currently, the only developmental courses taught are for those students who show significant deficits in college-readiness related to their math skills or those students who self-select into the developmental courses for personal reasons. There are two courses: one for students entering into STEM fields, and one for students entering into non-STEM fields. Appraisal of Planning Since Fall of 2018 there has been an increase in stability of processes due to the new administrative structure under President Williams. For example, he recognized the need to finalize the College’s strategic plan. Most of the work had been done on it, but it had never been presented to the College to vote on. This was accomplished in December 2018. Further improvements under the new administration include ensuring that relevant parties are at the table with regard to planning of programs, proactive rather than reactive approaches to issues, and open communication with the college community. Great strides have been made in the financial planning of the institution with improved identification of risks, improvements in involving individual departments in planning their own budgets, and increased transparency with regards to expenses and revenue. Program Directors now receive weekly updated budget spreadsheets for their programs which provides up to date information regarding spending and budgeting. This allows Program Directors increased control of supply purchasing to meet the academic needs of their students. Financial transparency has also led to improved understanding by the college community with regards to the Academic Centers and how each center contributes to the overall budget for the College. Planning and implementation of projects has also been quite successful at the programmatic level as evidenced by the implementation of the math co-requisite project. The thoughtful and purposeful plan developed prior to implementation, the implementation 18 | P a g e
of the project, and the continued assessment will be utilized as a model as RVCC explores implementation of an English co-requisite project. Implementation of NOABO/Veera Bridge has led to greater access to data, although there are concerns with regards to limitations in the system. Veera Bridge pulls all data from Banner and Banner has limitations in data access particularly when it comes to evaluating students who may have more than one major. Programs with national accreditation do an excellent job of collecting data on graduates, but there are still not consistent practices across the institution when it comes to this type of data; instead it is left to individual Program Directors. Strengths While RVCC’s 2015 – 2020 Strategic Plan was not fully developed, the four strategic directions (student access, student success, teaching & learning, sustainability) continued to guide RVCC’s work—in many different areas and at all levels. RVCC has maintained its commitment to broad participation and regular communication, including All-College Staff Meeting, meetings with representatives from CCSNH System Office, and review of Standing Teams. Challenges RVCC needs to determine the best way to utilize software provided by CCSNH system. Evaluation Mission & Vision Evaluation RVCC has periodically reviewed and updated its mission, typically with the installation of a new President. The process has been done collectively at All-College Staff Meeting which allows input from the college community. Recent feedback on the mission identified that while there were parts of it that were accurately reflective of the College, members of the College had concerns with the wording of the mission related to is loftiness and its lack of measurability for some of the statements included. The most recent evaluation of the mission occurred at the February 2017 Strategic Planning Retreat in which the committee evaluated the mission statement. Feedback at that meeting echoed the feedback of the College as a whole, particularly that the statement was not concrete or tangible. This process allowed for the adoption of the College’s current mission. Academic Evaluation RVCC has multiple avenues of evaluating the effectiveness and quality of the academic programs leading to systematic improvements in the academic offerings at the College. Evaluation of each course occurs through course evaluations which are administered each semester to all students in the course. Results of the evaluations are deployed to each faculty member and to the Department Chairs who oversee the faculty member. Individual faculty can choose to use the feedback as they see fit and Department Chairs utilize the information in the faculty evaluation process. Course evaluations sometimes lead to adjustments in course assignments for students, changes in course materials, or 19 | P a g e
Page 1 and 2: “Soar into your Future!” Accred
Page 3 and 4: Table of Contents INSTITUTIONAL CHA
Page 5 and 6: at least two but less than four yea
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Page 25 and 26: TABLE OF CIHE ACTIONS, ITEMS OF SPE
Page 27 and 28: INTRODUCTION River Valley Community
Page 29 and 30: RVCC STANDARD COMMITTEES Committee
Page 31 and 32: A recurring theme discussed through
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Page 35 and 36: Description Mission Statement: Rive
Page 37 and 38: Through our workforce development o
Page 39 and 40: Standard 1: Mission and Purposes At
Page 41 and 42: Description Planning and evaluation
Page 43: Committees for each Initiative met
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Page 53 and 54: Standard Three Organization & Gover
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Page 65 and 66: progress through the program; and t
Page 67 and 68: All programs at RVCC strive to foll
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Page 85 and 86: Description River Valley Community
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In Fall of 2018, a group of student
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Strong community partnerships provi
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Standard 5: Students (Enrollment, F
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Undergraduate Admissions informatio
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Description River Valley Community
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While slightly increased over previ
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accrediting body. Many accrediting
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As per the full-time faculty’s CB
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There is a standard process that RV
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September of 2018 and the OTA progr
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mode of delivery when there is a ne
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Policies also exist to support form
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Standard 6: Teaching, Learning, and
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Standard 6: Teaching, Learning, and
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97 | P a g e Standard Seven Institu
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Gov. Grants $ 300,404 $ 1,389,296 $
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system of public community college
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udget for this program was increase
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CCSNH began a five-year budget mode
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een, or are being resolved. A CCSNH
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The RVCC IT Department has a studen
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Fiscal Year ends - month & day: (06
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FISCAL YEAR ENDS month & day ( / )
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FISCAL YEAR ENDS month & day ( 06 /
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Standard 7: Institutional Resources
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Standard Eight Educational Effectiv
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College, 88% (754) of the students
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Figure 8.2 - RVCC Student Transfer
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to ensure students were provided st
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(https://www.turningpointsnetwork.o
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Figure 8.5 - RVCC Program Completer
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new Clinical Coordinator was hired.
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Bachelor Cohort Entering Associate
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Student Success Measures/ Prior Per
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Description River Valley Community
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Policy, the Domestic Violence in th
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Hampshire as a self-governing body
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esponsibilities of both students an
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Projections By Fall of 2019, Col
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Advancement not avail. http://www.r
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Standard 9: Integrity, Transparency
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Programs, courses, services, and pe
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Print Publications Self-study/ Fift
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(1) (2) (3) (4) (5) CATEGORY Where
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with college level math course. 5.B
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continuingaccreditation offered at
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27. Respiratory Therapy, AS https:/
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4.12 Learning activities & instruct
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Progress Report (to be submitted on
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E-SERIES FORMS: MAKING ASSESSMENT M
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Management Letter & Financial Repor
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We have evaluated the key factors a
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did not identify any deficiencies i
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Table of Contents INDEPENDENT AUDIT
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Bangor, Maine December 7, 2018 INTR
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CCSNH has done an excellent job ens
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CCSNH continues to see declines in
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CCSNH, however, has one of the stro
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As for wage gaps, across all age gr
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FINANCIAL STATEMENTS CCSNH reports
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Capital assets, net of accumulated
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Net position Overall net position d
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Net position, beginning of year, as
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and the recognition of a gain of $2
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Noncurrent assets Student loans rec
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Appropriations from the State of Ne
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Nature of Business The Community Co
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When capital assets are retired or
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inflows and deferred outflows relat
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2. Change in Accounting Principle D
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5. Long-Term Liabilities Changes in
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6. Bonds Payable Bonds payable cons
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7. Defined Benefit Pension Plan CCS
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Amounts reported as deferred outflo
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Discount Rate The discount rate use
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At June 30, 2018, CCSNH reported de
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Discount Rate The discount rate use
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Amounts reported as deferred outflo
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Sensitivity Analysis The following
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Investments Fair Value Measurement
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CCSNH has not defined a limit in it
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256 | P a g e REQUIRED SUPPLEMENTAR
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Notes to the Required Supplementary
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Schedule of Collective Net OPEB Lia
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Graduate Surveys List of new and el
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