CCV 2007 Interim NEASC Report

Transcription

NEASC 5th Year Interim Report
Community College of Vermont
Submitted to the Commission on Institutions of Higher Education
New England Association of Schools and Colleges
January 15, 2007
NEASC 5th Year Interim Report
Submitted January 2007
Section
Page #
Statement of Report Preparation
.........1
Institutional Overview
.........2
Areas Identified for Special Emphasis
.........4
1. Assuring adequate personnel to support the library and web-based learning for the
College's decentralized instructional delivery in times of changing technology
2. Linking long-term planning to cost effective facilities in accordance with a master
plan
3. Increasing the involvement of faculty in institutional governance and course and
academic program development
4. Increasing the support for faculty through enhanced opportunities for professional
development and the development of a system of continuing evaluation of faculty
effectiveness
5. Using survey and assessment data for short- and long-term planning and decisionmaking
Narrative on Standards
........18
Plans
........47
Organizational Chart
......... 51
STATEMENT ON REPORT PREPARATION
Sections of CCV’s fifth-year interim report were contributed by a number of different people and
edited into a finished draft by the academic dean. Contributors met originally in July to review
the content of the report, approve a timetable and discuss the value of the report process for the
institution. Contributors for the various sections are listed below:
Areas Identified for Special Emphasis:
1. Assuring adequate personnel to support library services
•
Thomas Raffensperger, Director, Hartness Library
•
Carolyn Barnes, Asst. Director, Hartness Library
2. Linking long-term planning to cost–effective facilities
•
Barbara Martin, Administrative Dean
3. Increasing the involvement of faculty in institutional governance and course and academic
program development
•
David Buchdahl, Academic Dean
4. Increasing the support for faculty through development and evaluation
•
David Buchdahl
•
Suzanna Gray Bliss, CCV Instructor
5. Using survey and assessment data for short and long-term planning and decision-making
•
Susan Henry, Dean of Enrollment & Advancement
•
Rebecca Werner, Associate Academic Dean
Standards
1. Mission and Purposes
2. Planning and Evaluation
3. Organization and Governance
4. The Academic Program
5.
6.
7.
8.
9.
10.
11.
David Buchdahl
David Buchdahl
Joyce Judy, Provost; David Buchdahl
David Buchdahl; Rebecca Werner; Yasmine
Ziesler, Coordinator of Academic Services
Faculty
Debby Stewart, Associate Academic Dean;
Danielle Dahline, CCV Instructor
Students
Susan Henry; KD Maynard, Dean of Students
Library and Other Information Resources Carolyn Barnes; Victoria Matthew, Online
Coordinator
Physical and Technological Resources
Barbara Martin; Elmer Kimball, Chief
Technology Officer
Financial Resources
Barbara Martin
Public Disclosure
Ann Newsmith, Director of Marketing and
Publications
Integrity
David Buchdahl
The first draft was reviewed by the president and all the original writers in November, then
submitted for further review and comment to the three governance bodies of the college in
December – President’s Council, Academic Council and College Council.
INSTITUTIONAL OVERVIEW
Community College of Vermont (CCV) is the only public, two-year community college
in the state of Vermont. CCV is a member of the Vermont State Colleges (VSC), which is
comprised of five colleges, with CCV the only two-year college in the system. The VSC is
governed by a single board of trustees and managed by a chancellor and five presidents. Within
the system, each college exercises wide latitude for strategic planning, curriculum development,
instruction and operations. CCV currently offers 17 two-year degree programs in liberal,
professional and technical areas, as well as 11 certificate programs that offer workplace entry
skills in a variety of fields. CCV’s programs and courses attract students who want to upgrade
job skills, retrain in a new field, or earn a degree. Established partnerships and transfer
agreements with other Vermont colleges improve the affordability and accessibility of four-year
degree programs, and over half of the students who earn a degree at CCV transfer into four-year
programs.
CCV serves the entire state of Vermont through twelve regional instructional centers, a
central administrative office and a significant number of courses offered online. Growth since
our last accreditation report in 2002 has been significant. In fall 2001, 4,656 students were
registered for CCV classes. In fall 2006, the number was 6,048 (including 430 from other
Vermont State Colleges) — a 30% increase. Enrollments in online classes have climbed even
more dramatically in the past five years — from 822 course placements1 in fall 2001 to 2,338
course placements in fall 2006 — an increase of 185%. (See separate report on CCV’s distance
learning.) CCV’s twelve sites vary greatly in size and character. For example, Burlington,
1
A course placement (CP) is one student enrolled in one three-credit course section. A student enrolled in three
three-credit courses represents three CPs. In fall 2006, CCV had 12,504 CPs.
NEASC Interim Report - 2007
CCV’s largest site, had 2,010 students enrolled in fall 2006 and delivered 308 course sections,
32% of all sections offered statewide. The second largest site, Rutland, had 642 students and 95
course sections. CCV’s four smallest sites each enroll between 175 and 225 students and run
fewer than 30 sections at each site. Students in these smaller sites often take courses in other
locations and, increasingly, online. Three other developments have greatly affected CCV’s
climate and organization since our last accreditation report: the implementation of a new student
and administrative information system, a union attempt among some of CCV’s part-time faculty
(see page 5), and the development of the CCV portal for web services.
All five colleges in the VSC adopted Datatel’s Colleague in fall 2000. The
implementation involved integration of the five colleges on a number of different levels,
including the creation of a common course database that required the renumbering of all courses
and renaming many courses to align with common courses throughout the system. Most
importantly, courses taken at any of the five colleges are no longer considered transfer courses
and appear automatically on a student’s transcript. Many policies at CCV and other colleges
were revised to accommodate the implementation of Colleague, and CCV personnel have been
leaders in cross-college teams in charge of the implementation.
A second development that has had a significant impact on the college climate and
development has been an effort to organize CCV’s part-time faculty as a bargaining unit of the
United Professions of Vermont/AFT. CCV hires faculty on a part-time, semester-by-semester
basis, and approximately 600 are employed to deliver courses and programs around the state.
All faculty at the other four VSC colleges are currently organized into two separate bargaining
units—one representing all full-time faculty and one representing part-time. When the part-time
faculty unit was organized in 1991, the Vermont Labor Relations Board (VLRB) ruled that
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working conditions at CCV were different enough from the other VSC colleges to exclude CCV
instructors from the VSC part-time unit, so that if they wished to be represented, they would
need to organize separately. An organizational drive began in spring 2004, culminating in a vote
during September 2006, in which 87% of 404 eligible instructors cast ballots. By a margin of
260 to 144, CCV instructors determined not to form a bargaining unit or be represented by the
United Professions of Vermont/AFT. However, UPV/AFT decided to exercise its right to
contest the outcome of the election, filing Objections on October 19. CCV responded to the
complaint on November 6. The union withdrew its Objections on December 11, and the VLRB
certified the election results on December 12, 2006.
The third development that has changed CCV significantly since 2002 is the addition of
Blackboard’s web portal to the course management system. The portal provides a single point of
entry to a variety of information and web-based services for all CCV faculty, students and staff.
More importantly, CCV’s portal is accomplishing the goal, first articulated in a 1996 college
plan, of creating a virtual community of dialog and discussion among all members of the CCV
community statewide. CCV can now deliver timely information to constituents using
announcements that are available to everyone who logs into the portal. As much as any of our
twelve site locations and central office, the portal is now where CCV exists.
AREAS IDENTIFIED FOR SPECIAL EMPHASIS
Area of Special Emphasis #1
Assuring adequate personnel to support the library and web-based learning for the College’s
decentralized instructional delivery in times of changing technology
Since its last full institutional self-study submitted in 2002, CCV has taken several
measures to ensure a full range of support for online library services and web-based learning.
The library’s complement of personnel has changed to provide greater outreach and support. An
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assistant director of the library was hired in October 2003 to provide oversight of online and sitebased library services at CCV and to support library coordinators throughout the college. The
assistant library director is based at the Burlington CCV site, where she had been the site library
coordinator for two years previously. The position of library coordinator in Burlington is
currently filled in a job-share arrangement by two librarians who both prefer to work part-time,
and they bring complementary strengths to the position. All CCV library coordinators have an
MLS or other Masters Degree, as well as teaching experience. Two existing positions have been
redesigned in order to provide better service. A remote services librarian ensures the efficient
and timely delivery of physical and digital items to students at home or wherever needed, and an
electronic resources librarian focuses on developing the online infrastructure of the library,
including embedding librarians in online courses. The embedded program began in spring 2004
to provide library assistance to online classes and has grown to serve about 45 courses each
semester. At the invitation of an instructor, an embedded librarian joins the course’s Blackboard
site and creates a forum in the Discussion Board. The embedded librarian will respond to
student questions and post instructions on using specific resources or mini-lectures on aspects of
research.
The library continually experiments with new forms of support for web-based instruction,
including video-conferencing and net-meetings to provide effective educational experiences. An
interactive online library and information literacy tutorial has been developed in collaboration
with other VSC librarians and is available from the library website. The library also supports
online learners through instant messaging, a toll-free phone line, e-mail assistance and an online
information literacy tutorial.
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Online Learning Workshops teach students how online classes work, how to use the
tools needed to participate in an online class, and what to expect when taking a class online.
These are offered at all sites and online at the beginning of each semester. For students who
need ongoing, in-person support, sites offer workshops and personalized assistance on a drop-in
basis or by appointment.
Library coordinators have been proactive in the development of the Learning Center
model at several CCV sites. Learning Centers are places where students can get academic
assistance on a drop-in basis from learning center staff or peer-tutors, including help with library
research. Library staff find that combining library assistance with general academic support is
resulting in expanded use of library resources.
Another initiative under development is a first-semester course entitled “The Search for
Meaning in the Information Age,” which concentrates on information literacy and critical
thinking skills. In April 2005, CCV instructors and staff met to determine how best to improve
writing and critical thinking in students. Those attending the meeting suggested the formation of
a new course designed to focus on critical thinking and information and media literacy skills.
Simultaneously, there was a charge from President Donovan to ensure “equity of access to
instruction that supports development of essential skills” of critical thinking and information
literacy. Furthermore, the president emphasized that the skills “should be assured early enough
in a student's academic career to actually improve the quality of their CCV education not merely
as an exit requirement.” The course was designed during the 2005-06 academic year and was
piloted in three sites in fall 06 and another four sections will be piloted in spring 07. Two goals
of the course are to acculturate students to college life and expectations and to teach them how to
make the most of available services. The course will show students how to use online
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courseware (Blackboard), e-portfolios and library services such as document databases and
online reference assistance. Students completing the course will be comfortable with the full
range of technologies and services deployed to support online learning.
Linking long-term planning to cost-effective facilities in accordance with a master plan
In 2003, the VSC Board reversed a long-standing policy that prohibited CCV from
owning property or facilities. Prior to 2003, CCV leased all facilities on a long-term basis from
either the State of Vermont or private individuals. With approval from the VSC Board to
purchase facilities, a new era at CCV began. The first step in this new era was the purchase of a
parcel of property in Wilder, where the first facility built for CCV ownership was dedicated in
July 2005. In the same year, CCV purchased the building in St. Albans that was built in 1994 by
a private landlord based on CCV’s current and future needs.
CCV operates thirteen facilities throughout Vermont—twelve instructional sites and a
building in Waterbury, VT that houses central administrative offices and services. CCV
currently leases six of the instructional sites from private landlords, three from the State of
Vermont, and one (in Springfield) is co-located with a secondary regional technical center. Two
are owned by the VSC for CCV through a low-interest bond offering. CCV has recognized for
several years that to bond for owned facilities will provide a dramatic savings over the long term,
and this option now exists for other locations as we plan ahead. Immediate and pressing needs
for expanded facilities exist in two locations, Burlington and Rutland—our two largest sites—
where enrollment growth has outstripped the capacity of rented space. For three years, CCV has
been exploring all available options for new facilities in both these locations. The preference is
either to buy an existing facility or build a new one. Bonding authority from the VSC should be
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available for either option. Only as a last resort will CCV continue to lease facilities in these
locations.
The other glaring need during the next five years will be to find a more desirable facility
for our central administrative offices, housed in what was once a dormitory for the old Vermont
State Mental Hospital. It has two floors that are not handicapped accessible and lacks adequate
ventilation and office space. It is very inexpensive space, however, and thus remains a low
priority compared with addressing space needs in Burlington and Rutland.
Because it does not own a central campus on which to plan and build future facilities,
CCV’s approach to facilities planning necessarily differs from the traditional approach to a
campus “master plan.” Instead, our long-term plan is comprised of architectural program
specifications for the variety of CCV sites and priorities for the order of projects that, together,
permit the college to respond to opportunities in a responsible and logical manner. In short,
CCV’s long-term facilities plan—to be accomplished over the next ten years as current lease
arrangements expire—is to purchase facilities whenever that will save money in the long term or
to continue to lease space in state buildings in select locations.
Increasing the involvement of faculty in institutional governance and course and academic
program development
CCV has over 600 part-time instructors who teach each semester. By policy, no
instructor can teach more than an 11-credit load. Roughly 60% of CCV faculty teach only one
course per semester, about 25% teach two courses, and 15% teach three. On average, about 10%
of CCV instructors are new each year. Furthermore, the faculty are geographically dispersed
across the state of Vermont, and now, with 20% of courses being delivered online, outside of
Vermont and even outside of the country. Involving this number of part-time instructors in
governance and course and program development presents fundamental organizational and
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logistical challenges. Additionally, the union drive that began in spring 2004 (just 18 months
after the NEASC’s reaccredidation of CCV) has sharply limited the administration’s ability to
engage in free-ranging discussions with faculty regarding changes in governance and
engagement in academic affairs.
Currently, the CCV faculty is included in governance policy as members of Academic
Council—one of three governing bodies in the college—and of various committees created by
Academic Council to oversee the curriculum. We have revised the governance policy to reflect
an increase in faculty representation on Academic Council from two to four members and have
increased their terms from two years to three. AC has fifteen to seventeen members overall. In
the past two years, we have also made use of CCV’s online community portal to solicit feedback
from CCV instructors on policy changes. In two cases—the revision of the Instructor
Development and Evaluation Policy and the Complaint Resolution Policy for Instructors—we
created online discussion forums so that faculty feedback could be visible to all faculty. While
this means of college-wide discussion is new, it provides a powerful solution to the logistical
challenge noted above.
CCV faculty also serve on nearly every college-wide committee engaged in curriculum
oversight and development—committees that function in many ways as departments in more
traditional colleges. CCV committees are comprised of a program manager, full-time academic
coordinators and instructors with special interest and/or expertise in particular curriculum areas
and programs. Instructors receive a stipend for serving on these committees that usually meet
eight or nine times each year. In spring 2006, the college distributed a solicitation to all CCV
instructors asking them to indicate if they would like to serve on a committee, and we received
forms back from thirty-eight instructors, of whom seventeen were asked to be members of
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college-wide committees. This small number is augmented, however, by holding open meetings
to which all instructors are invited and by a growing use of the portal to hold ongoing,
asynchronous discussions on issues of teaching and learning and curriculum development. CCV
instructors also serve on Advisory Groups for some CCV programs including Massage Therapy,
Criminal Justice, and Early Childhood Education. In 2005-06, committees and advisory groups
helped revise degree requirements in their respective programs. During the 2006-07 academic
year, two more advisory groups will be formed, one for several IT programs and the other for
Business and Accounting programs.
Perhaps the most important engagement in curriculum development over the past five
years has been what CCV calls the “Top 40 Project,” the goal of which is to integrate writing and
critical thinking into CCV's 40 most heavily enrolled courses. On April 30, 2005, 50 instructors
participated in designing goals and strategies for CCV's Top 40 Project. Two key outcomes
emerged from that meeting. One was the development of an anthology of good assignments
from across the curriculum that could be used by all instructors. Twenty CCV instructors
contributed to the anthology. It became available both in print and online in fall 2006. The
second outcome was the request for a new first-semester course that focuses on the fundamentals
of information literacy and research skills in our digital environment. Several sections of the
course are being piloted during the 2006-07 academic year with the tentative goal of making it a
required course for all new CCV students by fall 2008.
In June of 2004, CCV created its first policy regarding curriculum development. Prior to
that time, curriculum development was guided, on the one hand, by VSC system policies
regarding new program approval and existing program review, and on the other, by longstanding practice of Academic Council regarding new course approval process. CCV’s
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Curriculum Development Policy makes explicit in one document the various responsibilities of
the Board, the President and the Academic Council in proposing and approving new programs
and new courses. This year, the policy is being revised to make the role of CCV’s part-time
faculty in curriculum development more explicit.
Area of Special Concern #4
Increasing the support for faculty through enhanced opportunities for professional development
and the development of a system of continuing evaluation of faculty effectiveness.
Since its last accreditation in 2002, CCV has undertaken action in both aspects of these
areas—i.e., enhancing opportunities for professional development and developing a system of
continuing evaluation. In the first aspect with regard to professional development, CCV
provides a diverse set of opportunities for its 100% part-time faculty. These include:
•
Great Beginnings—a required three-hour workshop for new faculty each semester
•
Statewide conferences—for example, the VSC wide Learning Technologies Conference.
Approximately 50 CCV instructors participate in this two-day retreat held each May.
•
Site-based training opportunities, including semester “kick-offs” at the start of every semester.
In fall 2004, for example, over 200 instructors participated in various activities and discussions
regarding writing and critical thinking, and all were invited to participate in the Top 40
Project. In fall 2005, sites presented kick-offs on the theme of service learning with similar
numbers of instructors participating.
•
Program committee membership or meetings—a small number of instructors serve on
committees while others are invited to join day-long meetings held in various locations around
the state.
•
An online faculty organization site in the CCV portal that contains a host of teaching resources
and an opportunity to participate in online discussion forums
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•
Teaching for Development—a handbook distributed to all new CCV instructors
CCV presented its program of faculty development at the AACC national meeting in
Dallas in April 2003 where we described the elements mentioned above and distributed the
newly completed handbook. The presentation and handbook were so well received that AACC
offered to publish a generic version of the handbook as Effective Teaching: A Guide for
Community College Instructors which appeared in 2004. In addition, AACC invited us to do a
second presentation of the workshop “Supporting Adjunct Faculty as if Your Life Depended on
It, (and it does!)” at its annual convention in Boston in 2005.
We have continued to create new development opportunities over the past two years.
From fall 2004 through fall 2006, nearly 125 instructors have participated in CCV’s course
Introduction to Online Teaching, a five-week introduction to pedagogical methods of teaching in
the online classroom. CCV instructors, who are interested in teaching online, can enroll in this
course at no cost. In fall 2006, fifteen instructors were trained as e-portfolio mentors and in
spring 2007, they will each work with five instructors in various sites and online to implement
the use of e-portfolios in courses as a method of assessing student learning outcomes at the
course and program level.
In addition to these kinds of development activities offered by the college to all CCV
instructors, CCV also regularly provides small stipends to instructors (generally $250 - $400) to
help defray the cost of attendance at conferences. In the past two years, a dozen CCV instructors
have applied for and received these stipends. Committed to offering more of these individual
development opportunities in an organized and predictable manner as well as all the other
development activities, the President’s Council last year created a $50,000 line item in the FY
2007 budget to support ongoing instructor development. However, the aforementioned effort to
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organize a bargaining unit among CCV’s part-time instructors delayed the announcement of the
new fund, not wanting to risk the charge of an unfair labor practice—namely, offering a new
“benefit” in the middle of an organizing campaign. Another professional development initiative
was also postponed until the union drive and election was complete. The Academic Council has
developed a survey for instructors and plan to administer it through CCV’s faculty portal. The
survey was designed to determine the extent to which all CCV’s part-time faculty are aware of
the development opportunities available to them and the kinds of opportunities that are most
convenient and desirable. The survey will be administered at some time in the future, as we
move forward with a number of initiatives regarding faculty development.
In the second aspect of this area of special emphasis—the development of a system of
continuing evaluation of faculty effectiveness—the most significant action taken by the college
was the creation of a new academic policy for Instructor Development and Evaluation. The
policy spells out what kind of development activities are expected and/or required, including
ongoing formal and informal evaluation by CCV academic coordinators. Because the exclusive
responsibility of CCV’s 100% part-time faculty is to teach, we view all activity that evaluates
and/or improves teaching as a form of professional development.
The first iteration of CCV’s policy on Instructor Development and Evaluation went into
effect in August 2002. In academic year 2004-05, we reviewed the policy and took the review
process as a first opportunity to seek college-wide input from all part-time faculty through a
discussion forum in CCV’s online portal, which became available that year. Only a small
number of instructors actually participated in the forum, which was open for three weeks in
March, but their comments led to some important additions to the policy and to other
improvements in general communication about development activities. The policy now calls for
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every new instructor to be observed and evaluated by an academic coordinator during their first
semester teaching at CCV. The college is still working on developing consistent practices for
recording and storing evaluation data. A recent check of 600 instructors who taught during the
2005-06 academic year revealed that 489 were observed at least once since fall 2002.
Further work that is planned on improving formal evaluation has been on hold for at least
eighteen months while the union organization drive and election were underway. In 2006-07,
CCV’s Academic Council is continuing to determine what kind of ongoing formal evaluation
model may be appropriate for instructors in the years ahead. This includes a revision of the
student feedback form that all students complete at the end of every course and greater collegewide consistency regarding how this information is shared with instructors and used for
evaluative purposes.
The College should give emphasis to its continued progress in using survey and assessment
data for short- and long-term planning and decision-making.
At the time of its last accreditation visit in 2002, CCV and the Vermont State Colleges
were in the early stages of implementing a new Datatel database system. Over the past five
years, CCV’s access to quality data has improved significantly, and the analysis and use of data
for short- and long-term decision-making is becoming an expectation within a new “culture of
evidence and inquiry” that we are working to develop. Following are some examples of how
data are used for planning and decision-making.
Academic Program Reviews
CCV has strengthened data collection and analysis in connection with its assessment of
academic programs. Since fall 2001, all of CCV’s academic programs, including the general
education program, have been evaluated according to a new VSC Board Policy that requires
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programs to be reviewed on a five-year cycle. The review process is directed by the VSC’s
Office of The Chancellor and conducted at CCV by program managers. It culminates with a
peer review committee comprised of faculty from across the VSC, as well as external experts.
These committees make recommendations that go to the VSC Council of Presidents and then to
the VSC Board. Recommendations may include the termination of a program, but they generally
focus on specific program improvements. Program reviews include an evaluation of program
resources, faculty expertise, enrollment and retention data, the alignment of program outcomes
with course requirements and assessment methods, and a recommended multi-year program
improvement plan. Inputs for these Policy 101 reviews include data on student learning
outcomes, student evaluations of courses and instructors, surveys of graduates, feedback from
field placement supervisors, and analysis of progress toward stated program improvement goals
defined in the previous review cycle. CCV has used assessment data from courses as well as
survey data from employers and students in preparing these program reviews. In many
instances, review committees have praised CCV reports for their careful collection and analysis
of data.
Graduation Standards
Another example of the use of data for planning and decision-making efforts is
connected with the implementation of a graduation standard in writing. In fall 2000, the VSC
Board and Council of Presidents mandated that all VSC graduates must meet graduation
standards in four areas: writing, quantitative reasoning, information literacy and oral
communication. Students entering CCV in fall 2006 are expected to demonstrate that they
meet the graduation standards in all four areas. To achieve this goal, CCV has spent three
years assessing student writing in courses across the curriculum, including English
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Composition; Introduction to Psychology; American History; Mythology; Problem Solving
with Math; Cultural Anthropology; Introduction to Environmental Science; and Seminar in
Educational Inquiry (SEI), CCV’s capstone course required of all graduates. In each
assessment, we randomly selected 100 student papers, blinded them for anonymity, and drew
together a group of instructors and staff members to evaluate them using a rubric that
corresponded to the writing and information literacy skills we would expect from two-year
graduates.
The results of these pilot studies were similar to the disheartening results reported in
similar studies nationwide. In all three of the assessments we conducted (in English
Composition classes, in a variety of classes across the curriculum, and in SEI), evaluators
found that fewer than 40% of students’ papers were proficient. This led to a critical and
profound shift in our priorities around student writing. English composition became a required
course for all degree students. The capstone course (SEI) was strengthened: the essential
objectives were more closely aligned to skills articulated in the VSC graduation standards, the
guidelines and evaluation of the final project-paper were made more consistent college-wide,
and a comprehensive new resource guide was developed for instructors. In addition, we
developed and implemented a second-reader service for SEI instructors, which provides them
with a quick and easy process for attaining feedback from colleagues on students’ final papers,
especially papers that are marginal. The broadest outcomes of these assessment activities have
been the aforementioned Top 40 Project and the pilot this year of a first-semester course
designed to develop students’ information literacy and critical thinking skills.
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Admissions and Enrollment Management
Beginning in 2005, CCV implemented a new admissions process, significantly expanding
the much less formal “intake” process used in the past. The new admissions process takes full
advantage of the tools in the Colleague admissions module. Weekly admissions reports during
three registration periods a year enable site staff to keep track of new and returning students and
make earlier decisions about course cancellations. Scores from intake assessments in writing,
reading and math are uploaded automatically into the Colleague database where they are readily
available for academic advising and for research on student success.
Each semester CCV publishes an extensive set of enrollment reports for use across the
college. These 5th Week Enrollment Reports provide detailed information regarding enrollment
by location and program. CCV now has comprehensive and accurate data back to 2002 when
Colleague “went live.” In 2005, the college hired a full-time Enrollment Data Manager to
develop and report these data for a variety of indicators. (See final section on Plans.)
Student Survey Data
A final source of data used for planning and decision-making comes from student
surveys. CCV has used the AACC/ACT Faces of the Future Survey to provide information on
students' current college experiences and satisfaction, most recently in 2004, in preparation for a
resubmission of CCV’s TRIO grant. In 2002, CCV also administered the Noel-Levitz Student
Satisfaction Survey, through which we discovered that the most significant area of dissatisfaction
was course availability. As a result, the college has streamlined program requirements
(narrowing choices without sacrificing content or rigor) in order to make them more readily
available to students. Additionally, in 2003, the College implemented an annual survey of
graduates and alumni one year after degree completion. These data provide a picture of the
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percentage of CCV graduates who are continuing at four-year colleges, their occupation, salary
range and satisfaction with their educational experience at CCV. Finally, CCV periodically
conducts informal surveys, using the web-based tool Survey Monkey, on a variety of topics such
as student satisfaction with online instruction, hybrid course delivery, and library services.
NARRATIVE
Standard One: Mission and Purposes
CCV has not revised its mission and values statement since the last round of strategic
planning during academic year 1999-2000. There is some feeling that the current statement of
mission and values, while accurate, is too wordy. There will be an effort to revise it in the next
phase of strategic planning which is scheduled to begin in spring 2007. CCV’s current mission
statement reads as follows:
Community College of Vermont is committed to serving and working with people to
realize their learning, life, and career goals through access, excellent academic
programs, and support. We are guided by respect for and active engagement with our
communities and the broad range of learning needs in and beyond Vermont. As a
member of the Vermont State Colleges, we occupy a vital, unique and essential role in
ensuring lifelong higher education to Vermonters
CCV also publishes and adheres to the mission statement of the Vermont State Colleges:
For the benefit of Vermont, the Vermont State Colleges provide affordable, high quality,
student-centered and accessible education, fully integrating professional, liberal, and
career study.
As we plan strategically for the long-term development of CCV, our goal will be to capture the
essence of both these statements as succinctly as possible. Even more important, however, is the
issue of how to keep the mission and values in front of faculty, staff and students so that they
inform the daily work of teaching and learning. We sense that too many of CCV’s faculty,
students and full-time staff may not be aware of the College’s mission and values and the extent
to which they do guide the conduct and direction of the College. The mission and values
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statements occupy page one of the print catalog, the inside cover of the CCV Instructor
Handbook and appear in the Student Handbook as well. It is probably the case, however, that few
people read them carefully or at all. Therefore, we will be exploring how to use the CCV portal
as a place to display a shortened mission statement and to post regular reminders and examples
of how CCV’s values are visible around us. With over 600 part-time faculty members and over
9,000 students taking courses annually around the state and online, the portal is the only sensible
answer to this communication challenge. Because we know that all staff, students and faculty
log into the portal regularly, it is the right vehicle for conveying the college’s mission and values
to all those who have stake in the success of CCV.
Standard Two: Planning & Evaluation
CCV undertakes short and long-term planning as appropriate for academic programs,
staffing, facilities and budget development. From planning courses on a semester-by-semester
basis at the site level to long-term strategic planning, CCV has a record of successful planning
and evaluation that has allowed the college to improve its programs, services and facilities.
Planning
CCV completed its most recent long-term strategic plan in 1999. One key section of the
plan focused on strengthening CCV’s financial resources, including the objective to create an
internal cash reserve fund that CCV now maintains at 5% of the total operating budget to cover
any unanticipated dips in enrollment. This amount is in addition to the 2.5% reserve required by
the VSC Board and which cannot be utilized without specific Board approval. Another objective
of the 2000-04 strategic plan was to build the college’s capacity for development. This year,
after two years of consulting, CCV will hire a full-time director of development. A third
resource objective involved a different funding mechanism for site facilities, which until recently
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had always been on a strictly rental basis. This change has occurred, as described in the first
section of this report, under the second area of special emphasis—linking long-term planning to
cost–effective facilities.
Aware of the need for a new long-term strategic plan and for tying it closely to ongoing
assessment of institutional effectiveness, President Donovan announced this past June that David
Buchdahl, who has been CCV’s academic dean since 1996, will assume the role of chief
planning and assessment officer as of July 2007. Beginning in spring 2007, CCV will initiate a
new round of long-term strategic planning that will focus on keeping CCV an innovative and
affordable institution of higher education in Vermont. Our goal is to complete this new plan—
“CCV 2020”—by the end of the 2007-08 academic year.
CCV also continues short- and long-term planning. One specific example is the planning
currently underway led by CCV’s dean of students to redesign the way we provide remedial
education. The goal is to develop different strategies to serve the increasing numbers of students
who come to CCV not yet ready for college-level courses because of deficient skills in writing,
reading or quantitative reasoning. We want to deliver basic skills instruction in a more
customized fashion, responsive to individual student needs, and to do so without reliance on
federal financial aid.
Another area where CCV continues to improve the effectiveness of short-term planning is
in determining course offerings each semester for twelve sites and online. What was for many
years a mostly decentralized and local site activity has for the past four years become more
centrally guided and data-driven. With leadership provided by the dean of enrollment
management, CCV sites now consistently use longitudinal enrollment and cancellation data to
set enrollment projections for the coming academic year, which are also, of course, the key factor
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in annual budget development. As a result of this improved planning, CCV has reduced its
course cancellation rate from around 20% to less than 10% for the fall 2006 semester. Our goal
is to reduce the cancellation rate of core program requirements to near zero over the next five
years.
Evaluation
Since fall 2003, a Program Management Council—comprised of program committee
chairs for each program, the dean of academic affairs, and the dean of enrollment—has met
monthly to evaluate the effectiveness of CCV’s academic programs. The group regularly
reviews a limited but growing amount of data on graduation, retention, and program outcomes,
both to determine what we know and what additional data are needed. Members of the Program
Management Council are also primarily responsible for conducting formal reviews of academic
programs on a five-year cycle, as mandated by VSC Board Policy on Program Evaluation.
These reviews are described above, in the fifth area identified for special emphasis. With the
implementation of a new VSC policy on program review in 2000, and the creation of the
Program Management Council in 2003, program evaluation is now fully instituted and well
informed by available data. CCV’s general education program was reviewed in 2005 and plans
are currently being developed to revise the general education program and possibly introduce a
required first-semester course by AY2008-09.
In fall 2006, CCV established a new Culture of Evidence and Inquiry Task Force to focus
evaluation more effectively on student success. The task force has been drafting outcomes and
indicators of student success (graduation rates, retention rates, goal attainment, graduation
standards, return on investment, etc.), which will guide the development of data and the focus of
evaluation for the next several years. The plan is to initiate an institutional report card of key
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indicators, presented in longitudinal formats, so that students, faculty, staff and other audiences
can have a clear picture of how well CCV is meeting the needs of its students and accomplishing
its goals. CCV feels confident that these new evaluative strategies will successfully address the
growing demand for accountability in higher education.
Standard Three: Organization and Governance
CCV is one of five colleges within the Vermont State Colleges (VSC), a publicly
chartered corporation formed by legislative act in 1961. The VSC Board of Trustees is the sole
governing board of five colleges that comprise the VSC. CCV is the only two-year college in the
system. The Board is comprised of impartial members and represents the public interest through
its composition: four legislative appointees, nine gubernatorial appointees, one student (selected
by the VSC Student Association), and the Governor. The Board currently has significant
expertise in financial affairs—the CEO of a bank, a past CFO of a university, and a CPA—
attesting to its ability to uphold its fiduciary responsibility. The Board periodically conducts a
self-assessment of its own practices, most recently at its annual retreat in September 2006.
In 2005, in response to a vote of no-confidence in the VSC Chancellor by the full-time
faculty at the four campus colleges, the VSC established a communications-planning group to
identify and implement ways to improve communications among the Colleges, the Chancellor's
Office, and the Board of Trustees. The group continues to meet and has endorsed a set of
strategies to improve communication among all constituencies within the VSC. The Board of
Trustees (re)appoints college presidents for two-year terms and delegates supervision of the
presidents to the Chancellor of the Vermont State Colleges. The Chancellor and the five
presidents have overall management responsibility for the VSC. As described in CCV’s
Governance Policy, the president is the chief executive officer of the College. Operating within
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the policies and procedures of the VSC Board of Trustees, the president has the final decisionmaking authority concerning internal affairs of the College.
Since 2002, the president has created three new positions in the college. CCV now has
a provost who has responsibility for internal organizational development, strategic partnerships
with state agencies and other organizations, financial aid, partnerships with Vermont’s high
schools, and ADA compliance. There is also a dean of enrollment and advancement who
reports directly to the president and, with other responsibilities, oversees the College’s
development efforts. The third position is a director of human resources who reports to the
dean of administration. (See CCV’s Organizational Chart, p.51.) The College will also soon
hire a new director of development.
The academic dean is the chief academic officer of the institution and is directly
responsible to the president. In 2003, the Academic Council chaired by the dean created the
Program Management Council (PMC), comprised of individuals with direct oversight of
CCV’s 17 degree programs. All members of the PMC report to the academic dean in their role
as program managers, who work with academic coordinators and instructors on college-wide
program committees. The Academic Council, its subsidiary Program Management Council and
program committees assure the integrity and quality of academic programs and courses,
including online offerings which have grown dramatically in the past five years—from 8.5% of
semester course placements in fall 2001, to 18.7% in fall 2006. In addition, the Learning
Technologies Committee provides more focused quality assurance and research and
development for CCV’s online teaching and learning.
Internally, CCV’s organization remains essentially similar to that described in the 2002
accreditation report. The number of permanent, full-time staff has grown from 120 to 163, and
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the number of part-time instructors teaching each semester has risen from an average of 500 per
semester to about 600 as the number of class sections has grown. The unique and critical
position for CCV continues to be the coordinator of academic services. It is unique in that it
combines in one position roles that in many colleges are provided in multiple organizational
units: student advising, instructor hiring and supervision, and community outreach. Of 163
CCV staff, 52 are coordinators. The quality of courses and student services at CCV’s twelve
sites and online results from the oversight of coordinators who hire CCV’s 100% part-time
faculty and advise degree students.
The role of the part-time faculty in governance and organization has been addressed in
the areas of special emphasis at the beginning of this report.
Standard Four: The Academic Program
CCV continues to fulfill its mission of ensuring access to high quality, student-centered,
life-long learning for Vermonters through systematic planning and assessment of its academic
programs. Through an increasing leverage of enrollment, assessment, and academic
performance data from our new student information system (Datatel/Colleague), an annual
program review process implemented by the Vermont State Colleges (VSC) and the integration
of new graduation standards, CCV is growing its “culture of evidence” for academic program
improvement and decision-making. For example, since our re-accreditation in 2002, CCV's
academic programs have been strengthened through the following new initiatives:
•
•
•
•
year-long, college-wide course planning to improve access and predictability of degree
programs,
oversight of academic programs by a newly formed Program Management Council
the Top 40 Project—designed to strengthen writing and critical thinking in our forty
highest enrolled courses,
the integration of quantitative reasoning skills across all degree programs, and
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•
an examination and updating of our developmental skills and general education program,
with a specific emphasis on the first-year curriculum and on student needs in the 21st
century.
Consistent with the projections in our 2002 self-study, we have seen continued growth of online
and hybrid course delivery as a means of supporting access to the full range of our programs
from all CCV sites. This growth has stimulated us to provide a wide range of professional
development opportunities for staff and instructors, who in turn have begun developing new
online and hybrid teaching, advising, and academic support options for our students.
Undergraduate Degree Programs
CCV currently offers 17 associate degree programs and 11 certificate programs,
including our most commonly awarded degree in Liberal Studies. Since our 2002 self-study we
have changed the designation of the degree programs from a general Associate Degree (A.D.) to
the more customary classifications of Associate of Arts (A.A.) and Associate of Science (A.S.).
CCV also offers an Associate of Applied Science (A.A.S.) in four programs. Our certificate
programs are designed as a group of related credit-bearing courses that provide a core set of
entry-level workplace skills or a stepping-stone to an aligned associate degree. Enrollment
requirements for CCV certificate programs are the same as for our associate degree programs.
New degree programs added since 2002 include A.A. degrees in Education and Graphic Design
and an A.A.S. in Website Design and Management. Degree programs discontinued since 2002
include: Corrections (folded into Criminal Justice), Technical Studies, Facilities Management,
Manufacturing Systems and Performing Arts. In 2005-06, all degree programs underwent a
curriculum review process which simplified core program requirements in order to assure
college-wide accessibility and improve student progress and retention. This review has resulted
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in the identification and strengthening of core program courses as well as an increase in student
choice for elective courses.
General Education
CCV is currently reviewing its general education program with a goal of implementation
in AY2008-09. This initiative resulted from our 2005 program review process for general
education, which highlighted a need for greater coherence of general education outcomes as well
as better assessment of those outcomes, particularly in light of the new emphasis on graduation
standards. Three basic questions are guiding our review of general education: What will a
student need to know in 2020; how can 21st-century lifelong learning needs be met by a
community college, and what exemplary models of general education exist across the nation?
Our review of general education encompasses both a reflection on our past success in
providing students with a broad-based liberal arts preparation and in our view to the future of
community college education. Our examination of general education has been undertaken in
coordination with several other recent and ongoing initiatives, including the development of a
first-year course focused on information literacy skills, an examination of student progress from
our basic skills program to the general education curriculum, and our assessment of student
mastery of graduation standards.
Integrity in the Award of Academic Credit
CCV’s Academic Council, Program Management Council and registrar exercise clear
authority and oversight for the academic elements of all courses for which the college awards
institutional credit. A continuing foundation of CCV’s academic integrity is provided by
standardized essential learning objectives in place for every course offered across all CCV
locations and in online and hybrid formats. Responsibility for curricular currency and review of
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course objectives lies with program managers and committees in consultation with faculty.
Instructors assess student learning against these essential objectives by means of comprehensive
end-of-semester evaluations completed for every student.
Since 2002 with the implementation of our new student records system (Datatel/
Colleague) our new Web Services interface has provided students and advisors on-demand
access to a degree-audit function, indicating progress towards completion of degree
requirements, including those met by equivalent transfer courses. Evaluating transfer credit is
now a centralized function of our registrar’s office, which oversees a clearly defined process for
student appeals of transfer credit awards and degree program requirements. CCV has also
strengthened its policies and procedures for regular review of academic standing. We have a
clear policy regarding academic dishonesty and plagiarism, and we address these issues with
instructors through newsletter articles and the Top 40 Project.
Assessment of Student Learning
Assessment of student learning is a cornerstone of our best practices at CCV. Every
section of Great Beginnings stresses the importance of assessment—from classroom assessment
techniques to improve student performance, to assessment of student performance against course
objectives, to assessment of students overall writing and information literacy skills in Seminar in
Educational Inquiry. We tell all our new instructors that if evaluation means assigning a grade,
assessment means that grades really are an accurate reflection of student skill measured against
meaningful standards. Assessment is the art of discovering what a student really knows and is
able to do, and creating meaningful assessment is the challenge we put to ourselves across all
areas of the curriculum. This challenge only grows more difficult at community colleges where
open admission guarantees that more and more students enter our classrooms without the
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necessary foundation of academic skills. Hence our emphasis on intake assessment as well as
our ongoing discussion about how best to determine the actual potential of under-prepared
students to succeed in college. CCV remains committed to assessment as both an academic art
and a student service. The creation of a new position of chief planning and assessment officer
beginning next academic year is intended to strengthen this commitment and promote assessment
as a key strategy in the improvement of academic programs and student learning.
Standard Five: Faculty
In fall 2006, CCV employed 620 part-time instructors to deliver courses and programs on
a statewide basis. CCV recruits instructors through word of mouth and through advertising in
local papers and on CCV’s website. All instructors fill out a standard information form and are
interviewed by site coordinators and/or program managers. Contracts clearly spell out the
specific obligations an instructor accepts when teaching a course, and the faculty handbook
details relevant policies and procedures, as well as providing an in-depth view, “Teaching for
Development.” All CCV instructors are hired on a per-course, per semester basis. This practice
is a direct response to the challenges of delivering higher education throughout a small rural
state, providing flexibility in scheduling in response to variations in site enrollments. In the fall
2006 semester, 80% of CCV instructors held advanced degrees: approximately 68% had master’s
degrees, and another 12% had earned PhDs. Those without master’s degrees tend to be
concentrated in the computing, art and accounting disciplines, where many of them hold relevant
alternative credentials. On average about 90% of faculty have taught the previous semester and
about two-thirds have taught the previous two semesters. Many CCV instructors have taught for
the college for at least ten years. Almost all are local community members who view their
teaching at CCV as a form of community and civic engagement.
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Progressive and substantial increases in instructor pay have improved CCV’s ability to
attract and retain highly qualified faculty. For the 2006-07 year, the per-credit pay is $910. This
is a 60% increase over the per-credit pay since fall 2001 and an 87% increase since fall 1999
when CCV made a commitment to significantly improve faculty compensation. According to
the CUPA-HR data, CCV now pays all instructors 65% above the national median for minimum
and 35% above the national median for maximum part-time faculty salaries at other community
colleges.
CCV is able to deliver effective instruction statewide with a 100% part-time faculty
because of the college’s unique and defining position—the coordinator of academic services.
Fifty-two of CCV’s 163 full-time staff members serve in this capacity—from seventeen at the
largest site in Burlington to just one or two at five of the smaller sites. Coordinators work
closely with instructors, providing resources, support and evaluation. Also, approximately twothirds teach classes themselves, apart from their responsibilities as coordinators. Teaching
provides them with insight and experience to enhance their relationships with part-time faculty.
CCV has an extensive and ongoing program to develop, support, and assess the teaching
roles of its part-time faculty. Because many CCV instructors are professionals in their fields,
most of the development we provide is aimed at developing best practices of teaching and
learning, since this is the heart of our work as a community college (For additional details, see
area of special emphasis #4).
It is the responsibility of coordinators to evaluate instructor performance on a regular
basis. Evaluation includes classroom observations, advising sessions with students, and written
and oral consultations with the instructor. Student appraisals are also important evaluation tools.
At the end of each course, students complete an anonymous Student Appraisal Form on which
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they rate the course and the instructor on criteria linked to the Principles of Good Teaching and
Learning, which describes eight characteristics of instructional excellence. The appraisals are
reviewed by the instructor’s coordinator and are made available to the faculty member after he or
she turns in grades and student evaluations for that course. Further development and refinement
of this evaluation system was on hold while the union campaign was underway.
CCV’s mission—focused on access, excellence and support—can clearly be seen in the
design of its instructional techniques and delivery systems. Class size is kept small—the average
class size is 12.5—so that instructors can work closely with students, providing them with strong
support while holding them to high academic standards. Courses are delivered on-ground, online
or in a hybrid format, and all CCV instructors are encouraged and supported in their use of
online learning technologies. As previously mentioned, the college offers a one-credit course,
Introduction to Online Teaching, free to all CCV instructors. Moreover, all classes, regardless of
the delivery method, are provided with an online Blackboard course site, so that students may
access course materials at any time.
CCV faculty members do not have any formal advising responsibility, which is handled
entirely by coordinators of academic services. Therefore, the advising system at CCV is
addressed under Student Services in standard 6.
Standard Six: Students
Admissions
CCV is an open-admissions college and currently enrolls over 9,000 students on an
annual basis. Seventy percent are first-generation college students, 82% attend part-time, and
77% hold full or part-time jobs. About 30% are new to college each semester, and nearly half of
new students are academically under-prepared, requiring remedial basic skills services in
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writing, reading, or math. Thirty-nine percent of CCV students are under the age of 22,
compared to only 15% twenty years ago, and 60% are under age 29. Only 6% of students report
minority ethnic backgrounds, but that percentage is higher than the 3.2% for the state as a whole.
Most CCV students are low-income, and over one-third support children.
Beginning in early 2005, CCV implemented a new admissions process, significantly
redesigning the informal “intake” process in place until then. Drawing on newly revised
admissions and enrollment policies, consistent admission requirements were set in place. All
students now complete a standard online admissions form available on CCV’s public web site.
A largely automated system of email and print communications assists applicants through the
process and tracks the change in status from applicant to student. As a result, CCV now obtains
more complete demographic information about all applicants, including intake assessment scores
for all new students—Accuplacer scores for U.S. citizens and TOEFL scores for international
students seeking F1 student visas.
Retention and Graduation
CCV is actively working to improve retention and graduation rates. The overall one-year
retention rate for degree students is approximately 35%, compared with a national average of
nearly 50%. Graduation rates for all degree students are around 10% compared with nearly 20%
as a national average. CCV is just beginning to gather retention and graduation data about
distinct cohorts more systematically. We know, for example, from data collected for annual
reporting on Perkins funding, that students enrolled in non-traditional programs graduate at about
twice the rate of all degree students. Women also have an overall better graduation rate than
men. This year, we are taking a first comprehensive look at students who enter CCV in need of
remedial courses in writing, reading or math. Based on the outcome of this research, we expect
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to revamp the way we provide basic skills instruction to the many students who start their
learning at CCV in these courses. (See section on Plans at end of this report.)
Policies and procedures regarding academic standing were revised just prior to the
implementation of the new Colleague system in order to link good academic standing directly to
student GPA rather than a percentage of courses passed cumulatively and semester-by-semester.
An Academic Standing Committee meets three times a year to take action on all students who do
not achieve good academic standing for two consecutive semesters. The policy is being revised
again in AY2006-07 to address students who begin with basic skills courses where there is no
letter grade assigned but only a P or NP.
Student Services
At CCV, student services are the general responsibility of all coordinators of academic
services, with specialized areas assigned to one or more coordinators in particular sites. For
example, at least one coordinator in each site receives training in procedures related to the
American with Disabilities Act, and accommodations are provided regularly for a wide variety of
student needs. In 2003, CCV student services staff published a Student Development Mission
Statement that guides decision-making in student services. This statement and related student
service policies are widely available to students through a variety of print and electronic formats.
Advising at CCV is conducted by all coordinators of academic services as part of their regular
job duties. They receive initial training in advising at the time of hire and additional training on
a regular basis.
Through the CCV portal, students can now handle many tasks that once required them to
see an advisor or some other college personnel. Students can request information, email a
question, submit an admissions form, register for classes, purchase textbooks, apply for financial
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aid, pay their bill, access tutoring services, run a degree audit, submit their intent to graduate—
all online. The good news is that students save time and become more self-reliant. The bad news
is that necessary contacts with advisors are far less frequent. One response to this situation is to
also make advising more regularly available as an online activity—through email, instant
messaging, FAQs, and other means. A group at CCV met last spring to develop new guidelines
and procedures for online advising which the college will begin to implement in fall 2007. Also,
CCV’s Academic Council is currently drafting the College’s first policy on advising that will
define the expectations for advising for all students and require ongoing assessment of the
effectiveness of advising services.
Over the past two years, some CCV sites have been experimenting with the model of
learning centers where students can receive in-person tutoring in academic skills and library
assistance. The model will be further developed and expanded to additional sites over the next
few years. In addition to learning centers in sites, online tutoring is also available to all students.
CCV used Smarthinking for almost two years but is now entering its second year working very
successfully with eTutoring, a 24/7 online tutoring service provided to CCV students through a
collaborative arrangement with the Connecticut Distance Learning Consortium.
Financial aid services are available to all students at sites, with increasing opportunity to
complete the applications online. CCV’s Financial Aid Office is now awarding financial aid
packages prior to a student’s enrollment, thereby helping students and families make good
decisions about the affordability of CCV compared to other choices. Additionally, each
semester, CCV students may apply for a variety of scholarships available directly from CCV.
More than $30,000 is distributed by CCV in direct scholarships annually.
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CCV began a study abroad program in 2002 and has successfully run courses that have
included, following a semester of classroom time, ten-day trips to Ireland, Mexico, Italy, Belize,
and France. Students ranging in age from 19 to 58 years and from all over Vermont have
participated in the program. A large percentage of these are low-income, first-generation college
students for whom this kind of travel would otherwise not be possible.
As previously mentioned (in Area of Special Emphasis #5), CCV has used data from
Noel-Levitz Student Satisfaction Survey to find out how students view a variety of services
available for them at CCV. One ongoing challenge for the college is to provide adequate and
comparable services at all twelve CCV locations, which vary dramatically in size. For this view,
the college also needs to develop internal surveys that can get at the differences in perception and
satisfaction among sites. CCV will continue to use data from these surveys to assess, on an ongoing basis, how the student services CCV offers contribute effectively to student success.
Standard Seven: Library and Information Services
CCV continues to share the resources of the Hartness Library System with Vermont
Technical College, as it has since July 2000. A single, combined new website was ready for use
in September 2004, replacing the separate CCV and Vermont Tech Library websites. The name
of the Library was changed from Vermont Community and Technical Colleges Library to
Hartness Library System in May 2005, and the website was redesigned and now connects
seamlessly with both the CCV and VTC portals. The continuing development of the Hartness
Library as a shared resource of two colleges continues as an outstanding model of collaboration
for the rest of the VSC system.
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Library and Information Literacy Instruction
Information literacy is one of the four competencies required for graduation at CCV, and
it is currently assessed through student research projects required in Seminar in Educational
Inquiry, CCV’s capstone course. In order to develop student information literacy skills, CCV
has provided library instruction in a variety of CCV classes. In this past academic year, CCV
library coordinators provided 372 library instruction sessions at the request of instructors. An
online survey was conducted in fall 2004 to assess student satisfaction with and use of Hartness
Library resources and services. Of the 127 respondents, 82% had used the Hartness Library,
with the majority using it from their homes. Seventy-one percent said they could get the books
and articles they needed, and 67% said they felt they had had adequate library instruction. Fiftythree percent of the students had received library instruction as part of a class, 9% on an
individual basis, 10% in open workshops; however, 25% had not had any library instruction.
This evidence helped spur the pilot of a new, first-semester course, as discussed in this report’s
opening section dealing with areas requiring special emphasis.
The Hartness Library System has a single budget, funded by contributions by both CCV
and Vermont Tech. The total budget for Hartness Library has increased by 14% since the last
accreditation report, from $861,568 in FY 2002 to $983,228 in FY 2007. During the same years,
CCV’s share of that budget has increased 24% from $445,690 to $550,606. Additionally,
consortial purchasing agreements have resulted in more favorable pricing structures and a wider
range of databases; the Hartness participates in VSC Libraries’ subscriptions to Ebsco, Wilson,
and CQ databases, and with the Vermont Online Library (college, public, and school)
subscriptions to Gale databases. Also, in fall 2005, the DRA library management system was
replaced with the Dynix/Sirsi system, with the Unicorn interface for library users.
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Basic access to Hartness Library services and materials is provided through the CCV
portal, where instructors, students and staff log-in for a host of informational services. Once in,
constituents have access to the entire Hartness collection, much of which is now electronic.
Students can order materials and have them delivered to their homes, usually within a few days.
Other Key Information Resources
At CCV, all information needed by students, instructors and staff is available either
through the CCV web portal (available to all three constituencies) or through Colleague. In fall
2004, CCV added Blackboard’s web portal to the Blackboard course management system that
CCV adopted in June 2000 for delivery of online courses. The CCV portal provides a single
entry point for all CCV students, faculty and staff to a wide variety of information and webbased services, among these: library services, class schedules, unofficial transcripts, degreeplanning tools, email access to advisors, web registration and payment services, online time
reporting for employees, and advising tools to name a few. In July 2006, CCV added
Blackboard’s “content management” system to our suite of online products. The content system
provides individuals, departments, and organizations in the college with an accessible, yet
secure, server location to share or store documents, for example, electronic portfolios, course
materials, committee minutes, or electronic library reserves.
In spring 2004 and 2005, the VSC Teaching and Learning Technologies Committee
distributed satisfaction surveys to all VSC students and faculty. The survey instruments asked
about user satisfaction with Blackboard, with other instructional technologies in use at the
colleges, and with training and support services. Response rates for the surveys were good: 214
faculty and 1,152 students responded to the 2005 survey. Of those respondents, 86% of faculty
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and 94% of students reported that they were “Very” to “Somewhat” satisfied with the
Blackboard Learning System as deployed by the VSC.
Instructor & Student Trainings/Information Resources
CCV’s Online Learning Services group, Learning Technologies Committee and the
Vermont State Colleges Teaching and Learning Technologies Committee all contribute to ensure
that CCV constituents can fully utilize the aforementioned information resources. These include:
•
•
•
•
•
•
Self-paced tutorials on the public website and in Blackboard.
Self-directed Online Learning Workshops: These free, one-hour workshops are offered to
students before the start of every semester, so they may learn what to expect when taking an
online class, and how to participate most effectively.
Instructor Portal/Blackboard Trainings: Two hour-long trainings designed to introduce
instructors to the technological aspects of teaching at CCV.
Great Beginnings Online: Similar to the workshop required of all new instructors, this
online version takes place over the course of three weeks before classes begin for instructors
who are beginning their CCV teaching in the online environment.
Introduction to Online Teaching: a five-week online course, which introduces staff and
potential instructors to the pedagogy of online teaching and hybrid classes.
E-portfolio mentors: a selected group of fifteen instructors who are providing training to
other instructors statewide on how to integrate e-portfolio development into courses across
the curriculum.
The other key information resource available to CCV staff is Colleague, a student
services/information management system used by staff across the entire College. The VSC
selected Colleague in June 2000 and went live with it in summer 2002, just a few months after
the last accreditation visit to CCV. For the past three years, a group led by CCV’s Provost Joyce
Judy has worked to maximize the potential benefits that Colleague provides—automating data
entry and communication processes, developing web-based registration and bill payment,
improving data integrity and value at all levels through ongoing training.
37
Standard Eight: Physical and Technological Resources
Facilities
As previously mentioned in the area of special concern section of this interim report,
CCV’S facility development has changed dramatically with the opportunity to own property.
Additionally, leasehold improvements have continued over the past five years with funding from
the State of Vermont, distributed through the VSC. In prioritizing leasehold improvements,
consideration is given to safety and environmental concerns, student access and comfort,
programmatic improvement, expanding classroom space and enhancing the learning environment
for students, staff, and instructors.
The Bennington site has undergone a complete restoration that includes new windows,
new ventilation, new carpet, fresh paint, and a doubling of available classroom space that allows
for a computer lab and separate science and art rooms. In Montpelier, one of our three largest
sites, a $25,000 renovation resulted in new reception and administrative support areas, better
space for financial aid counseling, and a fully equipped science room. In addition,
improvements to this site include new tables and chairs in all classrooms, new computer desks in
the computer lab, and expanded instructor office space—all contributing to the feeling that CCV
is a good place to work, teach, and learn.
In the five years since 2001, CCV’s lease and bond obligations increased from $1.24
million to our currently budgeted amount of $1.8 million, reflecting significant increases in the
dimensions of our leased spaces. In Bennington, the square footage has doubled. In Rutland,
enrollment growth has been accommodated by leasing additional space in an adjacent building
that is owned by our current landlord. Our new building in the Upper Valley is a shared facility
in that we host the Vermont Interactive Television site as well as provide space, on a rental basis,
38
for the Vermont Technical College’s nursing program. These arrangements provide a home for
these programs and enhance the value of the CCV site as a community resource.
All of our efforts in developing and maintaining space are accomplished by adequate and
competent staff. Two years ago, CCV added an Operations Manager position whose
responsibility is to work with all facilities, owned and rented. Additionally, there is an
Operations Team in Burlington that works for that site alone and is responsible for the facility.
There is also increasing attention to safety issues at all CCV locations. A Safety Committee
meets on a regular basis to recommend improvements and to identify corrective measures needed
to reduce recognized safety and health hazards. A recent focus for the Committee has been
science room safety for which a monthly checklist of consistent inspection and inventory is now
used throughout the college. Just over four years ago, CCV and the rest of the VSC enrolled in
the EPA New England College and University Initiative program for self-policing. CCV hired
Marin Environmental, Inc. to conduct an audit of CCV’s thirteen locations to evaluate the
College’s regulatory compliance and disclose any violations. An environmental audit revealed
that sites maintain a chemical hygiene plan, an environmental health and safety manual and
conduct monthly inspections that include a checklist of laboratory safety and compliance issues.
In addition, no violations were reported by Marin Environmental during the course of this audit
for CCV.
In the past three years, CCV has placed a focus on upgrading classroom equipment,
including new tables and chairs that are both lightweight and durable. CCV believes that it is
important to the learning environment that we have flexible classroom furnishings that are easily
moved. Chairs for classes accommodate students of all sizes. We have learned that seating that
is appropriate for 50 and 75-minute classes is not desirable for classes that last three hours.
39
Finally, in summer 2006, CCV used a special appropriation for academic equipment to place a
ceiling-mounted projector connected to a computer with DVD drive, wireless keyboard, and
speakers in thirty general classrooms around the state. This initiative is part of our commitment
to expand the availability of instructional technology to our instructors and students.
Technological Resources
Since 2002, CCV has made significant improvements to our computing and Internet
services environment for all college constituents. For staff hardware, we are currently in the
midst of a transition from thin clients to PCs that will enable the full use of CD and DVD drives
at the desktop while minimizing sensitive document storage at the local drive level. With this
change we will be able to provide on demand streaming and web-based training services to staff
by spring 2007. In addition, we are preparing to roll out chat and instant messaging services to
broaden our advising communications with students. We continue to rotate computer lab
hardware out of service every three to four years for students and instructors. In 2005, CCV
purchased laptop computers and a laptop cart with wireless connectivity for our new facility in
Upper Valley. This new direction for the college enables any classroom in the facility to access
computers. The added flexibility expands the availability of technology to instructors working
outside the computing curriculum. The direction has challenges and benefits, and we expanded
the use of mobile laptop carts to three other sites this year.
We also continue to make improvements to CCV’s network. To ensure that our
statewide computing network performs well and securely, CCV replaced the network’s oldest
switches with new, managed switches in all locations. This new technology enables our
administrators to apply switch policies that protect against unauthorized uses and ensure
optimum bandwidth for academic uses. Added to our suite of academic network uses in 2004
40
was our IP (Internet Protocol) video conferencing network. This network includes a video/audio
device in every CCV location (expanded to include all VSC campuses last year) connected to a
server, again managed by CCV, to enable point-to-point or multi-point conferencing. The
introduction of our IP video network has significantly reduced staff travel for meetings in the last
two years, an important investment considering the harsh traveling conditions during Vermont
winters and the rising costs of fuel.
Blackboard provides the basic platform for online learning and college-wide
communications. The Blackboard system is owned and hosted by CCV for the entire VSC
system, and CCV takes great care to provide reliable and secure service. In 2003, we migrated
our server configuration for Blackboard from a single server to a cluster of database, application
and test servers, seven in total. The application servers are managed by a load balancing system
that ensures optimum performance. The cluster is placed in a server room equipped with an
emergency uninterruptible power supply for short-term electrical outages and a generator for
long-term interruptions, along with emergency back-up systems. In the summer of 2006, CCV
purchased new server hardware to replace the current stock. Our plan is to relocate the existing
servers to a separate physical location to create a “warm site” emergency center. This step will
further ensure continuous access to online services that increasingly have become essential to the
everyday lives of VSC students and employees.
Our advancements in hardware and sophisticated applications have required us to make
significant investments in developing our information technology staff. Since 2002, we
increased our number of network administrators from one to three. We increased our help desk
staff from two to three. We promoted our most senior network administrator to an assistant team
director position and assigned his primary role as Blackboard administration and Blackboard
41
research and development. We have three individuals who spend most or a portion of their time
managing or developing the front end or back room operations associated with Blackboard.
Keeping our IT staff current with new innovations in technology is an essential element of our
technology strategy. In the last two years alone we have sent members of our staff to
conferences and training sessions on System Administration, Networking, Security Institute
(SANS Essentials), Blackboard module development, help desk improvements, and managing
Exchange and Outlook deployments—to name a few.
Security of our information is an obligation that we regard as important as any other
service we provide to our students and our colleagues. This year, we added SSL secure server
protections to our Blackboard array. We participated with VSC IT staff in a security audit of our
critical servers, and, based on information from the audit, we are currently designing our own
internal audit plans to supplement third-party audits. We are also testing encryption software
and drafting policies to address physical and network security, as well as transmission and
storage of sensitive and confidential data.
Standard Nine: Financial Resources
Community College of Vermont continues to experience solid financial health. CCV’s
State of Vermont appropriation amounts to less than 22% of the total unrestricted general funds
budget for the College, making CCV a highly tuition dependent institution. However, in this
budget environment, during a period of state rescission, the impact is not felt as much as in many
other community college systems. Also, during a constant period of enrollment growth, as CCV
has experienced in the last five years, the revenues keep up with ever increasing operational
expenses.
42
CCV’s President’s Council prepares the College’s annual budget on a break-even basis,
conservatively driven by historical enrollment rather than projected enrollment. Budget
preparation is very much a group effort. The Council, comprised of CCV’s leadership from all
areas of the college, is involved in a hands-on manner for several months of the year in the
budget building process. During the fiscal year, our use of Datatel’s Colleague ERP provides
budget managers access to reports and resources that enable monitoring and appropriate fiscal
control. A full 7.5% of the budgeted unrestricted operating expenses are designated as reserves
annually to cover unforeseen financial emergencies and unforeseen circumstances. The VSC
Board mandates that 2.5% of the operating expenses be held each year in reserve. CCV has self
mandated that an additional 5% be held in reserve for an emergency such as an unanticipated
drop in enrollment.
CCV’s budget is developed locally, blended with the other four VSC institutions, and
approved by the Board of Trustees. The Board approves of all tuition and fee increases.
Substantially all of CCV’s revenue is devoted to the support of its academic purposes and
programs. In FY 2006, CCV’s increase in net assets reflects revenue from investments that
earned in excess of what was budgeted.
Management reports of budget versus actual financial results are prepared monthly with
narrative analysis of significant variances or trends. Quarterly reporting includes projections for
the balance of the year to assist with financial planning. These quarterly reports are generated by
Colleague and produced by CCV’s Business Office team. They are then gathered centrally by
the Office of the Chancellor, rolled up with other VSC reports, and presented to the Finance and
Facility Committee of the Board. Review of the quarterly projections, as well as past
performance, allows CCV to adapt to financial trends and adjust as necessary.
43
Financial Aid procedures and protocol are measured and reported by an annual A-133
audit. CCV’s reportable findings, while few and insignificant, are promptly resolved and not
repeated. In the past five years, the VSC has put its audit contract out to bid, resulting in a new
team of auditors working with CCV. The bid process, as well as a new team managing this
annual review, has resulted in a deeper level of audit.
Policies and procedures within the VSC as well as CCV are reviewed and revised as
appropriate to ensure sound financial practices. Communication of these policies has always
been available to CCV staff members, although greater distribution of changes and updates are
occurring through improved technological means.
Standard Ten: Public Disclosure
Over the past five years CCV has continued to print the same range of publications
(course schedule, catalog, student handbook, viewbook, and brochures) while decreasing
quantities as student use of the internet has increased dramatically. Our semester Web Schedule,
available on our web site for the past three years, has become extremely popular. It not only
allows the public to search next semester’s offerings a month before the printed schedule is
available, it also offers up-to-date information on class sections that might have been added,
cancelled or changed since the printed schedule was issued. The Web Schedule offers users the
option of searching by course subject and CCV location (all 12 sites and online) and provides
links to individual course descriptions that outline course objectives, methods, and required
textbooks. As the College moves toward year-long course planning, our goal is to have students
know when they register for classes in a given semester which courses will be offered the
following semester or beyond.
44
In August 2002, CCV launched a new website that has been very well received both for
its content and its navigability. Through a content management system, we constantly update
information and enhance its presentation. We now have online inquiry and application forms on
the website and have processed over 5,400 applications in the past year. In addition, we have
designated an academic coordinator to respond to email inquiries from prospective students, and
she fields an average of 300 email messages per month. Another change that was recently
instituted was a redesign of the "campus" location pages to include information on textbooks,
first-class assignments, and special events at the site and also to make their layout more
consistent so students who enroll at multiple locations will be able to navigate the pages more
easily.
As we prepare for another major overhaul of the website next year, we have conducted a
series of surveys and focus groups with both current and prospective students to assess the
effectiveness of our current navigation and to understand user preferences and needs in
information retrieval better. This data will be used in the coming months to support the planning
and design of our new website. Starting in September 2006, the Marketing and Publications
Office will add a part-time web specialist to assist in maintaining our website and integrating its
content more seamlessly with the student Blackboard portal.
In the past two years, we have formalized our admissions process and worked hard to
ensure that the language we use in all our printed and electronic publications is clear and
consistent. We also now use our Colleague database to generate an ongoing cycle of
correspondence with prospective students and applicants. In fact, we have mailed over 21,000
admissions-related letters in the past year.
45
Standard 11: Integrity
CCV advocates and exemplifies high ethical standards in dealings with students,
instructors, staff, external agencies and organizations, and the general public. The College’s
expectations for truthfulness, clarity, and fairness are embodied in the daily interactions of staff,
instructors, and students, and are articulated clearly through CCV’s policies.
The College recognizes that its policies reach throughout the state and affect thousands of
people. We are committed to developing and implementing policies that serve our internal and
external communities well. Toward that end, we regularly review and revise policies as
warranted. Beginning with the Instructor Development and Evaluation policy and the Complaint
Resolution Policy for Instructors, we also now post proposed revisions to policy on the portal in
order to invite faculty comment and input. Policies also exist regarding complaint resolution for
students and staff. All policies are readily available to all members of the CCV community—
students, instructors and staff—through the portal. A student handbook that contains policies
related to students is given to new students at the time of registration, and it is available online as
well.
The College has an academic honesty policy and discusses issues of plagiarism with new
students and faculty. It promotes the ideal of academic freedom and the free exchange of ideas
in classrooms. The College strives for honesty, fairness and clarity in all of its activities and
communications. This was particularly the case during the past two years when communicating
with faculty and staff about the union drive. The CCV administration took great pains to ensure
that our communications were honest and balanced. We opened a website that encouraged
instructors on both sides of the issues to write and express their views. CCV posted every letter
submitted by instructors, regardless of whether it was pro- or anti-union. CCV observes the
46
spirit as well as the letter of the law in all operations: in business practices, college governance,
and in the awarding of degrees. As a member of the Vermont State Colleges, CCV operates
under the jurisdiction of the VSC Board of Trustees and the Chancellor. The College conducts
all business and academic affairs within the legal requirements of the VSC, the State of Vermont,
and the federal government. CCV maintains a high level of integrity in its relationship to the
accreditation process. It strives to meet and address all the standards for accreditation which
guide its policies and practices.
CCV publishes a non-discrimination statement in its catalog, student handbook and
website and adheres to its non-discrimination policy. The College strives to be an open
community that respects difference, teaches tolerance, and develops an appreciation of diversity
in our communities and our world.
PLANS
Many of the activities planned for the next five years have been mentioned in the
preceding pages. They are listed and described briefly here.
1) Conduct long-range strategic planning
CCV will begin its next round of strategic planning later in this academic year. As the
state’s only two-year, public community college, we embrace our responsibility to remain a
strong and affordable institution that remains accessible to students throughout the state. Our
next strategic plan will help us imagine CCV in the year 2020.
2) Assess student success and satisfaction and document results
CCV has created a new Culture of Evidence and Inquiry Task Force charged with
developing data that represents how well we are meeting our mission of providing valuable and
47
affordable education to all Vermonters. We view increasing demands on accountability in higher
education as an opportunity to tell our story better, to improve our results, and to demonstrate our
value to our students and to the state as a whole. The Task Force has begun work this year on
more focused analyses of retention and graduation rates for a various student cohorts. We expect
these data to inform decision making in the years ahead. Additionally, the Task Force will be
responsible for reporting data on graduation standards to a variety of audiences—students,
faculty, administrators and the VSC Board. In fall 2007, CCV will begin to administer the
National Community College Survey of Student Engagement. Thereafter, CCV plans to
administer the NCCSE and the ACT survey in alternating years to track student demographics,
engagement, and satisfaction.
3) Redesign basic skills instruction
CCV has made a commitment to redesign the way it provides remedial instruction to
students who start CCV under prepared for college-ready courses. We intend to move away
from a course-based, credit-based model to a much more flexible, self-paced and individualized
approach. We intend to pilot a new approach as early as fall 2007 and have a new paradigm in
place by fall 2008. We believe this change is of fundamental importance to our long-term
success and to the workforce development of Vermont.
4) Implement a new general education program
Since June 2006, a taskforce has been meeting to propose a new general education
program. Academic Council has reviewed an early draft of proposed changes, and a new
program will be reviewed by academic coordinators and instructors over the next twelve months.
It will be implemented in the fall of 2008. Part of the new general education program could be a
required first-semester course that focuses on developing information literacy and critical
48
thinking skills, explaining graduation standards to all students, creating an e-portfolio that
students will maintain and develop through their CCV education, and building skill and
confidence in online learning.
5) Promote linkages with secondary schools throughout Vermont
CCV is expanding its relationship with secondary schools throughout Vermont. This year
approximately 500 high school students are participating in sections of Introduction to College
Studies. We expect this population of students to grow and to see an increasing number of high
school students dual enrolled in college courses while completing high school. CCV this year
created a new role, director of secondary education initiatives, to oversee the development of
these efforts. CCV also hosts Blackboard for online courses offered by secondary technical
centers throughout Vermont.
6) Broaden efforts on instructor development and evaluation
CCV will begin a broad conversation with faculty about the process of evaluation and
development. Much of this was on hold for two years, pending certification of the union
election by the VLRB, and we are anxious to address these issues with renewed energy. In
particular, we want to expand opportunities and expectations regarding ongoing professional
development with a special focus on promoting use of learning technologies across the
curriculum.
7) Develop innovative approaches to information and information technology
CCV is currently taking the first exploratory steps in developing a paperless student records
system, and we expect to have an entirely paperless system (scanned documents, web-based
forms, etc.) within three years. Information security will be a central concern in the development
49
of all new systems. We will continue to develop the portal as the key communication tool for a
statewide institution.
8) Complete the upgrade of existing facilities and purchase of new facilities
Within five years, we intend to occupy owned buildings in Rutland and Burlington. We
expect to have new administrative offices in central Vermont, and we will upgrade remaining
facilities as needed.
9) Build a comprehensive development program.
Like many community colleges, CCV is relatively new to fundraising and is in the process
of creating an effective development program. The immediate focus is on annual giving and
alumni outreach, leading to a longer-term, comprehensive program that builds endowment,
draws in new foundation and corporate support, and provides avenues for bequests and planned
giving to CCV.
50
51
Data Form 1
FIS CALYEAR ENDS month &day: (06/30)
2
3 YEARS
PRIOR
(FY 2003)
2 YEARS
PRIOR
(FY 2004)
1 YEAR
PRIOR
(FY 2005)
MOS T RECENTLY
COMPLETED FY
(FY 2006)
OPERATING REVENUES
3
?
4
? AUXILIARY ENT ERPRISES (En t er h ere an d/o r o n lin e 9 )
5
?
6
T UIT ION & FEES
LESS: SCHOLARSHIP ALLOWANCE
NET ST UDENT FEES
7
?
GOVERNM ENT GRANT S & CONT RACT S
8
?
PRIVAT E GIFT S, GRANT S & CONT RACT S
9
?
AUXILIARY ENT ERPRISES (En t er h ere o r o n lin e 4 )
10
?
OT HER
11
TOTALOPERATING REVENUES
12
OPERATING EXPENS ES
13
?
INST RUCT ION
14
?
RESEARCH
15
?
PUBLIC SERVICE
16
?
ACADEM IC SUPPORT
17
?
ST UDENT SERVICES
18
?
19
20
$12,116.00
$13,469.00
$14,664.00
$15,569.00
$16,137.00
$0.00
$0.00
$0.00
$0.00
$0.00
($2,557.00)
($2,968.00)
($2,950.00)
($2,681.00)
$9,559.00
$10,501.00
$11,714.00
$12,888.00
$15,909.00
$5,795.00
$6,293.00
$6,242.00
$6,010.00
$6,509.00
$47.00
$108.00
$5.00
$16.00
$0.00
$0.00
$0.00
$3.00
$0.00
$7.00
$1,989.00
$2,493.00
$60.00
$1.00
$15,712.00
$18,891.00
$20,454.00
$18,977.00
$22,419.00
$5,336.00
$6,060.00
$6,369.00
$6,728.00
$0.00
$0.00
$0.00
$0.00
$406.00
$416.00
$499.00
$5,050.00
$5,035.00
$5,498.00
$5,584.00
$937.00
$947.00
$950.00
$1,033.00
INST IT UT IONAL SUPPORT
$4,421.00
$5,092.00
$5,611.00
$5,830.00
?
OPERAT ION, M AINT ENANCE OF PLANT
$1,460.00
$1,387.00
$1,531.00
$1,862.00
?
SCHOLARSHIPS & FELLOWSHIPS
$2,284.00
$2,213.00
$2,098.00
$1,930.00
21
?
AUXILIARY ENT ERPRISES
22
?
DEPRECIAT ION
24
25
26
TOTALOPERATING EXPENDITURES
OPERATING LOS S
28
? INVEST M ENT INCOM E
29
INT EREST INCOM E
32
33
$235.00
$0.00
$0.00
$10.00
$58.00
$89.00
$172.00
$219.00
$20,034.00
$21,229.00
$22,645.00
$23,695.00
($4,322.00)
($2,338.00)
($2,191.00)
$4,054.00
$4,137.00
$4,253.00
$4,404.00
$4,578.00
$101.00
$99.00
$150.00
$241.00
$130.00
$0.00
($4,718.00) $22,419.00
NON OPERATING REVENUES
? ST AT E APPROPRIAT IONS (NET )
31
$0.00
OT HER
27
30
($228.00)
$304.00
$253.00
23
CURRENT
BUDGET
(FY 2007)
? OT HER
NET NON OPERATING REVENUES
INCOMEBEFOREOTHER REVENUES EXPENS ES ,
GAINS OR LOS S ES
? CAPIT AL APPROPRIAT IONS
34
OT HER
35
TOTALINCREAS E/DECREAS EIN NET AS S ETS
$0.00
$0.00
$0.00
$0.00
$0.00
$188.00
$62.00
$48.00
$40.00
$30.00
$4,343.00
$4,298.00
$4,451.00
$4,685.00
$4,738.00
$21.00
$1,960.00
$2,260.00
($33.00)
$27,157.00
$0.00
$80.00
$179.00
$140.00
$90.00
$0.00
$22.00
$22.00
$90.00
$22.00
$21.00
$2,062.00
$2,461.00
$197.00
$27,269.00
Data Form 2
FIS CALYEAR ENDS
month & day ( / )
3
4
5
?
6
8
3 YEARS
PRIOR
(FY 2003)
2 YEARS
PRIOR
(FY 2004)
1 YEAR
PRIOR
(FY 2005)
MOS T RECENTLY
COMPLETED
(FY 2006)
CURRENT
BUDGET
(FY 2007)
NET AS S ETS
NET ASSETS BEGINNING OF
YEAR
TOTAL INCREASE/DECREASE
IN NET ASSETS
$2,089.00
$2,110.00
$4,172.00
$6,633.00
$21.00
$2,062.00
$2,461.00
$197.00
NET ASSETS END OF YEAR
$2,110.00
$4,172.00
$6,633.00
$6,830.00
$6,830.00
$6,830.00
INDEBTEDNES S
9
BEGINNING BALANCE
$0.00
$0.00
$0.00
$0.00
$0.00
10
ADDITIONS
$0.00
$0.00
$0.00
$0.00
$0.00
REDUCTIONS
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
$0.00
13
ENDING BALANCE
INTEREST PAID DURING
FISCAL YEAR
$0.00
$0.00
$137.00
$288.00
$287.00
14
CURRENT PORTION
$0.00
$0.00
$0.00
$0.00
$0.00
11
12
?
Note: Entries for this data form can be obtained from the ins titution's general-purpos e financial s tatements (GPFS).
Data Form 3
FIS CALYEAR ENDS
month & day: (6/30 )
4
? TUITION AND FEECHARGES
FULL-TIM E UNDERGRADUATE
STUDENT
5
IN-STATE
3
6
7
OUT-OF-STATE
PART-TIM E UNDERGRADUATE
STUDENT
3 YEARS
PRIOR
(FY 2003 )
2 YEARS
PRIOR
(FY 2004)
1 YEAR
PRIOR
(FY 2005)
MOS T
RECENTLY
COMPLETED FY
(FY 2006 )
CURRENT
BUDGET
(FY 2007)
$138/credit
$146/credit
$154/credit
$163/credit
$171/credit
$278/credit
$293/credit
$308/credit
$326/credit
$342/credit
8
IN-STATE
$138/credit
$146/credit
$154/credit
$163/credit
$171/credit
9
OUT-OF-STATE
$278/credit
$293/credit
$308/credit
$326/credit
$342/credit
10
FULL-TIM E GRADUATE STUDENT
11
IN-STATE
NA
NA
NA
NA
NA
12
OUT-OF-STATE
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
13
PART-TIM E GRADUATE STUDENT
14
IN-STATE
NA
NA
NA
NA
NA
15
OUT-OF-STATE
NA
NA
NA
NA
NA
17
? ROOM AND BOARD CHARGES
18
UNDERGRADUATE STUDENT
NA
NA
NA
NA
NA
19
GRADUATE STUDENT
NA
NA
NA
NA
NA
Data Form 4
FALLTERM (YEAR)
4 YEARS
AGO
(FY ____)
3 YEARS
AGO
(FY ____)
2 YEARS
AGO
(FY ____)
1 YEAR
AGO
(FA05)
CURRENT
YEAR
(FA06)
2
? FIRS T-YEAR S TUDENTS
3
?
COM PLETED APPLICATIONS
n/a
n/a
n/a
995
851
4
?
APPLICATIONS ACCEPTED
n/a
n/a
n/a
995
851
5
?
APPLICANTS ENROLLED
n/a
n/a
n/a
735
587
6
AVERAGE STATISTICAL INDICATOR OF
APTITUDE OF ENROLLEES (describe below)
7
? TRANS FERS -UNDERGRADUATE
8
n/a
n/a
n/a
500
486
9
n/a
n/a
n/a
500
486
10
APPLICANTS ENROLLED
n/a
n/a
n/a
425
450
11
? MAS TER'S DEGREES TUDENTS
12
13
14
APPLICANTS ENROLLED
15
? FIRS T-PROFES S IONAL DEGREES TUDENTS
16
17
18
APPLICANTS ENROLLED
19
? DOCTORAL DEGREES TUDENTS
20
21
22
APPLICANTS ENROLLED
Description of statistical indicator of aptitude of first-year enrollees (average combined SAT, average rank in high school graduatingclass, etc.):
Data Form 5
4 YEARS
AGO
(Fall 2002)
3 YEARS
AGO
(Fall 2003)
2 YEARS
AGO
(Fall 2004)
1 YEAR
AGO
(Fall 2005)
CURRENT
YEAR
(Fall 2006)
2
? UNDERGRADUATE
3
? FIRST YEAR:
FULL-TIME HEADCOUNT
4
?
PART-TIME HEADCOUNT
2755
3557
3297
3043
2919
TOTAL HEADCOUNT
3120
4198
4006
3734
3671
1501.9
2217.8
2166.4
2041.3
2063.5
249
156
204
251
253
5
6
?
7
? SECOND YEAR: FULL-TIME HEADCOUNT
TOTAL FTE
365
641
709
691
752
8
PART-TIME HEADCOUNT
753
611
866
893
968
9
TOTAL HEADCOUNT
1002
767
1070
1144
1221
TOTAL FTE
651.4
469.1
641.7
702.2
742.6
124
24
39
29
26
10
11
? THIRD YEAR:
FULL-TIME HEADCOUNT
12
PART-TIME HEADCOUNT
422
197
281
357
404
13
TOTAL HEADCOUNT
546
221
320
386
430
332.4
105.9
163.4
184.2
199.3
36
5
9
13
10
14
15
TOTAL FTE
? FOURTH YEAR: FULL-TIME HEADCOUNT
PART-TIME HEADCOUNT
278
199
244
256
299
17
TOTAL HEADCOUNT
314
204
253
269
309
18
TOTAL FTE
148
77.8
99.2
106.0
120.6
0
0
0
0
0
4982.0
2633.7
5390.0
2870.5
5649.0
3070.7
5533.0
3033.6
5631.0
3126.0
0
0
0
0
0
4982.0
2633.7
5390.0
2870.5
5649.0
3070.7
5533.0
3033.6
5631.0
3126.0
12
18
13
11
16
19
? UNCLASSIFIED: FULL-TIME HEADCOUNT
20
PART-TIME HEADCOUNT
21
TOTAL HEADCOUNT
22
TOTAL FTE
23
TOTAL UNDERGRADUATE HEADCOUNT
24
TOTAL UNDERGRADUATE FTE
25
? GRADUATE
26
?
FULL-TIME HEADCOUNT
27
?
PART-TIME HEADCOUNT
TOTAL GRADUATE HEADCOUNT
28
29
? TOTAL GRADUATE FTE
31
GRAND TOTAL HEADCOUNT
32
GRAND TOTAL FTE
UNDERGRADUATE RETENTION AND
GRADUATION RATES
1ST YEAR STUDENTS RETURNING FOR 2ND
YEAR
34
35
?
GRADUATION RATE
DEFINITION OF UNDERGRADUATE FTE
DEFINITION OF GRADUATE FTE
12 credits per semester
not applicable - no graduate level course offerings
Data Form 6
? Fiscal Years
FY 2008
FY 2009
FY 2010
PROJECTED FINANCIAL DATA (000s omitted)
3
TOTAL OPERATING REVENUES
$23,539.95
$24,716.95
$25,952.80
4
TOTAL OPERATING EXPENDITURES
$28,626.85
$30,058.20
$31,561.11
5
TOTAL OPERATING LOSS
($5,086.90)
($5,341.25)
($5,608.31)
6
NET NON OPERATING REVENUE
($4,974.90)
($5,223.65)
($5,484.83)
7
CAPITAL APPROPRIATIONS AND OTHER
REVENUES
($112.00)
($117.60)
($123.48)
8
TOTAL INCREASE/DECREASE IN NET ASSETS
$0.00
$0.00
($0.00)
PROJECTED TUITION AND FEE CHARGE
11
FULL-TIME UNDERGRADUATE STUDENT
12
IN-STATE
$180/credit
$195/credit
$205/credit
13
OUT-OF-STATE
$360/credit
$390/credit
$410/credit
14
PART-TIME UNDERGRADUATE STUDENT
15
IN-STATE
$180/credit
$195/credit
$205/credit
16
OUT-OF-STATE
$360/credit
$390/credit
$410/credit
17
FULL-TIME GRADUATE STUDENT
18
IN-STATE
NA
NA
NA
19
OUT-OF-STATE
NA
NA
NA
20
PART-TIME GRADUATE STUDENT
21
IN-STATE
NA
NA
NA
22
OUT-OF-STATE
NA
NA
NA
Data Form 6
?
Fiscal Years
FY2008
FY2009
FY2010
PROJECTED ENROLLMENT (Fall Term)
31
UNDERGRADUATE STUDENTS
32
FULL-TIME HEADCOUNT
1062
1083
1094
33
PART-TIME HEADCOUNT
5107
5209
5261
34
IN-STATE HEADCOUNT
5838
5955
6015
35
OUT-OF-STATE HEADCOUNT
330
337
340
36
TOTAL HEADCOUNT
6169
6292
6355
37
TOTAL FTE
3189
3252
3285
38
GRADUATE STUDENTS
39
FULL-TIME HEADCOUNT
NA
NA
NA
40
PART-TIME HEADCOUNT
NA
NA
NA
41
IN-STATE HEADCOUNT
NA
NA
NA
42
OUT-OF-STATE HEADCOUNT
NA
NA
NA
43
TOTAL HEADCOUNT
0
0
0
44
TOTAL FTE
NA
NA
NA
Data Form 7
4 YEARS
AGO
(FY 2003)
FT
PT
170
171
?
3 YEARS
AGO
(FY 2004)
FT
PT
2 YEARS
AGO
(FY 2005)
FT
PT
CURRENT
YEAR
(FY 2007)
FT
PT
1 YEAR AGO
(FY 2006)
FT
PT
NUMBER OF FACULTY BY DEPARTMENT OR COMPARABLE ACADEMIC UNIT
(USE THE INSERT ROWS FUNCTION TO ADDITIONAL ROWS AS NEEDED)
NAME OF DEPARTMENT OR ACADEMIC UNIT
172
DEPT
AY03
AY04
AY05
AY06
AY07
173
VAHS
76
90
92
83
88
174
VART
81
95
99
98
80
175
VBUS
126
104
109
99
91
176
VCIS
96
95
92
78
72
177
VCOM
189
203
193
174
163
178
VDEV
60
65
66
84
76
179
VEDU
86
103
92
80
63
180
VHUM
126
140
133
134
119
181
VMAT
89
87
90
83
75
182
VPHA
1
1
1
0
0
183
VSCI
37
39
33
33
25
184
VSOC
164
174
175
156
135
185
VTEC
7
0
2
1
0
186
187
1138
0
1196
0
1177
0
1103
0
987
Data Form 8
FALL TERM (YEAR)
4 YEARS AGO 3 YEARS AGO 2 YEARS AGO
(FY 2002)
(FY 2003)
(FY 2004)
1 YEAR AGO
(FY 2005)
CURRENT
YEAR
(FY 2006)
122
174
UNDERGRADUATE
? CERTIFICATE
1
Allied Health Prep (new FY05)
2
Childcare
12
24
25
15
11
3
Computer Business Applications
9
7
5
8
8
4
Computer Systems Management
14
18
12
3
5
5
Essential Workplace Skills
1
3
4
2
2
6
Health Care Office Assistant
13
21
21
12
19
7
Lab Assistant
3
3
9
6
8
8
Massage Therapy and Bodywork (new FY05)
13
13
9
Medical Assistant (new FY06)
10
Paraeducator
11
Substance Abuse Services (new FY06)
TOTAL
19
23
19
24
16
12
7
75
95
100
197
278
? ASSOCIATE
12
Accounting
196
207
203
222
237
13
Business
417
405
445
475
498
14
Communications
44
52
47
56
36
15
Computer Assisted Drafting & Design
21
25
19
15
22
16
Computer System Management
150
131
88
100
101
17
Criminal Justice
117
133
129
148
171
18
Early Childhood Education
219
310
280
233
216
19
Educational Studies (new FY03)
0
75
120
158
163
20
Graphic Design (new FY 03)
0
15
74
90
98
21
Human Services
297
288
297
273
298
22
Liberal Studies
845
1248
1102
991
1054
23
Massage Therapy and Bodywork
22
62
77
71
59
24
Network Administration
14
26
29
23
32
25
Office/Administrative Management
53
65
56
60
64
26
Opticianry
19
12
13
11
12
27
Visual Arts/ART
52
56
53
35
32
28
Website Design and Administration (new FY03)
0
9
31
38
33
? Undeclared
596
707
899
665
559
TOTAL
3062
3826
3962
3664
3685
29

CCV 2007 Interim NEASC Report

Transcription

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