Lorain County Community College

AQIPSystemsPortfolio2005

AQIPSystemsPortfolio2005

i

TABLE OF CONTENTS

Glossary of Abbreviations and Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Organizational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii

Institutional Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Category 1.0 – Helping Students Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Category 2.0 – Accomplishing Other Distinctive Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Category 3.0 – Understanding Students’ and Other Stakeholders’ Needs . . . . . . . . . . . . . . . . . . . . 33

Category 4.0 – Valuing People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Category 5.0 – Leading and Communicating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Category 6.0 – Supporting Institutional Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Category 7.0 – Measuring Effectiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Category 8.0 – Planning Continuous Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Category 9.0 – Building Collaborative Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

ii

A

AA: Associate of ArtsADN: Associates Degree in NursingALT: Administrative Leadership TeamAQIP: Academic Quality Improvement ProgramAS: Associate of Science

C

CAR: Course Assessment RecordCARD: Course Assessment Record DatabaseCC: Curriculum CouncilCCCD: Consortium for Community College DevelopmentCCOS: Corporate & Community Outreach ServicesCCSSE: Community College Survey of Student EngagementCCTI: College and Career Transitions InitiativeCHEE: Commission on Higher Education and the EconomyCIC: Continuous Improvement CouncilCRM: Constituency Relationship ManagementCTE: Center for Teaching Excellence

D

DBT: District Board of Trustees

E

EPC: Enrollment Planning CouncilERC: Employee Resource Council

G

GEASC: General Education Assessment Steering CommitteeGLIDE: Great Lakes Innovation & Development EnterpriseGPA: Grade Point Average

H

HEI: Higher Education InformationHLC: Higher Learning CommissionHR: Human ResourcesHRD: Human Resources Development

I

IEP: Institutional Effectiveness & PlanningILP: Innovative Learning ProjectsIPC: Institutional Planning CouncilIS&S: Information Systems & ServicesIVDL: Interactive Video Distance LearningIWP: Individual Work Plans

J

JCPR: Joint Center for Policy ResearchJSBC: Joint Salary & Benefits Committee

L

LCCC: Lorain County Community College

M

MDRC: Manpower Development Research Corporation

N

NCA: North Central AssociationNCAT: National Center for Academic Transformation

O

OACAC: Ohio Association of College Admission CounselorsOAE: Ohio Award for ExcellenceOBOR: Ohio Board of RegentsOC: Operations CouncilOTM: Ohio Transfer ModuleOSR: Operations System ReviewOVAE: Office of Vocational & Adult Education

P

PAR: Program Assessment RecordPACE/CLIMATE: Personal Assessment of the College EnvironmentPCR: Program Course RedesignPSEO: Post Secondary Education OptionPSI: Public Service Institute

R

RFP: Request for ProposalROEI: Return on Educational Investment

S

SLF: Strategic Leadership ForumSWOT: Strengths Weaknesses Opportunities & Threats

T

TAGS: Transfer Assurance Guidelines

U

UP: University Partnership

V

VPLS/CAO: Vice President for Learner Services & Chief Academic OfficerVPSID: Vice President for Strategic & Institutional Development

Glossary of Terms and Abbreviations

iii

District Board of TrusteesChairman, Mr. James L. Miraldi

PresidentDr. Roy A. Church

Public Services Institute/ Joint Center for Policy

Research

Vice President Learner Services & Chief

Academic Officer Dr. Karen A. Wells

Vice President Administrative

Services/Treasurer Mr. David J. Cummins

Vice President Strategic & Institutional

DevelopmentMs. Marcia J. Ballinger

Faculty Senate Allied Health & Nursing

Arts & Humanities Business

Engineering Technologies Enrollment Services

HPERSLLibrary/Learning Resources

Programs for Student Success Science & Mathematics

Social Sciences & Human Services University Partnership

Campus Security Controller

Enterprise Development Facility Planning

Financial Services Center Information Systems & Services

I.T.M.S. Physical Plant

Purchasing

Corporate & Community Outreach Services

Grants Development Human Resources

Institutional Effectiveness/Planning Marketing, Recruitment& Media

RelationsSpitzer Conference Center Stocker Fine Arts Center

LCCC Foundation Development Office

Students and Community

1

INSTITUTIONAL OVERVIEW

History: In 1961, as part of a generalized national movement that established public community colleges, the General Assembly of Ohio passed legislation that provided the impetus for creating community colleges throughout the state. On October 30, 1961, the Lorain County Board of Commissioners declared the county to be a community college district and appointed the seven trustees then required by law. The trustees were charged with the task of determining the actual higher educational needs of the community. Professional consultants conducted a survey and assembled the facts upon which a request for a community college charter could be based if the need for a college was demonstrated. The need for such an institution was so clearly indicated by the survey that an operating charter was granted on July 15, 1963, thus making Lorain County Community College (LCCC) the first permanent, state-aided institution of higher learning in Lorain County and the first public community college in Ohio to have a permanent campus.

Question 01: LCCC is a single-campus community college situated in northeast Ohio in Lorain County. Located 25 miles west of Cleveland, Ohio, the College serves a population of 280,000 Lorain County residents and also meets the needs of some residents in contiguous counties including western Cuyahoga County, northern Medina County, and eastern Erie and Huron Counties. The College is a publicly supported, non-profit, comprehensive, open enrollment institution.

Nine community members serve on the District Board of Trustees (DBT), with three appointed by the Governor of Ohio and six by county commissioners. The DBT views its role as “owner’s representatives” and focuses specifically on meeting the needs of the community, setting parameters for LCCC’s operations and evaluating success of meeting these needs.

Since President Roy A. Church’s arrival in 1987, LCCC has transformed itself into an institution that involves the community in strategic planning processes and partnerships. Through three strategic planning processes since 1989, LCCC’s culture has evolved to embrace the following: mission, vision and values based on the needs of students and community; flattened organizational structure to respond quickly to the needs of students and stakeholders; professional development—investing in the knowledge, skills, and abilities of employees; data driven; continuous improvement ethos; and collaboration and participation.

LCCC’s mission, vision and values provide guidance for the types of programs and services the institution offers

to its students, stakeholders and employees (Figures 0.1, 0.2). The mission, vision and values are strategically reviewed and discussed during the College’s strategic visioning process and at Convocation. In addition, the Institutional Planning Council (IPC) periodically reviews the mission, vision and values.

Figure 01: Mission and VisionMission Lorain County Community College, a vital and dynamic leader, serves a culturally diverse community by promoting education, economic, cultural, and community development. The College encourages lifelong learning through accessible and affordable academic, career-oriented, and continuing education.VisionEnrich lives by creating gateways to educational,economic, cultural, technical and personal growth.

Figure 0.2: ValuesValuesExcellence in Learning and Teaching. LCCC ensures that excellence in learning and teaching remains its hallmark and fosters a community of intellectual, social, and cultural relationships whereby students and faculty are active partners in meaningful learning. In addition, the College attracts, develops, and rewards professionals who are committed to teaching and community service; and uses effective curriculum, instructional methodology, and technology to maximize learning. Individual Development. LCCC believes in the lifelong development of the whole person and is committed to providing the opportunity for every individual to pursue a program of learning that includes general education, marketable skills, and individualized support services. Ongoing Assessment of Effectiveness. LCCC is committed to offering and developing programs and services based on an ongoing assessment of community needs and the College’s capacity. Diversity of Community. The unique talents and contributions of the diverse community are welcomed. The College fosters an open climate and the participation of all constituents in choosing directions, ordering priorities, and attracting and securing resources toward achieving its mission. Community Responsibility and Stewardship. The essential support and involvement of the community is valued, and the College will act responsibly in utilizing the resources provided by the community.

The College’s “flattened” organizational structure is outlined in the organizational chart. For the past two decades, LCCC has developed into an innovative institution that encourages and reinforces leadership at all levels. The College is led by the President, three Vice Presidents, and 27 organizational unit administrators. An Operations Council (OC), which is comprised of the President, Vice Presidents, and the Presidents of Student Senate, Faculty Senate, and Staff Council, convenes weekly to address significant operational activities, issues and results. In addition, the College has an Administrative Leadership Team (ALT), which provides a forum for the organizational unit administrators to engage in strategic planning, professional development,

2

and collaboration on issues impacting the College, community and higher education.

Other distinctive features of the College’s culture include a focus on performance, (continuous) improvement, workforce and economic development.

Performance Improvement: LCCC’s continuous improvement focus features key strategic systems that measure progress against the mission and align programs and services with the changing needs and expectations of stakeholders, students, and employees (Figure 0.3). The common framework used to initiate these systems is as follows: listen and learn; analyze data and information; develop and share action plans; implement plans and conduct periodic assessment.

Figure 0.3: Major Strategic SystemsMajor Strategic Systems PurposeStrategic Visioning Process Current—Vision 21New—Vision 2015

Comprehensive assessment of the needs of stakeholders, students, employees along with the mission, vision, and values.

Academic Program/Cluster Review

Comprehensive assessment of the College’s academic programs and clusters.

Operation Systems Review

Comprehensive assessment of the non-academic units at the College.

Assessment of Climate and Student Learning

Systematic assessment of the College’s culture and student learning

Quality Improvement Programs

The Higher Learning Commission’s Academic Quality Improvement Program (AQIP), andThe Ohio Award for Excellence (OAE)

Community and Employees’ Engagement Sessions

Host or attend sessions to listen and learn and subsequently take the necessary actions.

Annual Planning Processes

Annually review plans related to technology, facilities, budget, equipment, enrollment

Lean/Six Sigma A system to measure process performance and develop new, more effi cient processes.

Economic and Workforce Development: The College is one of the major catalysts of economic and workforce development in Lorain County. The general philosophy is to build jobs and raise the competencies of the workforce through a variety of credit and non-credit programs and services, on and off campus training, and collaborations and partnerships (Figures 2R-5, 14—18). Consistently 90% of the College’s graduates are employed six months after graduation and 77% of these respondents report being employed in the related field of study. In addition, the College partnered with the

Chamber of Commerce and County Commissioners to develop The Great Lakes Innovation and Development Enterprise (GLIDE). GLIDE is a unique public/private partnership that can help establish a new business or expand a current operation. GLIDE is one example of a plethora of partnerships and collaborations the College engages in to serve as a catalyst for economic and workforce development (Figures 2R-12, 13).

Question 02: LCCC has eight academic divisions and 27 support service areas. The Associate of Arts (AA) and Associate of Science (AS) degrees enable students to transfer with junior standing to baccalaureate degree programs; the Associate of Applied Science and Associate of Applied Business degrees provide career preparation for students enrolled in Allied Health and Nursing, Engineering Technologies and Business programs (Figure 2R-19).

The College also offers the Associate of Individualized Studies and Associate of Technical Studies degrees, 13 Certificate of Proficiency programs, 10 Certificate of Completion programs and numerous short-term training programs to accommodate students who need to prepare or retrain quickly to support their careers.

The Office of Corporate and Community Outreach Services (CCOS) provides leadership for non-credit, outreach programs and services delivered to the community and businesses. Non-credit offerings include the Children’s Learning Center programs (Early Childhood Education, College for Kids, Childcare Center), various camps for children and youth, workforce training for adults, and the Center for Lifelong Learning (adults 50+) (Figure 2R-5). LCCC also offers an array of non-credit public offerings, customized credit and non-credit education offerings, corporate retainer contracts, consultative services, and economic development support services to business, industry and the community.

The 1990 census accentuated the point that Lorain County had the highest percentage of adults with associate degrees but, the lowest percentage of adults with bachelors and graduate degrees in Northeast Ohio. As a result, The University Partnership (UP) was created to bring bachelor and graduate degrees to the residents of Lorain County. Currently, the UP offers more than 30 bachelor’s and master’s degrees delivered by nine universities to more than 2,500 students (Figure 9R1-2).

In 2000, the Higher Learning Commission of the North Central Association approved a change in the College’s Record of Status and Scope that allows the College to offer the AA degree via distance technologies (e.g., internet, blended courses, telecourses, video

3

conferencing, interactive video distance learning). By the fall 2004, 26% of the students were taking at least one distance learning course (Figure 3R-6, 7R1-4). The majority of students enrolled in distance courses reside within the geographic service area. In 2004, the College received special certification by the American Academy for Liberal Education for its online AA degree.

Question 03: During the fall 2004, LCCC enrolled 9,967 students in credit classes with an additional 5,070 enrolled in non-credit courses. This credit enrollment represents a 41% increase in enrollment from the fall 2000. The College’s student population is 82% Caucasian, 7% African American, 6% Hispanic and 5% Other. The mean age is 27, and 66% of the students are female. The student body and the county ethnicity demographic profile are similar. Figure 0.4 provides a profile of the students that enroll at LCCC.

Figure 0.4: Student DemographicsDemographic of Students – Fall 2004

Male Female Total % of Total

Full Time 1,844 2,229 4,073 41%

Part Time 1,554 4,340 5,894 59%

Day 2,539 4,918 7,457 75%

Evening 859 1,651 2,510 25%

New 194 203 397 4%

Returning 3,204 6,366 9,570 96%

LCCC segments its students into two primary categories—prospective and enrolled. Prospective students are described as those students who have applied but not matriculated into the College. The direct out of high school youth and adult population are the primary target markets with segmented populations within each market. The adult enrollment typically tracks the business or unemployment cycle while the young adult enrollments follow patterns experienced by other

post-secondary institutions. The majority of students are employed (70%) full or part time and approximately half of the students are enrolled in applied programs directly related to jobs.

Enrolled students are segmented by seven categories of intent, which include personal interest, upgrade skills, train for new career, transfer before completing degree, obtain certificate, obtain associate degree and transfer, and unknown (Figure 0.5). These seven categories are listed on the LCCC application and used by the Ohio Board of Regents (OBOR) to analyze student intent and goal data across the state.

LCCC students have key requirements that assist them in achieving their goals. For example, LCCC students need accessible and affordable educational opportunities. Between 2000 and 2003, the College’s tuition and fees remained among the lowest compared to a two-year community college cohort group. The average tuition and fee increase for the cohort was 14%, while LCCC’s increase was only 8%. In addition, 67% of LCCC students receive some type of financial aid compared with 62% of all community college students. In terms of access, 26% of our students take at least one distance learning course.

The UP students are those who enroll in one of the 30 bachelor’s and master’s degree programs on LCCC’s campus. UP students need accurate and timely information, accessible and affordable programs, and quality education to obtain their goals. Approximately, 85% (2004) of the UP students indicated that they achieved their original learning goals.

LCCC develops relationships and partnerships that support the institution’s mission, vision and values—that is, they meet the needs of our students, stakeholders, and employees. Key stakeholders are those groups of

Figure 0.5: Student Intent and Requirements

LCCC ENROLLED STUDENT REQUIREMENTS UP STUDENT REQUIREMENTS

Student Intent Key Requirements Figure Student Intent Key Requirements Figure

Personal Interest Non credit courses 2R-5 Acquire degree for job Quality programsAttainment of goals

3R-223R-5

Upgrade Skills Non credit training 2R-15 to 2R-18

Advance in existing job/career

Attainment of goals 3R-5

Train for new career Employability in fi eld 1R2-11 Change jobs/careers Attainment of goals 3R-5

Transfer beforecompleting degree or certifi cate

MobilityQuality educationFinancial assistance

3R-313R-196R2-1,2

Prepare for graduate training

Attainment of goals 3R-5

Obtain certifi cate Quality education 2R-19 Enhance quality of life Attainment of goals 3R-5

Obtain associatedegree and transfer

Time to degreeFinancial assistanceAttainment of goal

3R-286R-1, 26R1-63R-4

Personal interest Attainment of goals 3R-5

4

people or organizations that provide guidance in the development of services and programs to meet the changing needs of these groups and organizations. LCCC develops key partnerships with numerous organizations throughout the county and region. The key stakeholder categories and key requirements are delineated in Figure 0.6.

Question 04: Key collaborations (partners) play a major role in the achievement of the College’s mission, vision, learning-centered processes and support services. Key partners are those colleges and universities that are a part of the UP program along with the county’s 14 school districts, with special focus on its two urban districts in the cities of Lorain and Elyria, both of which are partners in LCCC’s Early College High School (Category 9). In addition, the Foundation Office serves as a direct support/partner with the College and is governed by 45 key leaders representing the community (Category 2). Communication with key partners and stakeholders is accomplished through formal and informal processes such as meetings, telephone, e-mail, letters, memorandums and conferences.

Other key stakeholders are those people or organizations that provide guidance in the development of services and

programs to meet the changing needs of these groups and organizations. More detailed information of these key partnerships and requirements are in Category 9—Building Collaborative Relationships.

Question 05: The College’s full-time employee categories include Faculty, Administrators, Professional/Technical Staff and Support Staff. The employee demographics (Figure 0.7) reflect countywide profiles which indicate that 13% of Lorain County’s population is minority. LCCC also employs 599 adjunct faculty and 192 part-time employees.

The College invests in its employees through a variety of training and development programs, employee recognition and celebration programs, screening and hiring processes, and the performance appraisal process. LCCC is transforming its human resource functions from a transaction model to a strategic asset. The Action Project Design Team developed a Human Resource Brand, and the focus of Convocation has shifted from business to celebrating and emphasizing people. For the last two years, LCCC has been recognized as one of the top 99 Employers of Choice through the NorthCoast 99 program (Figure 4R-11), which is designed to assist organizations in attracting, retaining, and motivating

Figure 0.6: Stakeholder RequirementsKey Stakeholders Categories Key RequirementsEducation (K-8, high school, higher education) Accessible, affordable, programsEmployers (Government, not for profi t, health care, business/ industry) Educated employees; non-credit trainingBoard Members (District Board of Trustee/ Foundation Board) Fiscal stewardshipCommunity (citizens, agencies) Credit/non-credit programsPartners (UP, urban schools) Prepared students; quality programsExternal Agencies (OBOR, NCA) Clean audits; reaffi rmation Students—Current/Graduates (LCCC, University Partnership) Quality programs; graduates

Figure 0.7: LCCC Employee Base—2004/05

5

great employees.

The Faculty Senate Executive Council represents faculty in matters of governance, while Staff Council represents Professional/ Technical Staff and Support Staff. The College uses a Mutual Gains Model and a cross-functional (employees from all personnel classifications) Joint Salary and Fringe Benefits Committee (JSBC) to negotiate salaries and fringe benefits for all employees.

Question 06: LCCC continuously improves its facilities, equipment and technology through three distinct master plans (in addition to the strategic master plan). These master plans are reviewed and updated on a regular basis by the appropriate organizational units, committees/councils, and/or campus community. Furthermore, the committee/council that oversees each master plan either has its own budget or uses the College’s annual comprehensive budget process to accomplish it tasks.OBOR has a direct, non-governing relationship with all of Ohio’s colleges and universities. OBOR develops and advocates policies, authorizes and approves new degree programs, manages state funded financial aid programs, and strives to develop a seamless primary, secondary and higher education system.

Since 1971, LCCC has been fully accredited by the Higher Learning Commission (HLC) of the North Central Association (NCA). In 2001, the College became a participant in the Academic Quality Improvement Program (AQIP), with accreditation focused on continuous improvement. The three action projects LCCC has undertaken as part of the requirements for participation in AQIP focus on human resources (Category 4), assessment of student learning (Category 1), and indicators of effectiveness (Category 5, 7). LCCC adheres to other key regulation requirements such as OBOR audits and the Campus Security Act. Many of LCCC’s applied degree programs are accredited by specialized agencies such as those in Allied Health and Nursing.

Question 07: As the only publicly supported institution of higher education in Lorain County, the College continues to be the primary provider of post-secondary education. LCCC recognizes that it is functioning in a global society with unique opportunities for developing collaborations and partnerships and increased competition. Additionally, students’ time and attention is stretched with balancing life priorities such as satisfying family needs, fulfilling increased employer expectations, and military service call-ups. Other colleges and universities, proprietary schools, and online degree programs compete with LCCC for students. For-profit educational programs and certifications are now available through corporate universities and other

business entities. In addition, area vocational educational districts are expanding. LCCC has the distinction of being one of Ohio’s fastest growing colleges with enrollment growth of more than 40 percent in the last five years.

LCCC uses comparative data and information to measure progress against other organizations. The OBOR and HEI system are the primary data sources that provide information on enrollments, students, financial aid, faculty, facilities, finances, and academic programs. The OBOR publishes a Performance Report that provides data and information that the College uses to compare itself against other state community colleges. Other key sources for comparative data and information include national surveys such as the Community College Survey of Student Engagement (CCSSE). The College AQIP Assessment Design Team is using these data to improve student learning and retention. LCCC benchmarks its human resource systems against 98 organizations that participate in the Employers Resource Council Northcoast 99 process. The AQIP Human Resources Design Team is using these data to continuously improve the College’s human resource systems. Compensation programs are compared with cohort institutions throughout Ohio. Comparing Lorain County’s economic indicators to the region and state provides another critical analysis for strategic planning.

Question 08:Opportunities—Strategic Visioning: LCCC has begun its third strategic visioning process and is incorporating regional economic development component into the process. Voices & Choices is an initiative of the Fund for Our Economic Future, a multi-year collaboration among 70 philanthropic organizations from across Northeast Ohio dedicated to transforming the economy of the region. The primary result of the Voices and Choices project is to bring business development, jobs and economic vitality to the region. The College will use the information from the Voices & Choices project as part of the context for creating its new vision, which provides a foundation for creating new opportunities.

Opportunities—Organizational Performance: The DBT, ALT, and IPC determine success through the indicators of effectiveness. The DBT identified mission priority indicators that would provide them with information about the overall performance and success of the College. LCCC tracks factors that lead to the successful recruitment of students as well as level of community support for the College. These include knowledge about LCCC, quality of programs, and effectiveness of communications. Retaining students involves key success factors in the areas of quality programs, services, technology and facilities.

6

Strategic Challenges: While LCCC has experienced significant enrollment growth, and the community continues to approve increased local funding support as demonstrated by the successful passage of tax levy (Figure 2R-4) increase in 2001 and 2004, LCCC must address three strategic challenges.

Difficult Fiscal Environment. A 29% reduction in funding per FTE student since 2001 combined with a 52% increase in employee health care costs during the same time period created a revenue and cost containment challenge. A New Decade Challenge strategy provides the framework for serving increased students while not increasing costs per student. The college aggressively pursues external funding to offset and redirect expenditures for existing programs and services through its Foundation Office and Grants Development Office. A Lean/Six Sigma Center provides the organizational leadership the capacity for developing and implementing significant process improvement initiatives that result in cost savings and enhanced efficiencies. Similarly, Academic Transformation initiatives are focused on course redesign models and methodologies to provide efficient, quality, cost effective courses to LCCC’s students.

Responding to Statewide Enrollment Goals. In 2004, the Governor’s Commission on Higher Education and the Economy (CHEE) recommended that Ohio needs to enroll 180,000 more students in higher education just to reach the national average. The Return on Educational Investment (ROEI) strategy calls Ohio to move from 41st in the nation in educational attainment for adults 25 and older to 10th during the next decade. LCCC will need to increase its new and underserved markets by increasing enrollment by four to five percent annually through 2015.

Growing Jobs and Enhancing Economic Development. LCCC must prepare students for meaningful employment while at the same time work to grow jobs in high growth areas. Between 2000 and 2003, Lorain County lost 7,500 jobs, with 6,600 of those in manufacturing. Providing services and programs to assist entrepreneurs develop and grow companies is paramount to the success of the community, and reflects LCCC’s mission indicators for economic development. L

— 7 —

HELPING STUDENTS LEARN

Context:Question 1C1: LCCC is committed to ensuring that excellence in teaching and learning remains its hallmark. Additionally, the College believes in the lifelong development of the whole person and is dedicated to providing the opportunity for every individual to pursue a program of learning that includes general education, marketable skills and individualized support services. These values emerged from the strategic visioning process (Vision 21) described in Criterion 8 and guide the development, delivery, review, and improvement of all courses and academic programs. To ensure that these values are reflected throughout the curriculum, LCCC developed (1994) the following 11 general education outcomes that are infused into every associate degree program:

1. Develop the professional competencies to function effectively within their chosen academic disciplines and careers.

2. Develop technological literacy and demonstrate knowledge of the applications of technology in everyday life.

3. Understand and apply methods of scientific inquiry.

4. Develop an appreciation for and an understanding of the arts and humanities.

5. Develop an understanding of the history of the diverse social, economic, and political models of society.

6. Develop precision, clarity and fluency in writing.

7. Develop accuracy, conciseness, and coherence in spoken communication.

8. Apply mathematical concepts to solve quantitative problems.

9. Develop critical thinking and reasoning skills for problem solving.

10. Develop an awareness and understanding of gender, ethnic, minority, multicultural and global issues.

11. Develop an appreciation for and an understanding of the benefits of a healthy, active and well-balanced lifestyle.

Recognizing that 60% of students begin their higher education in two-year community or technical colleges, the legislature of Ohio enacted a law requiring the establishment of an Ohio Transfer Module (OTM) and authorizing the OBOR to assess the effectiveness of the OTM. In 2004, a subsequent law was enacted that established Transfer Assurance Guidelines (TAGS). TAGS enhance transfer opportunities for Ohio’s college students by guaranteeing that courses in the TAGS

transfer and are applied to the major at receiving public, higher education institutions.

The OTM is embedded in the AA and AS degrees and is completed by any student receiving either of these two degrees. Significant portions of the applied degree programs also include OTM courses. Because the TAGS are still under development, their impact upon the curriculum is not yet determined.

Question 1C2: The LCCC’s Curriculum Council (CC) is central to the process of building, reviewing, and continuously improving the curriculum in accordance with the mission, vision and values of the College and in response to identified needs of students and stakeholders, internal policies and procedures and external requirements. Outlined in the LCCC’s Policy and Procedures Manual, the responsibilities of the CC include continuously studying and evaluating courses and curricula to determine whether college objectives (mission, vision and values) are being met, examining proposals for new or revised courses or curricula, and participating in the planning, developing, and projecting of degree and certificate programs on a long-term basis.

Closely linked to the CC are the processes of program review and the assessment of student learning. How CC operates, the program review process, and the processes for assessing student learning are explained in items 1P6 through 1P8.

Questions 1C3: Key instructional programs include the AA and AS degrees, the 26 programs which lead to the Associate of Applied Science degrees, the 10 programs which lead to the Associate of Applied Business, the Associate of Individualized Studies, the Associate of Technical Studies, 13 Certificate of Proficiency programs, and 10 Certificate of Completion programs. The number of degrees awarded in 2004 includes the following: Associate of Arts (294), Associate of Applied Business (149), Associate of Applied Science (357), Associate of Individualized Studies (5), Associate of Science (29), Associate of Technical Studies (3), and Certificate of Proficiency (124).

LCCC established a Distributed Learning Design Team that is responsible for promoting effective learning to a diverse audience any time, any place. To provide learning opportunities at any time and any place, the College’s delivery methods include traditional land-based approaches and distance learning approaches including internet delivery, telecourses, interactive television courses, and blended approaches which include various combinations of all of the above approaches. In 2000 the HLC approved the College’s first degree via distance technology, the AA. LCCC

— 8 —

conferred its first online AA degree at the 2004 Commencement.

Students can now complete the Associates Degree in Nursing (ADN) at Terra Community College in Fremont, Ohio via Interactive Video Distance Learning (IVDL). Nursing theory is taught using IVDL technology, and students attend clinicals in local hospitals. The ADN program offered at Terra Community College required an accreditation visit by the National League for Nursing Accreditation Committee and was approved.

Question 1C4: The key practices that ensure the design and delivery of student learning options are preparing students to live in a diverse world include the identification of requisite student learning outcomes in the Course Description and Student Outcomes document for each course, the measurement and documentation of student learning, continuous improvement to ensure quality programs, quality pedagogy, quality support services and a multifaceted international program. Input from students regarding the effectiveness of these practices is collected through surveys such as the Graduate Tracking and Community College Survey of Student Engagement. Feedback from external stakeholders is collected through external market assessments, and faculty assess that students are prepared to live in a diverse world (see General Education Outcomes 5 and 10) when they complete the Course Assessment Record (CAR) described in 1P8.

Student learning styles are considered during the enrollment processes. During registration, all new students take the ASSET/COMPASS test to determine their level of ability, knowledge, and skills in reading, writing and mathematics. The ASSET/COMPASS scores, student learning styles and other information (e.g., high school grades, ACT/SAT scores) are reviewed and discussed with the students in meetings with Academic Advisors and/or Counselors.

Information on student segments and individual students is used to determine if students are learning and persisting to goal completion. After a review of the data (e.g., CAR), each faculty member has the responsibility to continue or develop strategies to engage students in higher-order thinking, e.g., analysis, synthesis, evaluation. The faculty has determined that college level courses should focus on higher-order thinking skills and believe these skills enable students to better understand the complexities of the modern world.

The delivery of courses includes traditional land-based, distance learning and blended courses. Within each of these delivery modes, faculties are encouraged to design

their courses to accommodate various learning styles. Some examples include traditional lecture, small team discussions and projects, written assignments, oral presentations, videos, PowerPoint, lab and computer activities and applied research.

Finally, LCCC has a multifaceted international program that is intended to prepare students to live in a diverse world. The College has partnerships with sister colleges in France and China which have resulted in student exchanges; students have been recruited from more than 70 countries; as a result of a Title VI A grant, the curriculum has been internationalized, and student life includes a diverse array of clubs including Los Unidos, Black Progressives and Pride among others.

Question IC5: The College cross-functional teams and community engagement sessions to create and maintain a climate that celebrates intellectual freedom, inquiry and reflection. Cross-functional teams include employees from different organizational units and from different personnel classifications. One key group is the OC, which consists of the President, all Vice Presidents, and the Presidents from Student Senate, Staff Council, and Faculty Senate. However, there are cross-functional teams within specific personnel classifications. For example, the Faculty Senate is composed of faculty from each of the eight academic units. The cross-functional team process allows for open and diverse dialog to take place around key institutional issues.

The College’s Policies and Procedures Manual contains guidelines for all employees as they conduct the business of the College. It is continuously reviewed and updated as changes in policies and procedures are recommended by the cross-functional teams and committees charged with these tasks and approved by the senior leadership. Knowing the expectations and requirements of the institution creates a responsible and responsive workforce known for its civility and citizenship, not only within the campus but also within the community. One of the latest additions to the Polices and Procedures Manual is the Intellectual Property Rights Policy, which is recognized as being progressive and thorough in content.

The Student Code of Conduct, developed with significant student input and published annually in both the Catalog and the Student Handbook, details the expected behavior of students and sets the framework for responsible and ethical behavior. Faculty and staff enforce policies regarding academic honesty, plagiarism and copyright laws.

The College also fosters intellectual freedom, inquiry, reflection, and respect for differing and diverse opinions

— 9 —

through a community engagement process modeled after the Harwood Institute’s civic engagement process. For example, the College President used the community engagement process to develop Vision 21. The process that resulted in Vision 21 included eighty listening and learning sessions in which small focus groups of citizens from targeted sectors in the community as well as college employees and students were asked three questions. The College collected 830 building block ideas from the 1100 people who participated in the focus groups. A Vision 21 Council made up of 35 external and 35 internal members worked over seven months to filter through the building block ideas. They identified six strategic priorities, refined the mission and vision of the College, and identified the core values of the College. Subsequently, thirty-six initiatives were developed and prioritized to achieve the six strategic priorities. This process is frequently used by LCCC to arrive at consensus with regard to the implementation of important initiatives.

The College also creates and maintains a climate of diverse inquiry and reflection with regard to the teaching and learning environment. LCCC is not unionized. Instead, the College has a Faculty Senate and a Faculty Senate Executive Committee that are both focused on faculty rights and responsibilities. The faculty evaluation process recognizes faculty contributions to governance, the profession and the external community. There are also numerous ways in which the College encourages intellectual inquiry, innovation and professional growth. The Center for Teaching Excellence (CTE) awards Innovative Learning Projects to teams of faculty for research based initiatives focusing on student engagement. The CTE also sponsors workshops and seminars that address question I C5. In addition, the College has a generous fund for faculty travel to conferences and memberships in professional organizations. When the College passes a levy, enhancement funds are made available to faculty for additional innovation.

The College sponsors Meeting Great Minds. This activity stimulates intellectual inquiry on the part of both faculty and students and brings experts in various fields to the campus, e.g., Dr. Roland Fryer, Assistant Professor of Economics at Harvard University and Junior Fellow, will be on campus fall semester, 2005. His presentation will be, Toward a Unified Theory of Black America: The Racial Achievement Gap and What To Do About It.

Finally, LCCC has a strong student life program and 32 active clubs. Clubs that celebrate intellectual freedom, inquiry, reflection, and respect for differing and diverse opinions include Phi Theta Kappa, the Creativity Club,

The Anime Society, Gamma Tau Sigma, the Poetry Club, the Psychology Club and Political Science Club, Pride, VOX, Los Unidos, Black Progressives, and the Multi Cultural Club. And the College actively recruits students to serve on college committees to ensure that their voice is heard.

Process:Question 1P1: Common student learning outcomes as well as specific program learning outcomes are determined initially in the requisite academic division by the faculty in consultation with their division director and must be included on the Course Description and Student Outcomes Form which is reviewed by CC prior to approving the course/program. The assessment methodology for these outcomes is also delineated on the form. Once the course/program is approved by CC the specific program outcomes are assessed primarily through the academic program and cluster review process. Specifically, program and cluster outcomes are assessed through an external market analysis, feedback from advisory committees, and review of external agency expectations and requirements (e.g., OBOR, specialized accreditation agencies). All academic programs and clusters are assessed on a five-year cycle. The program review process is described in section 1 P8.

As a result of the AQIP Assessment Action Project (2002-2005), assessment tools now exists that enable faculty to measure and document common student learning outcomes and program learning outcomes and continuously improve these outcomes. At the institutional level, the College now has the means of aggregating progress made on assessing course and program learning outcomes and subsequent continuous improvements across the curriculum. In addition, the General Education Assessment Steering Committee (GEASC) is charged with the monitoring and assessment of the College’s 11 general education outcomes. The GEASC and the AQIP Assessment Design Team have developed and adopted a three-year cycle to assess the 11 general education outcomes. The three-year model is listed in Figure 1.1. The model was adopted during the 2003-2004 academic year.

Figure 1.1: General Education Assessment CycleExamples Outcome Groups

Year 1Fall

Years 1 Spring& Year 2 Fall/Spring

Year 3Fall/Spring

1, 2, 3 Collect Data, Analyze

Analyze, Communicate

Refi nements

4, 5, 6, 7 Collect Data, Analyze

Analyze, Communicate

8, 9, 10, 11

Collect Data, Analyze

— 10 —

The GEASC and the Institutional Effectiveness and Planning (IEP) Office work together to develop and select the appropriate assessment tools and student sample (Year 1 of cycle). IEP collects and analyzes the data (the data is analyzed with a statistical software package (e.g., SPSS or with Excel) and shares the report with the GEASC who subsequently identifies key findings and recommendations to improve student learning and pedagogy (Year 1 Spring/Fall/ Spring Year 2). The findings are shared with the GEASC, AQIP Assessment Design Team, and academic divisions, and used as part of the academic program/cluster review process to continuously improve the design and delivery of courses (Year 3). This cycle overlaps and is continuous with the next set of outcomes to be assessed.

The specific program outcomes are assessed primarily through the academic program and cluster review process. Specifically, program and cluster outcomes are assessed through an external market analysis, feedback from advisory committees, and review of external agency expectation and requirements (e.g., Ohio Board of Regents, specialized accreditation agencies). All academic programs and clusters are assessed on a five-year cycle. The program review process is described in section 1P8.

Question 1P2: The College’s process to design and develop new courses or programs is listed in Figure 1.2. Determination of the need for the new course/program is based on research and data driven rationale (e.g., external market assessment, program review process). The discussion with appropriate stakeholders includes the division faculty and director, faculty from other academic divisions, employees from other areas (e.g., Library, Enrollment Services), and the Vice President for Learner Services and Chief Academic Officer (VPLS/CAO).

Figure 1.2: Design and Develop New Courses

The discussion is to ensure that all views are considered and the development of a new course or program is well thought out and does not have a deleterious impact on students, faculty, or existing courses or programs. The next step is to contact the appropriate external agency (e.g., OBOR) to notify them of our intent to develop a one-year certificate or degree program. Once necessary information is collected, the appropriate academic division completes the Course Description and Student Outcomes forms and submits them to the CC for review and feedback. If the course or program is accepted (internally and externally), it is assessed regularly through the academic program/cluster review process.

Experimental status may be assigned to new courses and one-time offerings. This practice allows faculty and academic administrators to refine courses and also to decide if experimental courses should become part program curricula. No experimental course may be offered more than twice before being retired or presented to the CC to become part of the curriculum.

In addition, the design of new programs and courses to facilitate student learning is conducted through the tracking of national trends and research-based initiatives such as the work of the National Center for Academic Transformation (NCAT). The College’s CTE facilitates these types of initiatives. The CTE and the NCAT initiative are outlined in 1P7.

Question 1P3: The College requires all entering students to be assessed in reading, English usage, writing, and mathematics. Faculty teams and academic advisors establish the placement parameters based upon data from student success in English and mathematics courses. Counselors and advisors use other factors such as high school grades, ACT/SAT scores, and student motivation along with placement test results to determine initial course placement. Placement into college preparatory coursework is mandatory if the assessment results warrant.

The Coordinator of the Office of Special Needs Services advises students who score significantly below the established cut-off scores on either the reading or writing portions of the assessment tests. Students may be admitted to classes on a probationary status with a maximum enrollment of six credit hours, or may be referred to Adult Basic Education programs in the community. Students can be reassessed after one year. The bottom line placement policy also helps identify students who would benefit from English as a Second Language courses. Established cut-off scores are very low and involve less than one percent of all students assessed. Students who score below this minimum are eligible to enroll in non-credit courses and selected credit

— 11 —

courses from which they can benefit.

Question 1P4: Information about the College and expectations regarding necessary student preparation and student learning objectives are funneled to prospective students through on-going contact with area school personnel. The Office of Marketing and Media Relations has Targeted Marketing Specialists who develop and maintain close relationships with area school systems. The specific communication tools include the following:

• Host a yearly meeting with President, LCCC leaders, and the superintendents (15 in-county and 5-6 out of county)

• Host two meetings a year with guidance counselors• Participate in the area counselor monthly meetings

whenever possible• Volunteer for presentations at schools and Ohio

Association of College Admission Counselors (OACAC) events

• Email group lists• Maintain the LCCC Website with a future student

section created primarily for K-12 students, parents and counselors

• Train students how to use LCCC website and other web services (i.e. transfer and CAS)

• Utilize direct mail• Visit schools and classrooms• Create educational or service oriented opportunities

for K-12 on campus so as to communicate our priority of promoting learning--not just LCCC (i.e. financial aid filing services, academic fairs, college fairs, career fairs, Meeting Great Minds Speaker Series)

The College Catalog, which is published annually, the College’s web page, printed Curriculum Guides which students receive as part of the advising and counseling processes, and individual and group contacts between faculty and students provide consistent vehicles to communicate expectations to both prospective and new students. Every faculty member is required to provide a written syllabus for each student on the first day of class that outlines course requirements, expected behavior, and other information relevant to student learning and success in the course.

In 1998 the College adopted a mandatory one credit hour orientation course (College 101) that all new students must complete prior to enrolling in their thirteenth credit hour. Exemptions from the course are limited to students transferring in from other accredited institutions and students enrolled in Postsecondary Education Options (PSEO). Core topics include college expectations and student responsibilities, time management, assessment of student learning, study and other academic skills,

information resources, extracurricular opportunities, college retention and success strategies, and career and academic opportunities.

Some program faculty conduct orientation/information sessions for students upon their initial enrollment into the program. These sessions reinforce what students already know, add new and necessary information and increase chances of student success.

LCCC’s admissions, student support, and registration service area are actively involved in the processes listed above. The College established a Connections Center that houses these functions in one place to accommodate students. Employees from these units meet regularly and collaborate to ensure the same information is being communicated and documents updated.

Question 1P5: Career and academic opportunities are core topics in the College 101 course. Students also have the option of asking for career assistance from the College’s counselors and teaching faculty. All the counselors are credentialed by the Ohio Counselor and Social Worker Board and can help students seeking in-depth interventions with academic concerns, career issues, and other problems that may be impeding academic progress. Each counselor is assigned to specific academic programs and develops expertise in the preparation required for academic success, requirements for entry-level positions and career pathways. Teaching faculty also provide information to students who have identified a potential program of study and want additional information.

Question 1P6: Effective learning and teaching is documented through several processes. The course assessment record (CAR) and Program Assessment Record (PAR) are used to document student learning in each course around the general or program specific outcomes. Each semester, all full-time and adjunct faculties are requested to assess at least one outcome per term. The CAR and PAR identify the specific outcome being assessed, the strategy used to assess the learning, results, and continuous improvement strategies developed to improve learning and teaching. Specific information about the CAR and PAR are delineated in 1P8.

The information from the CAR forms is aggregated by each academic division and forwarded to the IEP Office. The IEP Office aggregates the information from each academic division to produce a report that highlights student learning and teaching across the institution – Course Assessment Record Database (CARD). The College’s CARD process to document effective learning and teaching was highlighted in the CCSSE 2005

— 12 —

Figure 1.4: Program Assessment Record (PAR)List the measurable Program Outcomes

List the courses that provide related course learning outcomes

General education outcomes assessed{list general education courses and outcomes measured or measurable criteria embedded in the courses}

Assessment techniques / methods used

Assessment results and evaluation[Summative]

Recommendations for improvement

marketing materials.

The divisional reports are shared and discussed with each academic division, while the CARD is disseminated and discussed across the campus and located on the College’s CampusNet. An institution- wide report delineating the results from the PAR forms will be developed during for the first time during the 2005-2006 academic years.

Question 1P7: An effective and efficient course delivery system is developed primarily through each of the eight academic divisions. Each Academic Division Director reviews historical course and enrollment data on which to build a schedule for any particular term. However, the basic framework for course offerings is completed at least one academic year in advance to assist students with pre-planning their schedules. Specific times and locations are published at a later date. The general process is listed below:

Academic Division Process:

• Review course offering schedule per Curriculum Guide and College Catalog schedule;

• Review CC recommendations (Prerequisites, etc.);• Consult with faculty for feedback regarding course

offerings, schedule changes, program/cluster review and CAR continuous improvement suggestions;

• Consult with appropriate academic division(s) when appropriate; and

• Review room schedule and availability (consult with Facility Coordinator when appropriate).

From Institutional Process:

• Discussion with Directors’ Council (all Academic Division Directors, VPLS/CAO, and the Directors from the Library/Learning Resource Center, Enrollment Services and University Partnership).

Periodically, one of the Academic Advisors and the Facility Coordinator participates in the conversation; and

• A post mortem discussion with suggestions and strategies to refine the overall process of offering courses and building a schedule.

Delivery decisions balance student and institutional needs based on the following process:

• Regular review of enrollment and other data and information by Academic Division Directors;

• Discussion of enrollment trends and institutional needs at Enrollment Planning Council (EPC) and Division Director meetings;

• If needed, additional discussion with other organizational units (e.g., Facility Planning, Human Resources, Marketing) takes place; and,

• Acquiring the needed resources (e.g., hiring additional full-time and adjunct faculty) and revising the schedule as needed.

Question 1P8: Three closely related processes are keys to the documentation and continuous improvement of effective learning and teaching, and the development, continuous monitoring and systematic improvement of the curriculum. These three processes are the assessment of student learning (course, program/cluster), program/cluster review and CC.

Assessment of Student Learning takes place at three levels: across the curriculum, at the class/course level and at the program/cluster level.

Across the Curriculum: As outlined in 1C1, the College developed eleven general education outcomes that are assessed on a three-year cycle (Figure 1.2). The process to assess these outcomes is delineated in 1P1.

Class/Course Level Outcome Assessment: In 2003, the

Figure 1.3: Course Assessment Record (CAR)Student Learning Outcomes [Select from course description and student outcomes CC document]

General Education Outcomes[Select from measurable general education objective document]

Learning Processes / Activities [In class, homework, and research assignments etc]

Assessment Techniques / Methods / Measures [Qualitative/ descriptive points]

Expected Outcomes / Performance Evaluation Criteria [Rubrics, levels, time limit, competencies etc]

Assessment data analyses[Formative, Diagnostic, or Summative evaluation etc]

Recommendation for continuous improvement [Contents, lab setting, instruction, pedagogy, etc]

— 13 —

College launched its first cycle of AQIP Action Projects, which included the Action Project, Achieve Excellence in Learning and Teaching through Analysis and Use of Assessment Data. The Design Team’s work on this Action Project has resulted in the development of two processes that the faculty use to report the results of classroom and course assessments, share these results with internal and external stakeholders, and use them to ensure that the College lives up to its values. These two processes are the CAR (Figure 1.3) and PAR.

The full-time, and adjunct faculty select and assess each semester one or more course outcomes listed for their course. The final column of the CAR form asks for recommendations (if any) for changes that faculty will make to improve student learning. The CAR form, which was recognized by the AQIP reviewers as a best practice, was piloted during the 2003-2004 academic year and was fully instituted during the 2004-2005 academic year. The general process for the CAR form is as follows:

• Each full-time and adjunct faculty member selects a course and outcome that will be assessed during the fall and spring term.

• During the term, the faculty member determines the appropriate assessment method and assesses student learning.

• The faculty analyzes the results and develops continuous improvement strategies when necessary.

• They continuously discuss and share the results and process with program and division faculty.

• They infuse the assessment results and continuous improvements into the program/cluster review process.

The AQIP Assessment Design Team aggregates this information into an institutional report – CARD. Over the last two years, 81% of the faculty offered continuous improvement strategies to improve student learning and pedagogy. In addition, 40% of the faculty whose assessments met or exceeded the established criteria offered continuous improvement strategies.

The PAR (Figure 1.4) and CAR processes are similar. The major difference is that the PAR process is the assessment of programmatic/cluster outcomes instead of course/class specific outcomes. Also, the AQIP Design Team worked with several program/cluster faculties to assess outcomes in all the classes within a course (e.g., all section of English 151). The Design Team will continue this process during the 2005-2006 academic year. The assessment of program/cluster outcomes is required for all program/cluster reviews, which are submitted to the academic divisions, the CC and the VPLS/CAO.

Academic Program/Cluster Assessment: LCCC developed a Program Review and Evaluation Manual that establishes a step-by-step process and timeline (24 months) to support and standardize program reviews. Each academic year approximately one-fifth of all academic programs and clusters are scheduled to begin the review process, which revolves around a five-year cycle. The specific goals of the program/cluster review process are: 1) assess student learning; 2) address how program goals relate to the College’s mission, vision and values; 3) improve the quality, relevance, and currency of the curriculum; 4) determine if change is needed (e.g., curriculum, human, technology); and 5) assist the administrative decision-making on whether to continue, modify, or phase out a particular program.

The process is outlined in Figure 1.5 and is reviewed annually based on the feedback survey completed by each program review committee that completes the process. The results of the survey have primarily indicated that faculty would appreciate an orientation session, more timely data, assistance with developing program outcomes, and aligning these outcomes with the external market assessment.

Curriculum Development: LCCC’s processes to design develop, and deliver courses or programs are listed in Figure 1.2. Course and program need is based on research and data-driven rationale (e.g., external market assessment, program review process). The discussion with appropriate stakeholders includes the division faculty and director, faculty from other academic divisions, employees from other areas (e.g., Library, Enrollment Services), external stakeholders, students and the VPLS/CAO.

This discussion ensures that all views are considered, and the development of a new course or program is well thought out and does not have a deleterious impact on students, faculty, or existing courses or programs. The next step is to contact the appropriate external agency (e.g., OBOR) to indicate our intent to develop a one-year certificate or degree program. Once necessary information is collected, the appropriate academic division completes the Course Description and Student Outcomes forms and submits them to the CC for review and feedback. If the course or program is accepted (internally and externally), it is assessed regularly through the program and cluster review process.

Curriculum improvement and development is also addressed through tracking national trends and research-based initiatives such as the work of the NCAT, a nonprofit organization focused on the effective use of information technology to improve

— 14 —

student learning outcomes and reduce the cost of higher education. The Program in Course Redesign (PCR) is an outgrowth of the NCAT and created several models for restructuring large-enrollment, introductory courses to improve learning while achieving cost savings. The CTE at LCCC has $125,000 to support teams of faculty who are interested in piloting course redesigns using the PCR models including whole-course redesign, active learning, computer-based learning resources, mastery learning, on-demand help and alternative staffing. This initiative will be housed in a new Community Learning Technology Center, which will house the CTE and the Distance Learning Design Team in adjacent spaces, and where there will be spaces that nurture the relatively brief time spent by community college students on the campus. The focus will be on giving learning meaning by putting it in a social context. The impact on the College curriculum will be significant.

LCCC has a solid foundation for meeting the goal

of the course redesign initiative, using technology to improve learning at reduced cost, because it has completed priority #3 of Vision 21, Advance Creative Learning Opportunities: Any Time, Any Place. LCCC offers a wide array of flexibly scheduled courses including interactive television (live interactive courses telecast to university partners and other locations), telecourses (packaged videotape broadcast on cable television), Internet course delivery, and a growing number of courses that already blend technology into the land-based course format. LCCC has established sixteen Smart Classrooms and two Enhanced General Purpose rooms as part of the Smart Classroom Initiative. Each room features a sophisticated instructional control console equipped with High-speed Internet, Computer, DVD, VCR, Elmo, and an advanced switching/control center. Thirty-two additional Smart Classrooms are planned at an estimated cost of $960,000. In addition, all college faculties have access to the College course management system, Angel as well as requisite training on the course management system.

Figure 1.5 Academic Program/Cluster Review Process

Months Date Person Action2 August/

September(Fall Term)

Vice President for Learner Services/ Chief Academic Offi cerDirector of Institutional Effectiveness and Planning

Notify academic division directors regarding the programs up for review in their areas.

Fall Term Division Director Selects program review chairperson and committee.

Fall/Spring Terms Program Review Chairperson Schedule initial meeting to review the program review process.

Program Review Committee Develop plan of action by using the College’s Program Review Manual.

Program Review Chairperson Submit plan of action to Division Director for approval.

8 Spring/Summer Terms

Joint Center for Policy and Research Provide pre-approved program review committees with market analysis reports.

Institutional Effectiveness and Planning

Provide each schedule program review committee three to fi ve year student demographic data.

20 August/JulyFall/Spring/Summer Terms

Program Review Committee Follows the steps in the LCCC program review model until process is completed.

September/December(Fall Term)

Program Review Committee Process the results of the report with the program faculty.

Program Review Committee Share results with Division Director.Division Director and Chairperson Process results with the VPLS/CAO.

24 Division Director and Chairperson Process curricular and student outcome related issues with Curriculum CouncilNOTE: consider catalog deadline.

Fall/Spring Terms Vice President Report fi ndings to the president and board of trustees.

Division Director and Chairperson Implement changes to the program. NOTE: refer to the budget and equipment committee timeline to ensure that any request being considered will be processed in a timely manner.

— 15 —

Accessibility, flexible delivery, and student success with various delivery modalities are assessed through the use of several research instruments. LCCC collects and analyzes the data for key indicators related to access and student success. These indicators reflect customer preferences as well as indicate trends in enrollment and student persistence and success. These key indicators are summarized in Figure 6R1-5.

Question 1P9: LCCC determines student and faculty needs relative to learning support through several key processes. The design and development of new courses and programs process (Item 1P2) and curriculum development process (Item 1P8) include the College’s CC. The faculty is expected to identify the student and learning support needed for their courses and programs prior to submitting information to the CC.

Student and faculty needs are also identified and determined through the collection of data and information. LCCC administers the CCSSE and ACT Student Satisfaction Survey to identify and determine these needs. The surveys are administered by the IEP Office and subsequently forwarded to the appropriate organizational unit committee/council (e.g., program/cluster review, GEASC) for continuous improvement and planning. In addition, learning support for students and faculty are determined through the Operations Systems Review (OSR) process. The OSR process is to comprehensively assess academic learning support units (e.g., Library/Learning Resources, Office of Special

Needs).

Question 1P10: The College’s CC and the academic program/cluster review processes ensure that co-curricular development goals and curriculum learning objectives are aligned. Academic and student development divisions are represented on both the CC and various academic program/cluster review committees, which provide a means for collaboration and discourse about instructional and co-curricular goals.

In addition, LCCC offers students an opportunity to participate in any of the 32 student clubs and organizations. Several of these clubs and organizations are specifically aligned and linked to academic programs. Examples of these types of student clubs and organizations to are listed in Figure 1.6.

Finally, the College made the decision to combine learner services and academic affairs under the same Vice President because it recognized the importance of aligning academics with student service, student life, and co-curricular activities.

Question 1P11: LCCC uses a variety of processes at the entry, formative and summative levels for student assessment. The entry level assessment is designed to ensure that students are placed in the appropriate courses, while the formative level assessment is designed to assess and measure student’s gains and growth in knowledge, skills, and abilities. The summative

Figure 1.7: Student Assessment ProcessesEntry During/Enrolled ExitAsset/Compass Testing Assessment of student learning—via

the Course Assessment Record (CAR)and Program Assessment Record (PAR)

Graduate Tracking Survey

Interviews with Advisors and Counselors

General Education Assessment Steering Committee—assessment of general education outcomes

Applied/Career Program Advisory Committee feedback

Program for Student Success (Developmental Education)

Surveys—Community College of Student Engagement (CCSSE) or ACT Student Satisfaction

Employer Satisfaction Market Analysis

General Data—e.g., student successComparison data—e.g., Ohio Board of Regents Performance Report, Academic Program/Cluster Review

Figure 1.6: Student Clubs and OrganizationsClub/Organization DescriptionEarly Childhood Education Club Promotes better personal and academic relations between faculty and

students; promotes professional growth in education as related to the early childhood course of study.

Human Services Student Club A service and support club for of Human Services/Social Work students.Public Administration and Urban Studies Club

Promote and enhance community outreach and to contribute to the general welfare of Lorain County.

Physical Therapist Assistant Association Provides insight into the fi eld through various activities and promotes education and awareness.

Psychology Club Promotes better understanding of careers in the fi eld of psychology.

— 16 —

assessment is designed to assess how well students are applying the knowledge, skills and abilities in their places of employment. The major processes for student assessment at these levels are listed in Figure 1.7.

Quality pedagogy is measured through student evaluations which are recorded centrally, analyzed and subsequently referenced in the annual performance reviews. Areas of strengths and weaknesses are identified using aggregated data from the student evaluations, and weaknesses are addressed in Individual Work Plans (IWP) and in the Faculty Continuous Improvement Goals form as part of the faculty performance appraisal process. Three course sections of every full-time faculty are evaluated by students annually, and each course section taught by adjuncts is evaluated by students every semester. At the institutional level, quality pedagogy is addressed through the CCSSE survey.

Each semester, faculty exercises their professional judgment about which course outcomes are assessed and the measures of success. The institutional target is for all course outcomes to be assessed by the end of the program review cycle and reflected in the CARD. Examples of assessment tools used include rubrics, one-minute papers, pre and post tests, un-graded assignments (e.g., papers, projects, homework), journals and portfolios. Forty percent of those faculties whose students met or exceeded the performance measures incorporated continuous improvement teaching and learning strategies in 2004-2005.

Courses on assessment have been offered by the University of Akron during faculty development days. These courses, which are available at no cost to faculty, focus on assessment, student learning styles, and the development of teaching techniques. The courses help faculty learn how to teach the diverse population of students, foster the exchange of best practices, and enable faculty to design more effective approaches for the purpose of maximizing student learning. The book written by Thomas Angelo and K. Patricia Cross, Classroom Assessment Techniques, is used to guide faculty in selecting assessment techniques. The book was used for one of the assessment courses taught by Dr. Thomas Angelo on LCCC’s campus.

In addition, faculty uses the CC processes and procedures to continuously improve courses and programs. In 2005-2006, faculty developed one new Associate Degree and two Certificates of Proficiency. Fifty-seven new courses were developed; 13 replaced significantly revised courses and 19 courses were deleted.

Question 1P12: The primary vehicle for determining how well our graduates are prepared for further education and employment is through our annual Graduate Tracking Survey. The College’s Joint Center for Policy Research (JCPR) administers the survey six months after students graduate from LCCC. During the last five surveys, nine out of ten graduates were employed six months after graduation and 73% to 77% of these graduates were employed in a field related to their field of study. During the last five years, seven out of ten LCCC graduates indicated that their main intent (goal) for enrolling at LCCC was related to employment.

In addition, each of the applied/career programs has an advisory committee. These advisory committees provide input and feedback about how well LCCC students are prepared for the workforce, and the types of skills, knowledge and abilities future graduates will need to succeed in the workplace.

Question 1P13: The College collects data about performance from numerous sources. These sources include:

• LCCC Graduate Tracking Survey• Ohio Board of Regents Performance Report (OBOR)• Community College Survey of Student Engagement

(CCSSE)• Assessment of student learning around the general

education outcomes• Assessment of student learning—specialized

accreditation (Allied Health/Nursing)• Academic program/cluster reviews • Course Assessment Record (CAR) • Course Assessment Record Database (CARD) • Program Assessment Record (PAR)

— 17 —

Figure 1R2-1: Outcomes as a Result/Tutoring

Students report positive outcomes as a result of their use of the Center with 96% reporting that they have a better understanding of the material; 72% feeling more confident and more than half (52%) report they are less anxious and an equal amount report that they perform better on tests.

Figure 1R1-1: CAR Learning Outcome Assessment Benchmarks and Frequencies

CARD Achievement of Student Learning Benchmarks and learning Outcomes Assessment FrequenciesLearning Outcome % Attainment # of AssessmentsCourse Specifi c Outcomes 66 767Gen Ed #1 (prof comp) 74 297Gen Ed #2 (tech literacy) 74 102Gen Ed #3 (scientifi c inq) 69 169Gen Ed #4 (arts/hum) 73 33Gen Ed #5 (hsty, socy, ecnm, plsc) 94 33Gen Ed #6 (written comm.) 58 223Gen Ed # 7 (spoken comm.) 81 85Gen Ed # 8 (math concepts) 62 164Gen Ed #9 (critical thinking) 70 452Gen Ed # 10 (multicultural) 75 59Gen Ed #11 (healthy lifestyle) 71 323

Individual faculty or departments establish the criteria for success (benchmarks) for learning outcomes. In the aggregate, faculty members reported attainment of benchmarks for success in 69% of the learning outcomes in 2003/04 and 2004/05. A total of 2,707 learning outcomes were reported during the 2003/04 and 2004/05 academic year. The number of learning outcomes assessed on the CARD nearly tripled during that period, with full-time faculty participation rates increasing from 70% to 81% and adjunct faculty participation rates more than doubling to 42%.

Figure 1R2-2: Impact of Tutoring on Grades

• 80% report that their grade improved.• Of those, 75% reported that it went up one letter grade.• 25% stated that it increased by two letter grades.

Results:

1R1: What are your results for common student learning objectives as well as specifi c program learning objectives?

1R2 What is your evidence that students have acquired the knowledge and skills base required by the institution and its stakeholders?

— 18 —

Figure 1R2-3: 5 Year Comparison of RN Passing Rates

• LCCC RN Licensure rate has been in line with the cohort average over the past several years

• Most recently, LCCC’s rate of 91% was slightly higher than the cohort average of 90%

Figure 1R2-4: LPN Passing Rates

• LCCC LPN Licensure rates have been among the highest in the cohort group

• The current rate of 92% is slightly higher than the cohort average of 90% and is the second highest among the group

99 00 01 02 03

Cohort % % % % %Tri-C 71% 100% 100% 96% 97%

Jefferson 95% 79% 94% 83% 81%

LCCC 98% 100% 90% 91% 92%

Cohort Ave. 91% 95% 93% 91% 90%

Figure 1R2-5: PAR Assessment (Percent Of Accounting 152 Sections Achieving The Criteria For Success On Two Learning Outcomes Assessments)

• The AQIP Design Team used the program assessment record (PAR) to assess student learning across all sections of a course.

• The results reveled that one of the two criteria for success was met

— 19 —

Figure 1R2-6: LCCC Graduate Ratings of Basic Academic Skills Acquired

Six month after graduation, LCCC graduates r ated the academic skills acquired while attending the College. Consistently, the graduates rated the five key areas high.

Figure 1R2-7: LCCC Graduate Ratings of Thinking Skills Acquired

LCCC Graduates believe that they acquired (improved) thinking skills while attending the College. Consistently, the students rated these six thinking areas above 7.0 on a scale of 1-10.

Figure 1R2-8: LCCC Graduate Ratings of Interpersonal Skills Acquired

LCCC Graduates believe that they acquired (improved) interpersonal skills while attending the College. Consistently, the students rated these six thinking areas above 7.5 on a scale of 1-10.

— 20 —

Figure 1R2-9: Graduate Ratings of Technical Skills Acquired

LCCC graduates believe that they somewhat acquired (improved) technical skills while attending the College. Consistently, the students rated the item related to selecting the appropriate equipment with a 7.6 or higher rating. However, the student consistently rated the item related to computer database skills the lowest.

Figure 1R2-10: LCCC Graduates Whose Degrees are Related to Their Field of Study

During the last Graduate Tracking survey conducted, nearly three-quarters (73% to 77%) of recent graduates report that their position six months after graduation is related to their major field of study. This proportion has remained fairly consistent over the past few years.

Figure 1R3-1 Program Reviews Scheduled

Each academic year various academic program/cluster reviews are scheduled for comprehensive assessment and 62% of the program/cluster reviews have been completed.

Academic Year

# of Scheduled Reviews

Status

1999-2000 10

62% completed

38% not completed

2000-2001 15

2001-2002 6

2002-2003 7

2003-2004 11

2004-2005 14

1R3-2: Program/Cluster Review Helpfulness Ratings

Figure 1R3-2 indicates helpfulness ratings of program/cluster reviews as rated by chairpersons representing those programs/clusters being reviewed. Seven sections were rated very good overall and two sections were rated good, with the scale being 5 (excellent) and 1 (poor). Program/cluster review chairpersons began completing the survey in 2002 spring.

ItemAverage

RatingProgram/Cluster Review Summary 3.8Course Outcomes 3.8Content and Structure 4.0Student Academic Achievement 4.3Student Demographic/Market Analysis Data

3.0

Faculty Information 3.8Facilities and Equipment 3.8Cost and Expenditures 3.3Major Findings 4.0

1R3 What are your results for processes associated with helping students learn?

— 21 —

Figure 1R3-3: GEASC Outcome Assessment

• The General Education Assessment Steering Committee assess College’s general education outcomes for student learning across the curriculum.

• A statistically (p<0.05) significant shift toward LCCC’s Multiculturalism General Education Outcome occurred among students who attended the College at least four semesters.

• Students in attendance at LCCC between four and seven semesters indicate stronger agreement [and less disagreement] with the College’s multiculturalism general education outcome than students attending the school only two or three semesters.

Figure 1R3-4: GEASC Outcome Assessment

• The General Education Assessment Steering Committee assess College’s general education outcomes for student learning across the curriculum.

• In 2004, a significant positive shirt occurred in respondent attitudes toward the importance of physical activity.

Figure 1R3-5: GEASC Outcome AssessmentsOutcome # Result

4: Appreciation/ understanding Arts and Humanities

Students with 30 or more credit hours scored higher on items relating to Arts and Humanities. As students advance through their academic careers at LCCC, they are developing an appreciation for the Arts and Humanities.

8: Apply mathematical concepts to solve quantitative problems

LCCC 2nd year students had scores on the Collegiate Assessment of Academic Profi ciency (CAAP): Mean Algebra similar to the national cohort.

9: Critical thinking/reasoning

In the Test of Everyday Reasoning (TER) students’ scores increased 15 percentage points after attending LCCC for two years.

— 22 —

Figure 1R4-2: LCCC’s Rankings on CCSSE Benchmarks

In comparison to other large (8,000-14,999 credit students) community and technical colleges participating in the CCSSE survey in 2003, LCCC students judged the College to be in the to 10% for academic challenge, top 30 percent for student effort, top 30% for student effort, top 50% for active ad collaborative learning, and slightly below average for student-faculty interaction

Figure 1R4-3: LCCC’s and CCSSE Cohort Comparison Scores—Academic Challenge

Compared to cohort students in the CCSSE survey (scale items varied—1-7, 1-4), LCCC full-time students rated 8 out of 10 items higher and part-time students rated 9 out of 10 items higher.

MEANS MEANS Full-Time Students Part-Time Students

ITEM LCCC Other LargeColleges

LCCC Other LargeColleges

Exams challenged students to do their best work. 5.25 5.01 5.19 4.93

Ideas or experiences synthesized/organized in new ways. 2.89 2.73 2.79 2.60

Worked harder than students thought they could to meet standards.

2.63 2.56 2.61 2.41

Number of assigned textbooks and other course readings. 3.20 3.10 2.79 2.60

Applied theories to practical problems or new situations. 2.73 2.74 2.60 2.61

Analyzed basic elements of an idea, experience or theory. 3.03 2.89 2.91 2.76

Judged value or soundness of information or argument. 2.78 2.64 2.61 2.43

Used information to perform new skill. 2.81 2.72 2.71 2.60

Number of written papers or reports. 3.10 3.21 2.73 2.53

Students encouraged to spend signifi cant amount of time studying. 3.04 3.00 3.02 2.85

Figure 1R4-1: Three-Year Success Measure

The percent of incoming freshmen who earn an associate degree in three years or less is a widely used success measure for “two-year” institutions such as community colleges. However, the measure provides an incomplete picture of how two-year college students make progress toward their educational goals. Statewide, only 12% of first-time, full-time degree-seeking students at these campuses earn a degree in three years or less. However, students also persist or transfer to other institutions. Taken together, the percent that graduate, persist, or transfer to another institution provide a clearer picture of success.

1R-4: Regarding 1R1 through 1R3, how do your results compare with the results of other higher education institutions and, if appropriate, organizations outside the education community?

— 23 —

Figure 1R4-4: LCCC’s and CCSSE Cohort Comparison Scores—Student/Faculty Interaction

Figure 1R4-4 list the items from the Student/Faculty Interaction category from the CCSSE survey. The College’s AQIP Assessment Design Team is using the results from the initial administration of the survey to develop an action project to address student engagement and retention issues.

Improvement:Question 1I1: LCCC improves current process and systems for helping students learn and develop:

• The academic program/cluster review process is designed to comprehensively assess programs/clusters on a five-year cycle

• The GEASC assesses student learning around the eleven general education outcomes on a three-year cycle

• The CAR and PAR processes are designed to assess and improve student learning with faculty assessing at least one outcome per semester

• The CTE and individual faculty attend local and national conferences to learn about strategies to assess student learning and pedagogy

Question 1I2: The AQIP Assessment Design team reviews the CARD report and other data related to stretch targets to identify and develop priorities and targets. The Design Team is currently developing performance targets in the following areas; general education, communication/dissemination of results, benchmarking, student engagement, and CC. The specific improvement priorities the Design Team is targeting include the following:

• General Education: The priority is to review general education at LCCC beginning with a review of the purpose of general education followed by a revision of the general education outcomes.

• Communication/Dissemination of Results: The priority is to improve communication strategies for the dissemination of assessment results.

• Benchmarks: With input from constituents, the Design Team will develop LCCC institutional benchmarks that are comparable to those of cohort institutions with respect to levels of performance and measurability of program outcomes.

• Student Engagement: With input from constituents, the Design Team will develop and implement student engagement activities to improve learning and retention. The Design Team will use the CCSSE data for a baseline and to continuously measure progress (longitudinal and comparative) in the area of student engagement.

• Curriculum Council: CC will review and revise CC processes and procedures for the review and approval of course and program development and revisions.

Current results are communicated and discussed with students, stakeholders, and the campus community through the College’s web portal, meetings (on and off campus), print media (e.g., Collegian, FYI Newsletter), general mailings, meeting minutes and everyone@lorainccc.edu e-mail. In addition, progress on the AQIP action projects is reported to the Board of Trustees annually. L

— 24 —

ACCOMPLISHING OTHERDISTINCTIVE OBJECTIVES

Context:Question 2C1 LCCC’s major institutional objectives align with the OBOR definition and components of a community college. The OBOR, in part, defines a “community college” as “a two-year college offer pre-baccalaureate/transfer degree programs, career/technical education programs, developmental education, workforce training, adult continuing education, and community service activities” (Ohio Revised Code 3354). Figure 2.1 provides an overview of the institutional objectives in addition to Helping Students Learn. While all of these components allow LCCC to be distinct, the pre-baccalaureate and career education components are addressed in Category 1—Helping Students Learn.

In addition, LCCC’s other major institutional objectives are outlined in the Institutional Overview (question 8). These objectives include addressing a difficult financial environment, responding to statewide enrollment goals and growing jobs and enhancing economic development.

Question 2C2 The College uses the strategic visioning

and the indicators of effectiveness processes to ensure that other distinctive objectives align with the mission, vision and philosophy. The strategic visioning process includes the review and revision of the institutional mission, vision and values to ensure that there is proper alignment. See Category 8—Planning Continuous Improvement—for specific details about the strategic visioning process. The institutional indicators of effectiveness flow from the mission, vision and values of the institution and the DBT, ALT and IPC members review and discuss this data twice a year. See Category 7—Measuring Effectiveness—for details about this process.

Question 2C3 These other distinct objectives support or complement LCCC’s processes and systems for helping students learn by adhering to the ORC 3354. These distinct objectives provide a range of educational opportunities that meet the diverse needs of students and stakeholders.

Process:Question 2P1 The other distinctive objectives are determined through the OBOR and the ORC 3354. However, LCCC has the autonomy to determine the most appropriate strategies to achieve other distinct objectives. The primary vehicle is the strategic visioning process. The stakeholders who were involved in the

Figure 2.1: OBOR 2 YR ComponentsOBOR 2 YR Components

Brief Description Data Sources Figures

Pre-baccalaureate/ transfer education

Equivalent to the lower division or fi rst two years of a baccalaureate degree program, generally consisting of liberal arts, sciences, and pre-professional studies designed either to enable students to transfer to a four-year institution

CCSSE SurveyCAR ResultsPAR ResultsTutoring OutcomesGeneral Education

1R4-2,3 1R1-1,21R2-61R2-1,21R3-4,5

Career/technical education

Associate degree programs of up to two years’ duration, designed to prepare students for careers which are generally at the semiprofessional level. Technical degree programs are frequently transferable into baccalaureate degree programs.

Employability of graduatesApplied degrees and certifi cates

1R2-11

2R-19

Adult continuing education

Noncredit programs, courses, short courses, seminars, and other professional development and cultural enrichment opportunities offered to residents of the service district.

• Non credit enrollments and course offerings

2R-5

Community service

Activities of an educational nature designed to address community needs or to resolve community problems.

• Youth Services programs, attendees

• Participation in fairs, parades, etc.

• Spitzer Conference Center

• Stocker Performing Arts Center attendance

• Foundation

2R-8, 9

2R-20

2R-6

2R-7

2R-3Workforce skills enhancement

Activities designed to educate, train, or upgrade skills of employees in business, government, industry, and public service agencies. These programs may consist of credit courses, noncredit courses, and/or workshops to help employers hire smart, train smart, and promote smart.

• Tech Prep enrollments and matriculations

• GLIDE companies assisted and jobs created

• Workbase Learning• Customized training

and workshops• University Partnership

2R-10, 11

2R-12, 13

2R-14, 15, 16, 17, 18

9R1-2, 3Developmental education

Courses and services emphasizing academic skill development in preparation for college-level course work.

• Developmental education success rates

2R-21

— 25 —

process include students, external stakeholders and College employees. During the last strategic visioning process, 75% of the full-time employees and over 600 external stakeholders and community members participated in the process. LCCC is in the process of implementing its next strategic visioning process—Vision 2015.

At the operational level, LCCC has the flexibility to determine the strategies used to accomplish the other distinctive objectives. Addressing the difficult fiscal environment in creative and innovative ways allows LCCC to continuously offer high quality and affordable programs and services to students and stakeholders. Also, LCCC creatively developed programs and services to accomplish the objectives related to growing jobs and enhancing economic development. The examples below highlight key processes LCCC uses to address the difficult fiscal environment and job growth and economic development.

Difficult Fiscal Environment: LCCC is faced with an unprecedented mix of challenges and opportunities for our future. Reductions in state funding will not improve in the near-term and may never again reach the levels we were accustomed to just a few years ago. Health-care costs continue to rise, along with our overall operating expenses. There is no question that we must look within our own organization for ways to meet these financial challenges. The New Decade Challenge, developed by the JSBC, outlines specific revenue and cost-avoidance strategies that will allow us to have greater control over the stability of financial resources with which we implement our ten-year salary and benefits plan. Other strategies to address the difficult fiscal environment include the development of a Grants Office (Figure 2R-2), continued use of the Foundation Offices resources (Figure 2R-3), and the support from the community through levies (Figure 2R-4).

Growing Jobs and Enhancing Economic Development: Growing jobs is another critical aspect of LCCC’s economic development strategy. The College has partnered with the Lorain County Chamber of Commerce and Lorain County Commissioners to develop GLIDE. GLIDE is a unique public/private partnership that can help establish a new business or expand a current operation. Since the 2002-2003 academic years, GLIDE has created 223 jobs in Lorain

County (Figure 2R-13) and assisted 211 companies (Figure 2R-12). The Great Lakes Technology Park located on LCCC’s campus, reinforces the College’s commitment to provide businesses with access to programs, services and student talent.

JCPR provides LCCC with data, market research and information to determine other distinctive needs. For example, the 1990 census accentuated the point that Lorain County had the highest percentage of adults with associate degrees—but, the lowest percentage of adults with bachelors and graduate degrees in Northeast Ohio. As a result, The UP at LCCC was created to bring bachelor and graduate degrees to the residents of Lorain County. The University Center building, which opened on October 22, 1998, houses the UP, the partners’ offices, classrooms, computer labs and distance-learning classrooms. Since 1999, the UP has served over 11,000 students with enrollment experiencing a growth of 70%. This type of partnership allows LCCC to creatively address workforce needs.

The CCOS Office provides leadership and direction to all outreach programs and services delivered to corporate and community entities. This includes all non-credit public offerings (Figure 2R-5), customized credit and non-credit education offerings, corporate retainer contracts, consultative services and economic development support services to business, industry and the community offered both on and off-campus (Figures 2R-15—18). The Executive Director for Workforce Development serves as the College’s representative in all workforce development activities and works collaboratively with the President and Vice-Presidents to facilitate communication and program design in workforce development areas. The Office of CCOS serviced 316 contracts for non-credit training during the fiscal year of 2005, which is a 10% increase from FY 2004.

Statewide Enrollment Goals: The process to address the Governor’s CHEE statewide enrollment goals is outlined in Category 3—Understanding Students’ and Other Stakeholders’ Needs.

Question 2P2 The College uses a variety of approaches to communicate expectations with both its internal and external stakeholders. The specific strategies for each of the key components are listed in Figure 2.2.

Figure 2.2: Communication StrategiesComponent—Distinctive Objectives Communication StrategiesAdult Continuing Education Catalog, non-credit publications, web site, print media, brochures, College

employeesCommunity Service Brochures, web site, campus marquee, invitations, College employeesWorkforce Skill Enhancement Non-credit publications, Catalog, brochures, direct mailings, College

employeesDevelopmental Education Catalog, web site, print media, brochures, Advising/Counseling

— 26 —

In addition, the President provides an update to the DBT at regularly scheduled board meetings and to the campus community each year during Convocation and throughout the year during his President’s Forum with various employee and student groups. Also, the President provides an update to the community and other external stakeholders during his meetings and sessions throughout the academic year. Other specific strategies to communicate expectations regarding other distinct objectives include the following:

• Information on the LCCC Web site and campus net, which is an Intranet designed for employees;

• Reports to the Operation Council or other groups by the appropriate committee/council or organizational unit;

• The distribution of the one-page strategic visioning document and various newsletters to all employees and various external stakeholders;

• Orientation sessions for new campus employees; and• Discussions at various on and off campus meetings.

Question 2P3 Question 2P4 Each project team, committee, council or organizational unit that is responsible for a project related to any aspect of the College’s distinctive objectives has the responsibility for determining the needs and necessary resources. The needs and resources identified by these teams, committees and councils are garnered through the following key institutional processes (but is not limited to); annual comprehensive budget, human resource (e.g.., performance appraisal, individual work plans), equipment committee and the technology master plan.

In addition, groups are encouraged to be creative and innovative to acquire the needed resources through federal, state or local grants. For example, LCCC established a Continuous Improvement Council (CIC) to provide individual employees the opportunity to submit ideas that enhance the operations of the College. The Council has a $45,000 budget to provide support for those ideas that are submitted and approved and should not wait for the next budget cycle for funding and implementation. The ideas are submitted by individual employees.

These objectives are assessed and reviewed through normal formative and summative processes. These processes include the strategic visioning process (annual initiative updates), indicators of effectiveness, surveys and stakeholder engagement sessions. The feedback from these processes is incorporated back into the plans for these projects for continuous improvement, planning and decision-making purposes.

Question 2P5 The measures of accomplishing the College’s other distinctive objectives that are collected and analyzed regularly are listed in Figure 2.1.

Results:

2R1 What are your results in accomplishing your other distinctive objectives?

2R3 How do your results in accomplishing other distinctive objectives strengthen your overall institution? How do they enhance your relationship with the community and region you serve?

Figure 2R-1: Educational and General Revenues and Revenues per FTE

The Decade Challenge provides guidance for LCCC to be sustained financially, continue to offer quality programs and services, and address challenges. The proportion of the general revenue (Figure 2R-1) that is accounted for by tuition increased (32% in 2000 to 38% in 2004), while state appropriations dropped (42% in 2000 to 33% in 2004). To offset the decline in state appropriations, LCCC creatively uses grant funding (Figure 2R-2), foundation resources (Figure 2R-3), and levy millage (Figure 2R-4) to maintain quality programs and services, seek additional opportunities and provide affordable educational opportunities.

— 27 —

Figure 2R-3: LCCC Foundation Support

The LCCC Foundation serves as the direct support organization for the College. It has provided additional support to the College including scholarships. Since 1997, the foundation has dispersed nearly $13 million in scholarships and other funds. In 2005, this figure was nearly $750K. For the last five years, LCCC foundation has been audited by Barnes, Wendling CPA’s Inc. These audits have been conducted in accordance with accounting standards applicable to financial audits contained in the Government Auditing Standards. Barns, Wendling had delivered a “clean” audit opinion in each of the last five audits.

Figure 2R-4: Local Levy Funding—LCCC and UP

Figure 2R-4 illustrates funding from two local levies, one for LCCC and the other for the UP. These funds are used in collaboration with grants, foundation monies, state revenue and tuition and fees to allow the College to offer quality, accessible, and affordable programs and services.

LCCC UP2001/02 $7,739,978 $4,963,5492002/03 $8,278,231 $5,152,3672003/04 $8,490,678 $5,165,2282004/05 $8,599,218 $7,335,457

Figure 2R-2: Grant OpportunitiesBetween January and July of 2005, LCCC applied for 19 grants. The College was awarded six of these grants with fi ve pending. Dollar value requested ranged from $8K to $2.5 million. Total dollar value requested was nearly $8 million, LCCC received over $4.2 million. The $8 million fi gure included $2.9 million congressionally directed funds and $440K from Project Grad.

Figure 2R-5: Noncredit courses and Enrollment

Unduplicated headcount in non-credit courses has fluctuated during the past five years, hitting a five year low in 2004. This is not surprising due to the recent economic downturn. People tend to use discretionary funds to pay for non-credit courses and are less likely to have the funds or less willing to spend them during a recession, particularly older individuals who are traditionally heavy users of non-credit courses. The number of non-credit courses that an individual takes during an academic year has increased from 1.7 courses in 2001/02 to 2.7 courses in 2004/05.

— 28 —

Figure 2R-6: Spitzer Conference Attendance

LCCC Spitzer Conference Center provides a forum for businesses, community groups and individuals to host meetings to address their specific issues. During the past four years attendance at LCCC’s Spitzer Conference Center increased 76%.

Figure 2R-7: Stocker Performance Attendance

LCCC’s Stocker Center celebrated its 25th anniversary as one of the largest presenters of professional music, theatre and dance events in Ohio. Performance attendance dropped slightly at Stocker Center between 2003/04 and 2004/05. This drop was mainly due to the fact that there were eight fewer student matinee performances in 2004/05 than in 2003/04 and the Art Gallery was open 46 fewer days in 2004/05 than in 2003/04 because it was under renovation so opened later in the season.

Figure 2R-8: Youth Service Participation

The number of youth who participated in an on-campus event increased nearly 400% from 2003/04 to 2004/05.

Figure 2R-9: Youth Services Events

Number of Youth Services events increased 166% between 2003/04 and 2004/05

— 29 —

Figure 2R-10: Tech Prep Enrollment

LCCC Tech Prep program demonstrates the College’s commitment to collaborate with the secondary school systems to create and provide educational and workforce opportunities. Enrollment in Tech Prep increased 80% between 2002/03 and 2004/05. This represents an increase of nearly 100 students.

Figure 2R-11: Tech Prep Students Who Matriculate

The number of Tech Prep students who matriculate to LCCC upon graduation has been steadily increasing over the past five years, nearly doubling since Fall 2000. The proportion of total Fall headcount comprised of these students has increased slightly from 0.6% in 2000 to 0.8% in 2004.

Figure 2R-12: Companies and Individual Assisted by GLIDE

Since its inception, Glide has had a positive impact on individuals and companies alike. Between 2002/03 and 2004/05, Glide has offered assistance to 340 companies and individuals in their business endeavors.

Figure 2R-13: Jobs Created by GLIDE

Glide has had an impact on the workforce as well. During the same period, 223 jobs were created by Glide clients.

— 30 —

Figure 2R-14: Work-based Learning Totals

Employment and Career Services Office provides students the opportunity to work in a field of interest while earning credit via its work-based learning program. The vast majority of these work-based learning opportunities have been paying, as opposed to volunteered positions, and the number of students each term is cyclical, with lower numbers in the Spring. Students work an average of 31 hours per week and the hourly rate of pay has averaged just over $9.00 over the past five semesters.

Figure 2R-15: Education and Training Contracts

LCCC continues to provide non-credit and credit workforce education and training to employers and individuals throughout the county.

Figure 2R-16: Workshops for Business and Industry

The number of workshops conducted by LCCC for business and industry has increasedsteadily during the past three years, from 110 in 2002 to 166 in 2004. This represents an increase of 51%. Since 2002, over 400 workshops have been conducted.

Figure 2R-17: Employed Persons Served

The scope of LCCC’s contracted training encompasses not only businesses and organizations, but also individuals. In 2004, over 8,000 employed persons received training through contracts with LCCC. This represents an increase of 71% since 2002. In the past three years, over 16,500 persons were served via LCCC’s contracted training services.

— 31 —

Figure 2R-19: Degrees Earned

Figure 2R-18: Unemployed Persons Served

LCCC serves the unemployed as well. During the past three years, over 23,000 attended professional development courses. That this number has decreased 16% over the past three years is not an indication that the program is not effective, but rather an indication of recovery from the recession of 2001.

Figure 2R-20: Participation in Fairs/Parades

During the last three years, the LCCC has participated in 58 fairs and parades with 801 volunteers. The per year average is 19 fairs and parades with 267 volunteers.

Most students who receive a degree or certificate from LCCC receive an applied degree. These degrees are designed to educate, train and upgrade skills of employees. More than half (53%) of those students who received a degree or certificate from LCCC in 2004, received it in an applied area. This percentage has been decreasing slightly over the past

few years while the percent of students receiving a certificate of proficiency has been increasing slightly during the same time period. Applied degrees and certificates combined account for two-thirds of all LCCC awards. Associate of Arts and Science have remained steady, accounting for one-third of all degrees/certificates awarded.

— 32 —

Improvement:Question 2I1 LCCC uses the strategic visioning, indicators of effectiveness and academic program/cluster review (helping students learn) processes to improve systems for accomplishing other distinctive objectives. Each of these processes includes the review and use of data and information to identify strengths and opportunities for improve to develop plan of actions. A formal or informal assessment is conducted to continuously improve the systems and processes at various points within each of these processes.

In 2002, the President of the College created a Vice President for Strategic and Institutional Development to provide the vision and the execution of the growing number of other distinctive objectives. In addition, the College recently hired a Strategic Visioning Coordinator to provide the daily direction, implementation, and follow through of the visioning process. The coordinator provides direct guidance and assistance to the strategic initiative leaders during the “Acting on the Vision” phase (see Category 8). The IEP Office is responsible for the implementation and continuous improvement of the indicators of effectiveness and academic program/cluster review processes.

Question 2I2 LCCC uses the indicators of effectiveness process to monitor organizational performance and to establish targets and directions. One of the specific

improvement priorities includes addressing the difficult fiscal environment through the new Decade Challenge along with creatively using resources from grants and the Foundation Office. The other priority is to continuously and creatively develop strategies to grow jobs and enhance the economic vitality of the county.

Current results are communicated and discussed with students, stakeholders, and the campus community through the College’s web portal, meetings (on and off campus), print media (e.g., Collegian, FYI Newsletter), general mailings, meeting minutes and everyone@lorainccc.edu e-mail. L

2R2 How do the results in 2R1 compare with the results of peer institutions? How do they compare, if appropriate, with the results of other higher education institutions and of organizations outside the education community? (Note: For 2R1 and 2R2, address historical trends and patterns, as appropriate?)

Figure 2R-21: Developmental Education Success Rates

LCCC students who successfully complete all developmental courses have a higher success rate than the community college cohort average. Specifically, more students persist at or graduate from LCCC than for the average as a whole. Slightly fewer (1%) students transfer to another institution than is the case for the community college cohort as a whole.

— 33 —

UNDERSTANDING STUDENTS’ AND STAKEHOLDERS’ NEEDS

ContextQuestion 3C1 Question 3C2 Key student and stakeholder groups and short-term and long-term requirements are segmented in Figures 3.1 and 3.2. Marketing and recruitment efforts focus on targeted audiences within the high school population as well as adults, or non-traditional students. Prospective students are described as those students who have not matriculated into the College. The two sub-categories are pre-kindergarten through twelfth grade and non-traditional adults. Enrolled students are described by seven categories, which include personal interest, upgrade skills, train for new career, transfer before completing degree, obtain certificate, obtain associate degree and transfer and unknown. These seven categories are listed on the LCCC application and used by the OBOR to analyze student intent and goal data across the state. Transient students currently enrolled in other institutions are afforded the opportunity to take classes at LCCC. These students can be concurrently enrolled or take courses during a specific term (e.g. summer).

The College’s stakeholder groups are segmented into these six broad groups: education (pre-k through high school, post-secondary), employers (all sectors), board members (District, Foundation), community

members (taxpayers, citizens), external agencies (e.g. HLC), and graduates. LCCC’s JCPR conducts primary research and secondary research analysis that assists the College in developing new programs and services that match community needs. JCPR is an independent, cost recovery unit of the College, that is led by senior researchers who provide analysis in the areas of: external market assessments, facilitation of community sessions, and reports that assist in LCCC’s strategic visioning processes that range from program development to the planning for new outreach centers that will serve increased students in strategic market areas of the county. For example, JCPR has analyzed the county’s growth trends by community for the next decade to assist LCCC in planning its outreach strategy to ensure achievement of a three to five percent enrollment growth to meet the CHEE statewide enrollment goals.

ProcessQuestion 3P1 The EPC, a cross functional group comprised of faculty, staff, administrators and students, provides leadership for enrollment and retention plans. The EPC is also charged with fostering a campus-wide commitment and a shared ownership to enrollment planning as a critical process in accomplishing the mission of the College. The EPC studies the needs of various student groups through the regular cycle of surveys and reports about prospective, current and past students. For example, the EPC regularly reviews and discusses the EPC Report during registration periods to identify any trends and needs. It commissions further

Figure 3.1: Key Student GroupsStudent Groups

Key Sub-categories

Methods to Build Relationships

Requirement(short/long)

Data Sources

Prospective • Pre K—12th grade

• Non-traditional• Transient

• Visits to high schools• On campus tours and

information sessions visits• Superintendent and

counselor meetings• Booths and kiosk at

community fairs• Participation in parades• On campus community and

cultural events• Publicity and marketing

• Accurate and timely information

• Accessible and affordable programs

• Quality education• Attainment of goal

• Youth Services

• Non-Credit Enrollment

• Workforce Development

• Fairs/Parades

Enrolled • Personal interest

• Upgrade skills• Train for new

career• Transfer before

completing degree

• Obtain certifi cate

• Obtain associate degree and transfer

• Unknown

• Student Senate• Student clubs, newspaper,

and organizations• Surveys• Website• Faculty, Advisors, and

Counselors

• Accurate and timely information

• Accessible and affordable programs

• Quality education• Attainment of goal

• Enrollment Planning Report (EPC)

• Enrollment Services • PSEO/Early College • ACT & CCSSE • Persistence Rates• 3 Yr Success• Time to Degree • Distance Learning• Scholarships • Cost of Attending• Financial Aid• Main Intent• Goal Attainment• Mobility

— 34 —

research and data through the JCPR or the IEP Office to study and act on issues, trends, and needs that emerge.

During the enrollment process, prospective students take the ASSET/COMPASS assessment to determine their course placement in mathematics, reading, and English/writing. These data and information are used by Academic Advisors and Counselors in concert with the student’s goals to determine a plan of action. Once enrolled, students continue to meet with Advisors and Counselors to monitor progress and to discuss program requirements and personal goals.

Enrolled student needs are identified through the several surveys and sources such as the ACT Student Satisfaction (biennially), CCSSE (biennially), and the OBOR Performance Report (annually). The Graduate Tracking Survey (annually) provides feedback for

students who recently graduated. The Office of IEP and JCPR administer these surveys, collect and analyze the data, and provide a report to the appropriate committee/council. The College responds to student needs based on the results of these surveys.

Question 3P2 LCCC builds and maintains relationships with prospective and current students primarily through awareness of the institution, programs and services. These methods to build relationships with prospective students are listed in Figure 3.1. The specific process and/or organizational units that have primary responsibility for maintaining relationships with prospective and current students are follows:

Prospective Students: The Marketing/Recruitment and Media Relations Office leads the planning, development and implementation of the marketing efforts to

Figure 3.2: Stakeholder GroupsStakeholder Groups

Key Sub-categories

Methods to Build Relationships

Requirement/(short/long)

Data Sources

Education• K-8• High Schools• Post Secondary

• University Partnership• Articulation agreements• Meetings• Youth services and

programs

• Accessible and affordable programs and services

• Transfer student who succeed

• PSEO Survey• Tech Prep Data• High School Survey of

Student Engagement • Recent High School

Graduates

Employers • Government• Not-for-Profi t• Health Care• Business and

Industry

• Advisory Committees• Community engagement

sessions• Non-credit training

programs and services

• Well educated employees

• Employed In Field—LCCC and University Partnership

Board Members

• 9 members of LCCC’s DBT

• 45 members of the Foundation Board

• Community Engagement Sessions

• Gateway sessions• Retreats• Meetings

• Fiscal stewardship

• Scholarship funding

• Personal Experience• Overall Opinion• Familiarity• Scholarships• Cost of Education• Passage of Levies

Community Members

• Citizens of Lorain County

• Tax payers

• Credit and noncredit services & programs

• Steward of resources• Strategic visioning process• Cultural activities• Community engagement

sessions• On-campus programs

• Stewards of resources

• Quality programs

• Accessible, affordable, prog.

• Personal Experience• Overall Opinion• Familiarity • Non-Credit Enrollment/

Courses • Strategic Vision• Initiatives Completed• Passage of Levies• Cost of Education

Partners • University Partnership

• Lorain County school districts

• Articulation agreements• Quality programs/ services

• Prepared students

• Quality programs

• UP enrollments, graduates

• Early Coll. H.S. Survey of Student Engagement

External Agencies

• HLC • OBOR

• Adhering to standards and requirements

• Support State system

• Clean audits• Re-accreditation

• Audits• Reaffi rmation

Graduates • LCCC• University

Partnership

• Continuing education opportunities

• College events• Foundation Offi ce• Career Services

• Accessible, affordable, program

• Quality programs

• Attainment of goals

• Goal attainment• Employed in Field• Grad. Tracking • Three-year success• Time to Degree• Mobility

— 35 —

prospective students (pre-K-12th grade, adults/ non-traditional). This office works closely with all other organizational units of the College to organize and host events and activities that draw the public to the College, and to provide a College presence at a myriad of community, schools and employers events across the county. Various marketing strategies (e.g., television, print media, direct mail and web approaches) are deployed to attract and build relationships with students. Other student service related units such as Enrollment Services, Financial Aid, and Bursar’s Office assist in building and maintaining relationships with prospective students through customer service and timely and accurate information.

Enrolled Students: Enrollment Services staff (e.g., Advisors, Counselors) and faculty have the primary responsibility for building and maintaining relationships with current students. The faculty has the opportunity to interact with the students enrolled in their courses, while the Enrollment Services staff has the opportunity to build and maintain relationships when students register for the subsequent semester. Students can expand their LCCC educational experience by joining any of 37 student organizations and clubs. Through Student Senate, student leaders participate as members of various College committees/ councils and (e.g., CC, OC, Vision 2015, program/cluster review). The College values student involvement and input and encourages their participation. The College also administers various surveys such as the CCSSE and ACT Student Satisfaction surveys to collect student input and feedback.

Question 3P3 LCCC uses a variety of surveys and community engagement sessions to identify the changing needs of key stakeholders.

The strategic visioning process (Category 8) is the primary process used to determine the changing needs of key stakeholders. The process includes stakeholders (e.g., education, employers, board members, community members, partners, graduates) who provide input how LCCC can continuously meet their needs. On a more regular basis, the College uses the academic program/cluster review (Category 1) and operation systems (OSR) (Category 6) processes along with community engagement sessions and surveys to continuously identify and monitor the changing needs of stakeholders. The results from these processes are used by the appropriate organizational unit and committee/council to identify a plan of action and infuse into an action plan.

For example, many of the programs/cluster will administer surveys and/or use the results from campus-wide surveys. For instance, JCPR annually administers

the Graduate Tracking Survey to assess graduates’ perceptions and satisfaction with LCCC programs and services. This data is used by the faculty to continuously improve programs and services. JCPR and IEP also collect and analyze data on performance of recent high school graduates segmented by school district. This data is customized for each superintendent and then shared in an annual meeting to discuss results and improvement opportunities.

Question 3P4 LCCC builds and maintains relationships with stakeholders primarily through participation and support through relationships, partnerships, events and activities such as meetings, advisory boards, credit/non-credit offerings, and on and off campus engagement sessions. In addition, LCCC provides support to its stakeholders by actively participating in community events, serving on boards, and providing the use of campus facilities. The specific methods are listed in Figure 3.2.

LCCC builds relationships to meet or exceed stakeholder expectations for learning, satisfaction, positive interaction and referral. These are measured through surveys and market assessments. For example, 75% of the graduates surveyed indicated that their original goals were met, while 20% indicated that it was too early to tell. Also, since 1992, approximately 94% of the citizens of Lorain County had a favorable perception of the College. These assessments provide an indication that the College’s methods to build relationships are working.

Question 3P5 LCCC determines whether new student and stakeholder groups should be addressed within our educational offerings and services through the feedback from the various processes used to build relationships, academic program/cluster review and OSR processes, and from analyzing the data from various surveys. Specific activities that initiate the process include the following: external market assessments, academic program advisory committees, community engagement sessions, and reports/data (e.g., reports from the OBOR, League of Innovation). Recently for example, a review of data and information provided the impetus for the College to partner with Case Western Reserve’s Weatherhead School of Management to offer a Graduate Certificate in Entrepreneurship through LCCC’s UP. The program is fifteen semester hours and includes courses in entrepreneurial strategy, new venture creation, entrepreneurship within a corporation and entrepreneurial finance.

Question 3P6 LCCC has several processes in place to analyze and set priorities for continuous improvement based on complaints or suggestions received from students and stakeholders. The web portal provides

— 36 —

an immediate mechanism to send feedback to the College. Marketing/Recruitment and Media Relations Office receives the e-mail and subsequently within one to two business days sends a reply acknowledging receipt and forwards the e-mail to the appropriate office. The appropriate office determines the actions required and sends a reply to the person indicating the outcome. Student and employee complaints are managed through formalized grievance and complaint processes that are delineated in the College Catalog and Student Handbook. The initial complaint or suggestion is addressed at the organizational unit level. However, if the issue becomes formal, the organizational unit administrator has seven business days to address the issue and provide a response. If the complaint reaches the Vice President and/or the President’s level, each has ten business days to address the issue. The information is compiled in the VPLS/CAO office. Other processes include advisory board meetings, strategic visioning, employee engagement sessions, and community engagement sessions. The information collected from these sessions is analyzed with specific strategies developed to address issues. Complaints or suggestions are also received through processes such as in person, by telephone or on surveys. This information is forwarded to the appropriate office to involve those closest to the process to help resolve the issue.

The student grievance procedures are specifically delineated in the College’s Catalog and Student Handbook. In addition, the College’s student grievance process is in accordance with the HLC of the North Central Association’s institutional record of student complaint policy (IV.B.4). The information is collected at the division and Vice President level and periodically discussed and reviewed at divisional meetings and Director’s Council. The general procedures, course of action, and communication processes (information is reported to the HLC as part of the accreditation process) are outlined below:

Procedural Steps • Informal A: the student is advised to discuss the

grievance informally with the person who is the source of the grievance; the process is deemed closed if a resolution is reached; and if a resolution is not reached, an informal review can be scheduled with the appropriate organization unit administrator.

• Informal B: the administrator may choose to convene the parties involved in an effort to resolve the grievance, and the student may initiate a formal complaint if a resolution is not reached.

• Formal: the formal process is initiated with a written complaint to the appropriate organizational unit administrator; the organizational unit administrators shall further investigate the complaint and if

necessary, meet with the student and the person who is the source of the grievance; the administrator must provide a written response to the student and the person who is the source of the grievance within seven days of the meeting or receipt of written complaint.

• Formal—Appeal: should the student desire to appeal the decision, the student must submit a signed statement to the appropriate Vice President within seven business days; the Vice President will review the appeal and respond within ten business days.

• Formal—Final appeal: should the student desire to request a fi nal review of the decision of the Vice President, the student may submit a signed statement of appeal within seven business days to the President; the President will review the appeal and respond to all parties within ten business days.

Question 3P7 LCCC systematically collects data and information to determine student and stakeholder satisfaction. Student and stakeholder groups along with examples of the measures used to determine levels of satisfaction are listed in Figure 3.3.

The surveys used and data collected provide an understanding of student and stakeholder perceptions, levels of satisfaction, and engagement with academic programs and services. Also, the surveys and data identify actionable items such as time to degree, persistence rates, enrollment growth, levels of engagement and satisfaction with programs and services. The College uses student and stakeholder satisfaction and dissatisfaction information for continuous improvement, decision making, and planning purposes, including the institutional indicators of effectiveness process (Figure 7.2), data from the Graduate Tracking, CCSSE, and ACT Student Surveys are forwarded to the appropriate committees for review and feedback. Furthermore, Student Senate periodically host President’s Forums for student to learn about key issues from the President. Also, these Forum allow the President to listen and learn about key issues from the students.

The IPC and EPC are two groups that regularly review student satisfaction and related data. For example, the IPC reviews the results from the ACT Student Satisfaction Survey. After reviewing the longitudinal data from the ACT Survey, the IPC recommended that the OSR process be reinvigorated after years of inactivity (Category 6—6P1, 2). The OSR process is now designed to assess academic support units on a five-year cycle to address the support service issues. Also, the AQIP Assessment Design Team is using the CCSSE results as part of the College’s work to improve student learning and engagement (Figure 1R4-2, 3). The results

— 37 —

from the initial survey provided a baseline to develop stretch targets for continuous improvement. Finally, the results from these surveys are made available to the faculty, administrators, and other employees and groups who are participating or have an investment in the academic program/cluster review process.

Results:

3R1 What are your results for student satisfaction with performance?

3R2 What are your results for building of relationships with students?

Figure 3R-1: Recent High School Graduates Who Attend

The number of recent graduates from Lorain County public high schools who chose to enroll at LCCC the subsequent fall term has been steadily rising for the past five years from just over 700 in 2000 to 934 in 2004. This represents an increase of 33%. Recent graduates of Lorain County high schools comprise about 9% of total fall enrollment. This number has remained fairly steady since 2000. In addition, the percent of all recent Lorain County graduates who enroll at LCCC upon graduation has remained stable at 29% of all those graduating in a given year.

Figure 3.3: Student and Stakeholder SatisfactionStudents Figure Stakeholders FiguresProspective 2R-8, 9, 20

3R-9, 10, 29, 32Education 2R-10, 11

3R-1, 9, 10, 29, 30Enrolled 1R4-1, 2, 3

3R-4, 5, 10, 11, 12, 13, 14, 15, 16, 17, 18, 28, 31, 32 6R2-1, 2, 3 7R1-4

Employers 1R2-113R-4, 5, 23

Board 2R-1, 2, 3, 43R-11, 12, 19, 20, 21, 225R-26R2-1, 2, 3

Community 2R-53R-19, 20, 21, 225R-28R-16R-2-1, 2, 3

Partners 3R-19, 21, 22, 23, 39External Agencies 9R-4, 5, 6Graduates 1R4-1

3R-4, 5, 24, 25, 26, 27, 28, 31

— 38 —

Figure 3R-3: Main Intent for Enrolling at the University Partnership

Consistently, student’s main intent for enrolling in one of UP programs is to advance or acquire a degree for a job or career.

Figure 3R-4: LCCC Attainment of Learning Goals

LCCC students achieve what they set out to achieve when they first enrolled at the College. 75% report that their original goal for enrolling was met. This has remained fairly consistent in recent years.

Figure 3R-2: Main Intent for Enrolling at LCCC

During the past three years, the main goal(s) for enrolling have revolved around job related issues for seven out of 10 graduates. This holds true for those surveyed in 2003 as well. Over the past five years, an average of 17% enrolled with the intention of transferring to a four-year institution. This number was up slightly between 2002 (16%) and 2003 (21%). Finally, personal reasons such as personal interest and improving quality of life were the main goal for about 8% of total graduates over the past five years.

— 39 —

Figure 3R-5: University Partnership Attainment of Learning Goals

UP Graduates achieve what they set out to achieve when they first enrolled in the UP. 85% report that their original goal for enrolling was met.

Figure 3R-6 Enrollment Planning Report—Fall 2000 to Fall 2004

An analysis of 15th day enrollments shows an increase in headcount of 41% (7,174 to 10,105) and a 48% (4,117 to 6,094) increase in FTE between fall 2000 and Fall 2004.

Figure 3R-7: LCCC Enrollment 2000-05

LCCC unduplicated annual headcount has increased 39% during the past five years, from 10,000 to nearly 14,000 students.

Figure 3R-8: PSEO Matriculations

During the past three years, PSEO graduates have accounted for nearly 600 incoming fall students. The matriculation rate for PSEO graduates increased from 33% in fall ‘02 to 46% in fall ‘04. This represents an increase of 60% in number of PSEO graduates attending LCCC the fall following graduation.

— 40 —

Figure 3R-10: Satisfaction Ratings for Enrollment Services

Generally, most areas were quite helpful to students, with the Records Office, Financial Aid, and Billing/Fee payment office being the most helpful, followed by the Advising/Counseling and Admission/Enrollment offices.

Figure 3R-11: LCCC Number of Scholarships Offered and Accepted

PSEO students are pleased with their decision to attend the program and are its staunchest supporters. 97% said that, given the opportunity, they would participate in the PSEO program again, while 99% said they would recommend the program to others.

Figure 3R-9: PSEO Program Endorsement

PSEO students are pleased with their decision to attend the program and are its staunchest supporters. 97% said that, given the opportunity, they would participate in the PSEO program again, while 99% said they would recommend the program to others.

— 41 —

Figure 3R-12: LCCC Percent of Scholarships Accepted by Type

While a greater number of Trustee scholarships are offered each year, a higher proportion of DIA scholarships are accepted. One out of four students offered a Trustee scholarship accepts it, while 40% of those offered DIA scholarships accept them.

Figure 3R-13 through 3R 18 are from the ACT Student Satisfaction Survey. Historically, LCCC administered this survey on a biennial basis to currently enrolled students and used the results for continuous improvement and to compare ourselves against a national sample of two-year colleges. The last administration (2001) provided an impetus for the College to revise and reinvigorate its OSR (Category

6°™6P1, 2) process as a part of a more comprehensive and systematic process to improve services and programs offered to students. Also, in 2003, LCCC administered the CCSSE survey to assess student engagement and learning in place of the ACT Student Satisfaction Survey. However, LCCC will be using both the ACT Student Satisfaction Survey and CCSSE as part of its institutional effectiveness processes (Figure 0.3).

Figure 3R-13: ACT Survey—Satisfaction with General Environment

The College’s longitudinal satisfaction ratings for the College in general have continued to improve over time. Also, the other ratings have either remained consistent with slight various from year to year.

— 42 —

Figure 3R-15: ACT Survey—Satisfaction with Facilities

The students continue to rate the building and grounds with the highest level of satisfaction for this area. The only other pattern is that the average ratings either improve or fluctuate over time.

Figure 3R-14: ACT Survey—Satisfaction with Registration

The satisfaction ratings for the registration processes have remained consistent with three of the four items.

— 43 —

Figure 3R-16: ACT Survey—Satisfaction with Rules

Personal security and rules governing conduct continue to be the highest rated items with the scores remaining consistent over time.

Figure 3R-17: Act Survey—Satisfaction with Admissions

The 1997 and 2001 satisfaction ratings are and consistent, while the 1999 ratings are the lowest on each of the five items.

— 44 —

Figure 3R-19: Image Assessment--Overall Opinion of LCCC

Over the past decade, the percent of those having a favorable overall perception of LCCC has remained constant ranging between 92-94%. That favorable opinion has gotten stronger over the years with the percent having a very favorable opinion of the College overall nearly doubling from 32% in 1992 to 62% in 2001, although 2004 saw a slight drop to 58%.

3R3 What are your results for stakeholder satisfaction with performance?

3R4 What are your results for the building of relationships with key stakeholders?

Figure 3R-18: ACT Survey—Satisfaction with Academic Areas

Overall, the respondents have rated the admission areas relatively high and consistent. The items related to class size, variety of courses offered, and challenges offered by program of study are consistently the top rated items.

— 45 —

Figure 3R-20: Image Assessment-Personal Experience with LCCC

• 85% of Lorain County voters have either attended or know someone who attended the college

• 45% of the voters have attended classes at the college, a slight decrease from 2001 (50%) but consistent with the 12-year average (47%)

• 15% of the voters have no personal experience with the college, up from 10% in 2001

Figure 3R-21: Image Assessment-Familiarity with University Partnership

Nearly three-quarters of Lorain County voters have heard of the University Partnership.

Figure 3R-22: Image Assessment-Perception of UP Educational Quality

Overall perception of the quality of

education at the UP is good. Nearly two-thirds feel that it is excellent or good.

Figure 3R-23 UPGraduates Whose Position is Related to Field of Study

During the last Graduate Tracking survey conducted, the vast majority (95%) recent UP graduates report that their position six months after graduation is related to their major field of study. This proportion has remained fairly consistent over the past few years.

— 46 —

Figure 3R-26: LCCC and UP Graduate Ratings on Registration Items

Items relating to registration again saw identical placement in terms of order by all three groups. Respondents were most satisfied with LCCC overall. This was followed by attitude of non-teaching staff toward students, and opportunities for student involvement. Interestingly, UP Graduates were more satisfied with LCCC than the Partner they attended (8.62 vs. 8.35, respectively).

Figure 3R-25: LCCC and UP Graduate Ratings on Service Items

The library received the highest satisfaction ratings related to services from LCCC graduates (8.67). UP graduates were most satisfied with information on transfer agreements (8.69) followed by the library (8.52).

Figure 3R-24: LCCC and UP Graduate Rating on Academic Areas

The LCCC Graduate Tracking and University Partnership Graduate Tracking surveys have common items that can be used for comparison. The LCCC and UP graduates indicated a relatively high level of satisfaction with the academic services during their experiences with the College.

— 47 —

Figure 3R-27: LCCC and UP Graduate Ratings on Facilities

With the exception of the bookstore, UP graduates were more satisfied with campus facilities than their LCCC counterparts. The bookstore received the lowest satisfaction.

Figure 3R-28: Time to Degree

Time to degree in median year’s ranges from 2.6 to 7 years among Ohio’s community colleges. LCCC’s median time to degree is four years, which puts it in the middle of that range.

3R5 Regarding 3R1-3R4, how do your results compare with results of other higher education institutions and, if appropriate, organizations outside of the education community?

— 48 —

Figure 3R-29: Early College Student Rating of Impact

LCCC Early College students gave LCCC a higher rating for every item relating to the impact of their educational experience. Scale compared to the national cohort.

Figure 3R-30: One-Year Persistence Rates

The rate for students persisting at LCCC has been steady at 59%. The persistence rate to any institution has ranged from 63% to 65%.

Figure 3R-31: Student Mobility

About 17% of students report that their main goal for attending LCCC is to transfer to a four-year institution. Figure 3R-31 shows that during the past five years, an average of 680 former LCCC students have enrolled at another public institution.

— 49 —

Figure 3R-32:

LCCC reports crime statistics beyond requirements of the Campus Crime Statistics Act (Federal) in that reporting Theft (which declined 43% since 2002) is not a requirement. Violent crime is virtually non-existent on LCCC’s campus.

Improvement:Question 3I1 The EPC and Marketing/Recruitment and Media Relations Office provide the leadership toward improving processes and systems related to students. The EPC uses the EPC Report to monitor enrollment trends and subsequently makes recommendations to improve systems and processes related to student recruitment, enrollment and retention. The EPC includes a representative from the Marketing/Recruitment and Media Relations Office who works in collaboration to improve and refine recruitment and targeted marketing strategies.

LCCC uses data and information to continuously improve its systems and processes related to understanding the needs of other stakeholders. Information collected from activities and programs such as advisory committee meetings and DBT Community Connection sessions is used to continuous improves relationships with other stakeholders.

Additional key strategies used to improve current processes and systems for understanding the needs of students and other stakeholders through the following strategies:

• Using a nationally norm surveys that provide comparison data and information;

• Using locally developed surveys and monitoring the trends;

• Administering surveys in a variety of modes such as on-line, in-class, or mail;

• Collecting qualitative data and information through focus groups and engagement sessions;

• Utilizing the research expertise of the JCPR and IEP Offi ces to design and administers surveys, and analyze and package the results;

• Attending local and national conferences such as the HLC’s Annual Meeting and Noel-Levitz Conferences to learn about beast practices and approaches.

Question 3I2 Specifically, LCCC establishes targets for improvement at the organizational unit level. Each organizational unit is responsible for establishing improvement priorities (as part of the academic program/cluster review and OSR processes) and developing strategies to address those priorities. Examples of other institutional wide strategies are listed below:

• EPC maintains a Key Performance Indicators matrix and establishes certain targets—one of the key issues the EPC is targeting relates to the success of minority males;

• The College’s AQIP Design Teams (assessment and human resources) establish their own targets and monitor them throughout the academic year;

• The College administers the Image survey every two to three academic years to a sample of community members to determine the level of satisfaction and engagement with the College’s and its University Partnership programs and services; and

• Other examples include the administration of surveys (e.g., CCSSE, PSEO) to prospective and current students to determine their levels of satisfaction, engagement, and needs (these surveys are administered on a regular basis).

As a result of these processes, organizational units and the College review, discuss and use the data and information to determine if the current processes for understanding students’ and stakeholders’ needs is sufficient.

Current results are communicated and discussed with the campus community through the College’s web site, meetings (institutional, divisional, and departmental levels), FYI Newsletter and other newsletters, meeting minutes and everyone@lorainccc.edu e-mail. L

Criminal Offense 2002 2003 2004

Murder/Non-negligent manslaughter

0 0 0

Negligent manslaughter 0 0 0

Forcible sex offenses 0 0 0

Nonforcible sex offenses 0 0 0

Robbery 0 0 0

Aggravated assault 1 0 0

Simple assault 0 0 1

Burglary 0 0 0

Motor vehicle theft 0 1 0

Arson 0 0 1

Theft 35 30 20

— 50 —

VALUING PEOPLE

Context:Question 4C1 LCCC organizes the work environment, activities, and job classifications in a flattened organizational structure (Organizational Chart), which provides employees with a work design flow that enables decision making, enhances communication and promotes innovation and involvement at the grassroots level. The internal brand statement, which was adopted by the College in 2003, is at the heart of LCCC’s focus on faculty and staff. It states: “In support of the College’s mission and vision, LCCC encourages collaboration and innovation to provide a challenging and positive work experience. The LCCC culture promotes integrity, respect and meaningful work in a flexible, reliable and responsive environment that supports professional and personal growth.”

LCCC has only four classifications of employees. Faculty include teachers, counselors, and librarians who hold academic rank and have responsibilities for academic programming and delivery as specified in the faculty job description. Administrators (e.g., president, vice presidents, organizational unit administrators) are those employees who supervise other personnel, administer one or more cost centers, and are accountable for an operational function or academic unit of the College. Professional and technical support employees have duties that require independent judgment and specialized expertise. Employees in the support staff category support the operations and services.

The Faculty Senate and Staff Council and various subcommittees of these two bodies play a critical role in designing, organizing and managing work processes that promote collaboration and cooperation. All full-time faculty are members of Faculty Senate, and its Executive Council is comprised of tenure track faculty representing each academic division. Full Faculty Senate meetings are held twice during the academic year to discuss long-range plans of the Senate, review the work of ad hoc committees and review progress of the JSBC. Staff Council is comprised of all full and part-time professional/technical and support staff, and its Executive Committee meets monthly to provide a forum for contributing to College operations, enhance communications, promote development, recognize its members and advise senior leaders in matters concerning performance management and salary.

In 2002, LCCC reorganized its leadership structure for Human Resources (HR) by aligning the organizational unit under the umbrella of Strategic and Institutional Development to create greater synergy and integration with other functions including marketing. This has

enabled LCCC to more clearly focus on employee communications and enhancements to the employee experience aspects of HR.

An HR Design Team was developed to assist in the process of redefining the College’s HR functions from a service provider toward becoming a greater strategic asset for the institution. This team developed the Human Resource Strategic Asset Model (Figure 4.1) that emphasizes the College’s efforts to continuously improve and transform its human resource functions, work environment, activities and job classifications. The “Meaningful Work Environment” is in the middle since in order to create it, the College must continue to improve the systems around it.

Figure 4.1: Strategic Asset Model

Individual careers at LCCC begin with attraction and retention where our recruitment processes, employment brand, and diversity goals work together to attract talent to the College. After being hired, employees are immediately engaged in the new employee orientation and various professional development and training activities throughout their career at LCCC.

The College leadership, in turn, appraises and manages employee performance. In return for their documented efforts and successful results, employees are recognized and rewarded through an excellent compensation and benefits programs. These sub-processes working in unison result in the retention of our talent for the long-term, and the renewing of the cycle of the Strategic Asset Model.

Question 4C2 LCCC has been the only public supported post-secondary institution in Lorain County. As a result, the community relies on the College to provide its educational, workforce and cultural needs. For

— 51 —

example, the manufacturing base in Lorain County has declined from 28% (2000) to 22% (2004). This decline and other changes in the workforce have prompted the College to attempt to project and provide the types of skills, knowledge and abilities its current and future employees will need to ensure the institution provides the community with the appropriate types of credit and non-credit programs and services.

Another institutional and geographical factor is the educational attainment of adults 25 and older in Lorain County. Lorain County ranks seventh (46%) among eight Northeastern Ohio counties in the percentage of adults (25+) with at least some college experience. Lorain County has the second highest proportion of adults with some college experience (22.5%) and the highest proportion of associate degree holders (6.9%) in the region. However, Lorain County ranks second to last (16.6%) relative to bachelor and graduate degree attainment within the region. Thus as previously mentioned (Category 2), LCCC’s UP program was created to bring bachelor and graduate degrees to the residents of Lorain County.

LCCC employed 404 full-time employees during the 2004/05 academic year. The profile of the full-time employee base reflected the ethnic demographics the community. The faculty represented by the Faculty Senate and the staff (staff, professional/technical) are represented by the Staff Councils. These two groups provide their membership with input on key institutional decisions. Staff Council and Faculty Senate have representatives on OC and other key institutional committee/councils.

LCCC relies on approximately 599 adjunct faculty per term to assist with teaching the increasing number of students enrolling into the College. Adjunct faculty members usually developed their expertise for working in a specific field (e.g., Accounting) or are faculty members teaching at other area institutions.Part-time employees and student workers provide

support to various organizational units based on need and the availability of funding. Adjunct Faculty have an advisory committee that meets with the VPLS/CAO to discuss and address various issues. In addition, there are approximately 192 part-time employees who are employed in throughout the campus and are members of the Staff Council.

Work study eligible students are hired on merit for more skilled or safety related jobs. Part-time student workers help the College and themselves financially and to acquire on-the-job experience. In addition, part-time workers are used for academic advising, counseling, and financial aid to provide enrollment and counseling services to students in a timely manner.

Question 4C3 LCCC reviews several key demographic trends and factors to analyze workforce needs over the next decade. One of the key trends and factors relates to the need for hiring and maintaining a diverse workforce. Diversity includes ethnicity along with age, gender, and experience. Another key trends is the ability to learn and use current and emerging technology, to assess and document student learning, to continuously upgrade and learn new information and to be able to work in a dynamic and fluid environment.

Question 4C4 Within the Development Phase of the Strategic Asset Model, the College’s HR Office and Human Resources Development (HRD) have the responsibility for providing leadership, development and management of the professional/personal development system for the College’s employees. HRD is a cross-functional team that develops and funds campus-wide training initiatives and rewards/recognition programs. Other organizational units, committees, and councils such as the VPLS/CAO, Faculty Senate, Staff Council and ALT have responsibility for various training and development initiatives for their particular groups. General types of training and development topics include leadership, technology (software/hardware), assessment of student learning, health and wellness, and job-specific

Figure 4.2: Training/Development InitiativesOrganizational Unit/Group Training/Development Initiatives—Current and/or PlanningNew Employees New Faculty Orientation New Staff Orientation

Live Smart/Health Faculty/Staff Development &Wellness Days

All Employees Individual travel/training funds Individual Work PlansPerformance Appraisal Technology TrainingLiveSmart/Health & Wellness HRD Funded InitiativesTuition Reimbursement Fee Waivers

Faculty University of Akron Course Adjunct Faculty OrientationAssessment Workshops HRD Funded InitiativesFaculty Development Days Sabbaticals

Staff & Professional/ Technical Staff Development Days HRD Funded InitiativesLeadership Training Educational Leave

Administrators HRD Funded Initiatives Performance Appraisal Summer Retreat Educational Leave

— 52 —

training and development. Figure 4.2 provides an overview.

Process:Question 4P1 The attraction and retention phase of the Strategic Asset Model provides a framework for how the College identifies the specific credentials, skills, and values required for faculty, staff, and administrators.

Position descriptions for employee classifications include staff, professional/technical, faculty, and administrators. LCCC uses the Hay Group (national consultants) and the SkillsMAX process to review all non-faculty positions descriptions to ensure internal and external equity. LCCC uses Hay Consultants and processes to size positions and compare salaries against a national sample of similar types of positions. The Hay Group is a research-driven firm and all their work is supported by proven methodologies and global knowledge databases. The College periodically conducts a Hay Study to size non-faculty positions and to assign a salary range that is competitive within this market. Periodic audits of positions are conducted to ensure that job descriptions match the duties being performed. Hay consultants along with an internal Hay Study committee evaluate the comparisons and benchmarks with other organizations in the region. A point factor analysis is used to evaluate the positions based on know how, accountability and problem solving. Job descriptions have been updated to ensure that they capture these same criteria.

The SkillsMAX program, developed by EnterpriseOhio, is a package of job profiling, employee assessment and training tools that can help organizations hire the right person for the job. LCCC is the only one of 12 campuses in the state that offers this outstanding program. LCCC frequently uses the Hay and SkillsMAX processes to review the position description prior to filling a position. This is to ensure the position meets current and future needs.

The College makes certain that people we employ possess the requisite characteristics through a peer-screening committee process. This process ensures that the knowledge of those who have expertise, education, and training about the position being filled is utilized to ensure that potential employee posses the requisite skills and characteristics needed to fulfill and further the College’s mission.

Question 4P2 The recruitment and hiring process is part of the attraction and retention aspect of the Strategic Asset Model (Figure 4.1). Open positions are posted internally and advertised locally, regionally and in for certain positions nationally. Applicant files are

reviewed by a screening committee that is comprised of team including faculty, professional technical and support staff and administrators. This committee, which is guided by the HR Office, is empowered to facilitate the entire screening process from question development to candidate interviewing. To assure equity to all candidates, universal guidelines are used and a member of the HR staff serves as an ex-officio committee member. The committee recommends three final candidates to the organizational unit administrator who is responsible for making the final recommendation to the Vice President and/or President, dependent on the position. For adjunct faculty and part-time staff positions, the process is similar, but completed directly by the organizational unit administrator.

The hiring practices of the College mirror the diversity within Lorain County as reflected in the staffing demographics. During the recruitment phase, LCCC partners with community organizations to ensure that positions openings are advertised to their membership. Other strategies include web-based advertising, along with targeted publications at the regional and national levels.

The retention of employees is a focal point of the engagement aspects of the College’s Strategic Asset Model and begins during the employee’s first experience with the College.

The College periodically conducts a Hay Study to size non-faculty positions and to assign a salary range that is competitive within this market. Periodic audits of positions are conducted to ensure that job descriptions match the duties being performed. Hay consultants along with an internal Hay Study committee evaluate the comparisons and benchmarks with other organizations in the region. A point factor analysis is used to evaluate the positions based on know how, accountability and problem solving. Job descriptions have been updated to ensure that they capture these same criteria.

All of the College’s screening committees have representatives from various organizational units and employee classifications, as well as students. This comprehensive approach ensures that diverse thinking and cultures are reflected in the hiring process. LCCC’s employee profile is as diverse as the community profile (Organizational Profile).

New Faculty Orientation is presented during Convocation and Faculty/Curriculum Development Days by the VPLS/CAO and HR Office. The New Faculty Orientation features information on: benefits, mission, vision, values, ethics and social responsibility, relationship building, understanding our student’s

— 53 —

community; LCCC and UP programs and services, faculty job descriptions, and CTE.New Employee Orientation is presented as an online individual offering and as a half -day workshop that is open to faculty and staff. The online version is accessed through the intranet and allows new employees to access information at his/her own pace. Information included in this orientation ranges from a video welcome from the President and Vice Presidents, where to park, how to get ID cards, general information on each academic and organizational unit, ethics and social responsibility, as well as general information on the policies and procedures.

Additionally, a half day workshop is held each month for new employees, which includes the following components: welcomes and introductions to the mission vision and values; meet and greets with the President and Vice Presidents; presentations from the Faculty Senate, Staff Council and the HRD Committees; presentations from Student Senate; the LCCC Now Show; and leadership and relationship building. Faculty Senate and Staff Council provide mentors for their colleagues

that allow the orientation process to continue as long as needed.

Question 4P3 Figure 4.3 highlights the work processes and activities that contribute to communications, cooperation, high performance, innovation, empowerment, organizational learning and skill sharing.

LCCC’s cross-functional committee and council process, and the mutual gains philosophy are the basis of the College’s work processes and activities that contribute to communication, cooperation, high performance, innovation, empowerment, organizational learning, and skill sharing. The mutual gains philosophy was introduced to the campus community by the current President in March 1993 and consists of the following components (Figure 4.4).

This system encourages cooperation and communication, which enhances organizational learning and skill sharing. The mutual gains approach is a philosophy that encourages consensus building, cooperation and empowerment. Empowerment, innovation, and high

Figure 4.4: Mutual Gains ApproachPrinciples Emphasis OutcomesJoint defi nition of the problems Problem solving Improve outcomes for both sidesJoint collection of data Improve communication Cooperation versus self-interestJoint discussion of the problems Strengthen campus relations Collaboration versus competitionJoint generation of alternativesSeparate agendas for diffi cult items

Figure 4.3: Work Process/Contribution to Key Areas Area Faculty Staff & Professional/

TechnicalAdministrators

Communication meetings, development days, meeting minutes, email, campus publications, web site

meetings, meeting minutes, staff council development days, web site, email, campus publications

meetings, meeting minutes, alt retreats, email, web site, campus publications, district board meetings

Cooperation committees/councilsmutual gains approach

committees/councilsmutual gains approach

committees/councilsmutual gains approach

High Performance performance appraisaltenure/promotion individual work planstudent evaluations

performance appraisalprogression processprofessional development/training

performance appraisalprofessional development/training

Innovation innovative grants Continuous Improvement Council

Continuous Improvement Council

Empowerment committees/councilsFaculty Senatemutual gains approach

committees/councilsStaff Councilmutual gains approach

committees/councilsadministrative leadership team (ALT)mutual gains approach

Organizational Learning committees/councilsConvocationPresident’s ForumUniversity of Akron courseDistrict Board of Trustee minutes

committees/councilsConvocationPresident’s ForumDistrict Board of Trustee minutes

committees/councilsConvocationpresident’s forumALT RetreatsDistrict Board of Trustee minutes

Skill Sharing Faculty Development dayscommittees/councils

Staff Council development daysCommittees/councils

ALT RetreatsCommittees/councils

— 54 —

performance expectations are part of the cross-functional team process.

Question 4P4 LCCC trains and develops faculty, staff and administrators to contribute fully and effectively throughout their careers with the institution through several institutional processes. These processes include the HRD process, Individual Work Plans (IWP) and individual training and development funds. These processes align with the engagement, performance management, recognition and reward, and development phase of the Strategic Asset Model. Additionally, Staff Council’s Executive Committee has as its mission “Helping to create a positive work environment for all full and part-time staff that promotes leadership, encourages professional and personal development and increases staff morale and involvement.”

The HRD Steering Committee and its faculty, staff, and administration sub-committees guide, plan and coordinate the College’s human resource development program. Specific responsibilities include the following: recommend and implement an annual plan of campus-wide human resource development activities; evaluate the effectiveness of the human resource development program to implement campus wide activities; oversee the development grant subcommittee which evaluates development grants submitted by faculty, administrators and support staff oversee a campus wide recognition program through a subcommittee comprised of members from the three human resource areas of the College; oversee the tuition assistance program, encouraging campus-wide participation; advise the President in matters relating to human resource development; and participate in the determination of policies within the area of human resource development.

Quality pedagogy is measured through student evaluations which are recorded centrally, analyzed and subsequently referenced in the annual performance reviews. Areas of strengths and weaknesses are identified using aggregated data from the student evaluations, and weaknesses are addressed in IWPs and in the Faculty Continuous Improvement Goals Form as part of the faculty performance appraisal process. Three course sections of every full-time faculty are evaluated by students annually, and each course section taught by adjuncts is evaluated by students every semester.

Each full-time employee is allocated funding annually through the budget process for training and development. LCCC also offers other tuition reimbursement and fee waivers for employees and their families. Senior leaders and organizational unit administrators assist faculty and staff attain job and career development primarily through the performance appraisal process.

The organizational unit administrator plays a key role in reinforcing the training for employees within their division. The administrator and employee discuss and reinforce training primarily through the performance appraisal process at the mid-year (before the middle of December) and/or end of year (before middle of April).

Question 4P5 LCCC determines training needs through the HRD process. The Manager of HRD facilitates this process that is led by a faculty chairperson for the HRD Committee. There are different HRD sub-committees for each employee group. The HRD Executive Committee determines campus wide training needs by sending online surveys to employees; soliciting ideas from councils/committees, and evaluating organizational priorities. A campus wide Professional Development Matrix and the Individual Development Matrix are tools that help the campus as a whole and individual employees link training and development offerings to the Colleges values. Training and development offerings that are aligned with the College’s mission, and values ensures that employees are engaging in activities that foster the Colleges values and help the employee to see how his/her work helps the College achieve its mission. The HRD Executive and sub-committees develop and implement training programs based on the analysis of the data. The performance appraisal process is the other major process used to determine training needs for all employees.

Two innovative approaches to employee educational training and development are the faculty sabbatical and staff educational leave policies, which provide a framework for ongoing professional development for all levels of employees. Sabbatical leave participants receive 100 percent of regularly contracted pay for one semester, and the sabbatical can be taken after completing seven years of full-time service. Paid educational leave is the parallel for professional technical and support staff.

The education, training and development programs augment the focus on helping students learn and accomplishing other distinctive objectives by ensuring the College’s employees have the requisite knowledge, skills and abilities.

Question 4P6 The performance management system links competencies to job responsibilities and qualifications. Key measurements include; quality of work; quantity; dependability and reliability; commitment to LCCC, communications skills; human relations and interpersonal skills, initiative, analytical skills and problem solving, organization and planning, leadership, development and attendance. The evaluation process and criteria was developed by a team of college

— 55 —

employees who reviewed the existing systems, external models, and input from campus employees and is outlined in the Employee Guide to the Staff Performance Appraisal Process Handbook and the performance appraisal for faculty in Policy and Procedure III-630. Staff Council and the HR Design team plan to readdress the system as part of the next HR AQIP Action Project with the goal of creating a greater focus on employee development and engagement. This incorporates the Gallup organization’s Q12 criteria that are referenced in First Break All the Rules. The basic process for staff, professional/technical, and administrators is outlined in Figure 4.5. Currently, the AQIP HR Design Team and an ALT sub-committee are working to develop a competency list with definitions and rating scale to be

used to construct a revised performance appraisal tool for administrators.

Faculties are reviewed by the respective academic division director at the end of each academic year. The evaluations are based on the responsibilities specified in the job descriptions. Instruments in the utilized in the process include: peer evaluations; professional activities summary; and student evaluations. The faculty member meets with the director to discuss the evaluation and to discuss the individual’s three to five-year development plan.

Question 4P7 During the past decade, LCCC operated under the framework of the Decade Challenge, which

addressed the goal of infusing a four percent per year increase into the salary schedule to ensure that salaries remain competitive. The goal places the salary program is at the mid-point among cohort institutions. The JSBC meets regularly during the academic year to review and discuss the budget and issues that might impact the budget (e.g., personnel, state funding, and other factors e.g., technology, equipment, health insurance). The JSBC uses a comprehensive score card to monitor key information against similar community colleges through a cohort analysis. The results of this comprehensive process allow the College to infuse a salary increase each year in full-time faculty and staff, adjunct faculty, and part time employee’s salaries.

LCCC’s compensation program is monitored and measured by participating in cohort institution salary surveys, and in conjunction with the Hay Group, every five to six years the College conducts a comprehensive review of its compensation structure.

The HRD Committee and Staff Council organize campus wide reward and recognition programs. These programs were developed and designed based on feedback from the campus community. A partial listing of the various reward and recognition programs the College offers on an annual basis are listed below in Figure 4.6.

These programs recognize the contributions and achievements of employees and the work they do every day to ensure students’ success and that LCCC is accomplishing its mission. The HR Brand, strategic asset model, performance management system, and reward and recognition programs all contribute to and support individual performance and subsequently improved quality

Figure 4.5—Performance Appraisal Timeline/Process

— 56 —

programs and services. LCCC believes that its engaged, high performance employees contribute to the success of short-term and long-term strategies and actions.

Question 4P8 The College uses four primary processes to determine key issues related to the motivation of faculty, staff and administrators.

One process is the biennial administration of the PACE/Climate survey. The data and information is reviewed by the IPC and recommendations for continuous improvement and planning are forwarded to the appropriate committee, council or organizational unit. A specific action that resulted from the last PACE/Climate survey was an Employee Engagement Session for the College’s staff and professional/technical employees.

The IPC and Staff Council collaborated to host eight sessions during the 2005 spring term with 130 staff and professional technical employees attending. Results that emerged from these sessions included: regularly scheduled one-on-one meetings between the President and Staff Council President, the development Spring Break Week Celebration, improved communications via newsletter and website, and the development of specific action items for Staff Council to address over the next two academic years.

A second process is the use of Employee Engagement

sessions, which are open to all campus employees and designed to share and collect key information. Annually, the IPC in collaboration with other committees/councils and organizational units develop and host these sessions. The feedback from these sessions is analyzed and used for continuous improvement and planning purposes.

The third process relates to IEP Office’s administration of an annual Convocation survey to determine how well that year’s theme and program resonated with the employees. The IEP staff compiles a report that is reviewed by the IPC for the development of action plans.

The fourth process is the newly developed staff progression plan that provides a vehicle to motivate current staff employees to grow professionally and personally while at the same time expanding the breadth and depth of their work within the same organizational unit. The key steps of the staff progression plan are defining what is significantly different, developing a development plan, and developing measures to evaluate and document the progression.

The AQIP HR Design Team provides the leadership in analyzing key human resource data and determining the institutional course of action. Once the data and information has been analyzed, the Design Team processes the information with the appropriate groups to develop a course of action.

Figure 4.6: Reward/Recognition Programs Program Description CriteriaYou Make A Difference Award (biennially)

To recognize a person, group or OU that has made a signifi cant impact/difference at LCCC for students, or the organization as a whole

Nominated by another LCCC employee who describes nominees Contributions that make a positive difference at LCCC in student success, operations, processes, and/or systems

Outstanding Faculty Award

The LCCC Foundation Board of Trustees has created an endowment to recognize faculty teaching excellence based upon four criteria in such a way as to merit the award: 1) improves teaching through innovative practices, development and/or implementation of outstanding and successful learning experiences for students. 2) demonstrates commitment to professional development. 3) participates with other colleagues in events and/or practices that improve the educational environment for our students. 4) responds to changing educational needs of the community.

Any member of the College community may nominate any tenured or tenure-track faculty member at the College.

10, 15, 20 Year Adjunct Service Recognition Award

To recognize Adjunct Faculty that have taught at LCCC for 10, 15, or 20 years

Divisions calculate terms taught and send the names/years of service to the VP LS/CAO

Staff Council/HRD Spring Break Week

During spring break week when faculty and students are not on campus, staff, which continue to work, are treated to two “theme” lunches and an ice cream social during the week, and fun activities such as trivia games, funny picture taking, games and prizes

HRD/Staff Council End of Year Picnic

A time for faculty, staff and administrators to come together and re-connect before the end of the academic year. Also a raffl e is held – each person purchasing a raffl e ticket can place the name of his/her favorite charity in a drawing. All money collected from the raffl e is donated in the name of LCCC faculty and staff to the charity drawn

Employed at LCCCFull and/or part time

— 57 —

Question 4P9 Formal assessments include the biennial administration of the national PACE/Climate survey, which measures employee perceptions concerning the College’s climate and to promote more open and constructive communication among faculty, staff, and administrators toward becoming a learning college. The results indicate that LCCC has a healthy campus climate or a high consultative system with the following characteristics:

• Employees are signifi cantly involved in the decision making process.

• More decisions are made at lower levels.• Leaders consult with staff regarding decisions.• The organization begins to deal more with morale

and exercises cooperation toward accomplishment of goals.

The HR AQIP Design Team developed indicators as one of its stretch targets. They are:

I. TURNOVER• Employee type (faculty, staff,

administrators)

II. RECRUITING• Time to fi ll open positions• Percent of diversity hires• Track sources of hires (newspapers, online,

referrals, trade publication, etc.)

III. PERFORMANCE MANAGEMENT• Percent of employees receiving written

performance appraisal• Track timeliness of appraisals (% of < 30

days of due date)• Job descriptions that match job titles,

position and individuals

IV. BENEFITS/COMPENSATION• Annual rate increase percent vs. national

averages

V. DEVELOPMENT• Orientation• Campus wide professional development• Individual professional development

VI. EMPLOYEE RELATIONS• Conduct semi-annual employee survey

process with 80% or more participation (PACE Climate Survey)

• Revise current HR polices/procedure handbook

The data and information from these processes is used to monitor and organize the work environment, work activities, and job classifications to create a more meaningful work environment, and ultimately strengthen the institution’s focus on student learning and development. The College is engaged in the design phase of a third assessment that will directly measure employee engagement through the Gallup Organization’s Q12 survey. The College monitors and measures employee well-being satisfaction, and motivation through the items listed in Figure 4.7.

Question 4P10The College uses the following sources related to valuing people to collect and analyze data regularly:

• PACE/Climate Survey • LiveSmart! Analysis • NorthCoast 99 Report• Performance Appraisal Ratings • Sabbaticals• HRD Activities and Costs• Expenditures related to health insurance, travel,

training• Expenditures related to tuition fee waivers and

reimbursement

Figure 4.7: Methods to Measure Well-being/SatisfactionIssues Methods FigureSatisfaction PACE/Climate Survey 4R-1, 9

Health and Safety LiveSmart Program Campus Crime Statistics

4R-53R-32

Well-Being LiveSmart Program NorthCoast 99

4R-54R-10

— 58 —

Figure 4R-1: PACE/Climate Survey Results by Employee Classifi cations

Results of the PACE Survey are broken down by employee classification: Administration, Support Staff, Faculty, Professional/Technical. The IPC and Staff Council hosted Employee Engagement Sessions to address the scores for the support and professional/technical staff.

Figure 4R-2: Number of HRD Training/ Development Activities

During the last three academic years, the HRD committees have supported a total of 116 training and development activities (Figure 4R-2). Broad categories of activities include on campus training and development, off campus training and development, and award and recognition programs. Between 2002/03 and 2004/05, HRD committees spent over $123,000 on initiatives (Figure 4R-3). LCCC has spent nearly $700,000 in the past three years on travel related to conferencing and training, with annual expenditures increasing 14% since 2002/03 (Figure 4R-4).

4R-3: HRD Budget/Expenditures

Figure 4R-4: Conferencing and Other Training Travel

Results:

4R1 What are your results in valuing people?

4R2 What are your results in processes associated with valuing people

— 59 —

Steadily increasing health care costs per employee which have risen since 1999 from $3,569 to $7,742 per employee, have resulted in a focus on increasing employee wellness and reducing costs. Medical utilization increased 34% between 2002 and 2004 with the greatest increase occurring in inpatient hospital (63%) followed by outpatient hospital (50%). Total number of prescription filled increased 16% between 2002 and 2004 accounting fir an increase in cost of 23% ($123,000).

Today to address well-being and health, LCCC developed its LiveSmart! Program. In November 2004, 262 (66%) of full-time employees participated in the LiveSmart! Health Fair. They completed a Health Risks Assessment, which identified the top five health risks facing employees (Figure 4R-5). Tuition reimbursement, fee waivers, and faculty sabbaticals are three key avenues of employee support. Since 2002/03, 118 tuition reimbursements have been given to employees, for a combined total of over $100,000 (Figure 4R-6). Since 2002/03, more than 1,300 fee waivers for LCCC courses have been given to employees and their dependents (Figure 4R-7). While more employees (750) receive fee waivers than their dependents (622), the dollar value for dependents is

higher ($257,000 vs. $190,000). The total value of these waivers is nearly $500,000. Since 2001, 22 faculty members have taken sabbatical, which allow them to pursue additional education or credentials related to their profession (Figure 4R-8). The net cost of the sabbaticals is over $262,000 and the average net cost is just under $12,000 per sabbatical.

Figure 4R-5: HRA Top 5 Employee Health Risks

Figure 4R-6: Tuition Reimbursement

Figure 4R-7: Fee Waiver

— 60 —

4R-8: Sabbaticals Taken by Faculty

4R-9: Performance Appraisal by Employee Classifi cations

Consistently, more than 75% of LCCC’s employees have earned exceeds in the performance appraisal process. This is a reflection of the key processes such as hiring, training and development, and engagement initiatives.

Figure 4R-10: LCCC and National PACE Results

LCCC PACE/Climate results have been consistently higher than the cohort norm on all scales (Figure 4R-10). These data provide an indication of employee’s level of satisfaction with the environment and initiatives.

4R3 What evidence indicates the productivity and effectiveness of your faculty, staff, and administrators in helping you achieve your goals?

4R4 Regarding 4R1-4R3, how do your results compare with the results of other higher education institutions and, if appropriate, organizations outside of the education community

— 61 —

Figure 4R-11: NorthCoast 99/ERC Results

Regarding faculty and staff satisfaction, LCCC has been recognized as one of the top 99 workplaces in Northeast Ohio for the last two years. For five out of the eight categories, LCCC’s score was greater than the other NorthCoast 99 winners during the 2004 cycle (Figure 4R-11).

Improvement:Question 4I1 LCCC improves the current processes and systems for valuing people through the use of the AQIP HR Design Team and continuously reviewing data and information to identify strengths and opportunities for improvement.

Question 4I2 The AQIP Assessment Design team reviews the PACE/Climate, NorthCoast 99 report, LiveSmart! results and other data related to stretch targets to identify and develop priorities and targets. The specific improvement priorities that are being addressed are turnover, recruiting, performance management, benefits/compensation, development, and employee relations. The specific indicators are listed in item 4P9.

In addition, the Design Team is currently working with the Cleveland Gallup Office to develop processes and collect data related to leadership development. This is based on Gallup’s First Break All the Rules book and Q12 survey to improve employee engagement at the organizational unit level.

Current results are communicated and discussed with students, stakeholders, and the campus community through the College’s web portal, meetings (on and off campus), print media (e.g., Collegian, FYI Newsletter), general mailings, meeting minutes and everyone@lorainccc.edu e-mail). In addition, progress is reported to the DBT on an annual basis. L

— 62 —

LEADING AND COMMUNICATING

Context:Question 5C1 The College operates under the guidelines and policies and procedures a nine-member DBT, the OBOR, and the NCA. LCCC has a flattened organizational structure that delineates formal leadership responsibilities by position with a President, three Vice Presidents and 27 organization unit administrators (see Organizational Chart). The DBT operate under the Carver Model of Trustee Development, which encourages a focus on the needs and aspirations of the community and stakeholders. The flattened organizational structure empowers and motivates formal and informal leaders throughout the organization and enables employees to participate in campus-wide leadership and decision-making opportunities.

LCCC has a leadership system that is organized and built on a foundation of cross functional committees, mutual gains approach (Category 4) and the belief that everyone in the organization is a leader. The College has two basic types of internal committees, which include standing and other, as well as external committees. The internal committee leadership is determined by appointment from the President or a Vice President, consensus of the committee/council, or by the policy and procedure manual (e.g., EPC is chaired by the Director of Enrollment Services). Leadership is determined by an open election for other committee/councils such as Faculty Senate and Staff Council.

Standing Committees (Figure 5.1): The function of these committees is to review and carry out the daily functions and strategic direction of the institution. The majority of these committees and councils have representatives from all employee groups, and several groups include students. These standing committees and councils are listed in the College’s policies and procedures manual.

Other Internal Committees (Figure 5.2): The functions of these committees are the same as the Standing Committees and are not listed in the College’s policies and procedures manual.

External Committees (Figure 5.3): These external committees provide LCCC with the opportunity to learn about issues at the local, state, regional and national level. This information is used to develop strategies to provide services or develop the appropriate programs and services. Being involved in the community is an expectation set by the DBT and the President since LCCC emphasizes the “community” part of its name. Figure 5.3 provide a summary of the community service and involvement of the College President and the three Vice Presidents.

Question 5C2 The leadership system creates an environment where there is a natural flow of information to and from each key group. For example, the President and senior leaders participate in local, regional, statewide and national meetings. Leaders share the information

Figure 5.1: Key Standing CommitteesKey Standing Committees

Function/Purpose Membership Communication

Operation Council To advise and assist the President in arriving at administrative decisions relating to the daily and strategic operations of the College.

President, Vice Presidents (3) Faculty SenateStaff Council Student Senate

Meetings

Minutes

FYINewsletter & other print media

Reports

E-mail

Community and Employee Engagement Sessions

Web site

Enrollment Planning Council

To plan the activities and strategies that affect the enrollment and retention of the student attracted to and attending the College.

FacultyStaffStudentsAdministrators

Institutional Planning Council

To facilitate and coordinate the periodic review of the College’s mission, values and beliefs.

FacultyStaffAdministrators

Faculty Senate To provide quality education to students, promote the values of higher education, strengthen the faculty’s commitment to their disciplines, and participate in the shared governance of the College

Faculty

Staff Council To provide these employees a forum through which its members can address matters relating to the College and its members

Support Staff, Professional & Technical

Curriculum Council To examine the college curriculum and make recommendations concerning it to the Vice President for Learner Services and Chief Academic Offi cer. All permanent curricular issues must pass through Curriculum Council.

FacultyStudentAdministrators

— 63 —

Figure 5.2: Key Other CommitteesKey Other Internal Committees Function/Purpose Membership CommunicationJoint Salary and Benefi ts Committee

To make recommendations related to the College’s salary and benefi ts program in alignment with the overall institutional budget, Decade Challenge, mission, vision, and values

President Vice Presidents Staff Administrators Faculty

Meetings

Minutes

FYI Newsletter & other print media

Reports

E-mail

Community and Employee Engagement Sessions

Web site

Administrative Leadership Team

To review and discuss key issues that impact the mission, vision, and values of the College

Administrators, Vice Presidents President

Directors’ Council To review and discuss key issues related to the academic functions of the institution

Vice presidentAcademic Administrators

AQIP Design Teams To implement action projects that the College submitted to the HLC that enhance the institution, promote student success, and promote continuous improvement.

Staff,Administrators, Faculty

Others—e.g., sub-committees, Ad-Hoc

To develop and/or implement specifi c strategies for one of the standing or other internal committees.

Cross-functional

Figure 5.3: External CommitteesTypes of External Committees

Key External Committees

Local Community Business Volunteers Unlimited Advisory Council, Catholic Action Commission, Center for Leadership in Education, El Centro Social Services, First Friday Forum Board of Directors, Great Lakes Innovation Development Enterprise, Great Lakes Organized Labor/Management Council, Leadership Lorain County, Lorain County Chamber of Commerce, Lorain County Manufacturing Council, Lorain County Urban League, Lorain County Workforce Institute, Main Street Elyria Advisory Board, United Way

Ohio Board of Regents—State coordinating board for higher education

The Senior Leadership serves on numerous councils and consultation for the Ohio Board of Regents-e.g., Governor’s Commission on Higher Education and the Economy (CHEE), Funding Commission, Transfer and Articulation, Marketing, Budget, Workforce Development and Technology Infrastructure

Ohio Association for Community Colleges—State organization for the American Association for Community Colleges

The Senior Leadership serves on several OACC committees—e.g., Executive Committee, Marketing

National/Regional Council for the Advancement and Support of Education, Strategic Leadership Forum, Consortium for Community College Development

Regional—Northeast Ohio Northeast Ohio Council on Higher Education

Figure 5.4: Key Policies and ProceduresKey Policy and Procedure Purpose/FocusAffi rmative Action (Policy II-305) The College shall practice no discrimination in recruitment, hiring,

retention, or conditions of employment.Campus Code of Conduct (Policy II-412) Prohibited Behavior: LCCC students, faculty, staff and campus visitors

are prohibited from engaging in, participating in, or aiding and abetting activities or actions that are in violation of any federal, state, or local law or ordinance.

with the campus community via committees/councils, FYI Newsletter, and other updates. Feedback and input is processed and communicated back to assist leaders in decision-making processes.

The indicators of effectiveness process (Category 7) guide discussion about the College’s performance around its strategic visioning process, mission, vision and values. Senior leaders discuss and use these data for continuous improvement, planning and decision-making purposes.

Question 5C3 The College’s mission, vision and values

(Figures 0.1. & 0.2) provide the framework and context that guides the institutional expectations regarding ethics and equity. Specifically, the College’s value of institutional responsibility and stewardship emphasizes the relationship between the community and the institution. LCCC sets expectations for ethics and equity through its new employee orientation process along with specific policies and procedures. Two key institutional policies and procedures are listed in Figure 5.4.

The leadership also regularly communicates its values and expectations to internal and external stakeholders. The President regularly communicates his expectations

— 64 —

through meetings, Convocation and President’s Forums. These expectations are also communicated to the citizens of Lorain County at various events, programs, and activities on and off campus. Other specific methods used by senior leaders to communicate these values and expectations are meetings, meeting minutes, print media (e.g., FYI Newsletter), reports (e.g., affirmative action), e-mail, web portal and engagement sessions. The general climate of the College is measured through the PACE/Climate surveys.

The College leadership role in the community is reinforced with DBT members serving on non-profit boards, including organizations such as United Way, Red Cross, Business Volunteers Unlimited, Kiwanis, Rotary, Chambers of Commerce, Leadership Lorain County, Urban League and others. Also, the DBT is the community’s steward of the College and hosts two Community Engagement Sessions each year.

The Vice President for Strategic and Institutional Development (VPSID) has direct responsibility for the integration of organizational units that support the community at large including: student recruitment; employment and career services; conferencing; corporate and community outreach services; cultural arts performances; community outreach; and special events, such as FamilyFest, which annually draws over 10,000 people. An integrated database captures participant information across all of these areas to more effectively manage relationships throughout Strategic and Institutional Development This data is shared among units and used to develop plans for connecting with targeted constituencies.

The establishment of CCOS in 2002 provides a more focused, comprehensive approach to provide the region with a full array of workforce education and training programs. The impact of the changing economy that has eliminated thousands of manufacturing jobs in the community has created increased need for short-term and non-credit training for unemployed and underemployed individuals.

The LCCC culture values employee involvement in the community and reflects this in the performance management process criteria. Employees are involved in a myriad of community, regional, and national committees and organizations along with participation in outreach activities, including college and community fairs.

Process:Question 5P1 LCCC’s leadership commitment starts with its DBT, which has adopted aspects of Dr. John Carver’s Policy Governance Model for fulfilling its role

as the governing board of the College. A central theme of the Carver Model is that the Board should focus on assuring that the needs and aspirations of the community are understood, form the basis for program planning and delivery, and that the results achieved respond effectively to those needs and aspirations.

The DBT schedules two Community Engagement Sessions annually and invites other boards or representatives of essential community functions to meet for a dialogue around issues of common interest and concern. The DBT views these sessions as significant opportunities to interact with others who serve on or with boards that have some community responsibility related to LCCC’s mission. The senior leadership has transformed LCCC from a traditional community college to an entrepreneurial learning organization that has garnered a regional, statewide and national recognition for excellence. The organizational leadership style involves participation of internal and external constituents in charting the College’s direction. Leadership is valued at all levels throughout campus as evidenced by professional and personal growth opportunities. LCCC ascribes to the Tom Peters “Leadership is Everyone’s Business” philosophy and has supported training and education programs for all employees.

The OC is responsible for the ongoing assessment of operational aspects and ensures that there is institutional deployment of and alignment with various projects with the mission, vision, values and other projects. These projects include operational processes related to the budget, human resources, facility and technology. Project leaders have the responsibility to report the status of their project to the appropriate Vice President, committees and OC. In addition, the ALT meets monthly to set direction and address strategic priorities.

LCCC’s senior leaders set direction is in alignment with the Vision 21, mission, vision and values through strategic visioning, indicators of effectiveness and councils/committees. These initiatives emphasize and focus on high performance, individual development, organizational learning and innovation.

Strategic Visioning: The strategic vision process in alignment with the mission vision and values that are conducive to high performance, individual development and initiative, organizational learning, and innovation. The strategic visioning (Vision 21) process included input from over 600 external stakeholders and 75% of LCCC’s employees. This input from stakeholders led to a revision of the mission, vision and values and the development of six strategic priorities and thirty-seven strategic initiatives. The IPC monitors the annual progress of these strategic initiatives. The President

— 65 —

communicates these to the campus during the annual Convocation, and external stakeholders receive a one-page strategic plan update each academic year.

LCCC is undergoing its current strategic visioning process called Vision 2015. Two major changes in this process include involving more citizens at the grassroots level and incorporating a regional and economic perspective from a 15-county Northeast Ohio region with the America Speaks Voices and Choice project.

Indicators of Effectiveness: Senior leadership sets direction in alignment with the mission, vision and values through the institutional indicators of effectiveness process, which uses key data and information to measure the College’s performance against its mission. The basic process is outlined below:

• July: Identify 2-3 key indicators to monitor; develop action plans for continuous improvement

• August/November: Update data and select/remove indicators

• December: Review and discuss indicators of effectiveness: monitor progress of the 2-3 key indicators

• January/June: Monitor progress of key indicators; update data and select/remove indicators

Through this process, the DBT, ALT and IPC make data-driven decisions that set the direction and deployment of the mission, vision and values.

Committees/Councils: LCCC’s committee/council structure provides for the day-to-day deployment of the mission, vision and values. The majority of these consist of employees from all personnel classifications, while other committees/councils are for specific employee and student groups, such as the Faculty Senate, Student Senate and Staff Council. The committee/council process accentuates that leadership is valued throughout the organization, not just by position and title.

Question 5P2 Sustainability planning to address the funding challenge under girds the New Decade Challenge plan, developed by the JSBC. This plan encourages revenue and cost avoidance strategies that allow LCCC to have greater control over the stability of financial resources that will enable the College to implement the planned ten-year salary and benefits plan. Two specific strategies are in the areas of Six Sigma and Academic Transformations initiatives.A Lean/Six Sigma Center developed in 2005, manages and coordinates internal Lean/Six Sigma training, guides projects and initiatives, and measures process performance to develop new, more efficient processes. The College identifies three to five Lean/Six Sigma

projects that have the potential to create significant results in terms of a minimal $20,000 cost savings and efficiency. Lean/Six Sigma project teams include process owners, each with a stake in the redevelopment of a current process. Lean/Six Sigma projects under way relate to: employment contract automation, student attendance, grade verification, non-credit course delivery systems, mechanical services contracts and Information Systems and Services (IS&S) service contracts.

The Academic Transformations initiative is focused on redesigning the top 30 enrolled courses to increase student achievement, while lowering the overall per student costs. A design team from CTE has researched course redesign models and methodologies as they reflect the needs of students. Workshops and open sessions for faculty and staff introduced a variety of best practice models and pilots are planned for spring 2006. These projects will be designed to:

• enhance the quality of learning, student engagement and retention;

• employ distance learning as a major or partial component of the course; and

• reduce overall costs

Long-term sustainability and flexibility is also achieved through the successful passage of two, ten-year 1.5 mill operating levies that provide local tax resources. These serve as the margin or excellence for programs and service enhancements that include developing new programs, new technologies and additional positions to serve increased enrollments.

Other key strategies to accomplish objectives, innovation, and organizational agility include the following:

• Data and market analysis to seek future opportunities and build and sustain a learning environment. LCCC uses survey data (e.g., Image Assessment, CCSSE, ACT Student Satisfaction Survey, Graduate Tracking Survey), market research/surveys (conducted by the JCPR), external research reports (e.g., Governor’s Commission CHEE Report), and external data (e.g., census data).

• The strategic visioning process engages students, stakeholders and employees in the process.

• Employee Engagement Sessions provide a forum for all employees to learn about and provide input related to a specifi c institutional issue. The IPC hosts these sessions and develops a report based on the information received from the attendees. The report is shared with committees and councils such as OC and ALT, along with specifi c organizational units for continuous improvement, planning, and decision-making purposes.

— 66 —

LCCC participates in professional development opportunities such as the Strategic Leadership Forum (SLF) and Strategic Horizon program sponsored by the Consortium for Community College Development (CCCD). Both of these initiatives enhance organizational and individual development through learning about external forces, preparing for opportunities and challenges, studying best practices from other industries (e.g., health care, business), and collaborating with other two-year colleges who embrace continuous improvement.

LCCC’s culture embraces leadership development and growth opportunities, and reflects a commitment to growing talent for leadership positions from within all levels. Senior leaders use a basic process to personally participate in leadership development and succession planning. The process includes: identify potential or emerging leaders, jointly identify and select leadership opportunities, and discuss and monitor progress. For example, since 2000, LCCC has sponsored three team leaders from all levels of the organization to participate in the CCCD’s Strategic Horizon programs and SLF initiatives. Also, the OC annually solicits applications and identifies candidates to participate in the Leadership Lorain County program.

LCCC embraces the concepts demonstrated through the Gallup research and published in “First Break All the Rules” by hiring for talent and growing positions that encourage individuals to achieve their greatest potential. Senior leaders engage all employees in professional development conversations during the performance management process. As a result of these processes, LCCC has developed its talent pool, and in many cases, internal candidates for positions are

successful in transitioning to a higher level position.

Question 5P3 LCCC’s senior leaders empower employees by engaging them in the decision making process. The institutional philosophy and process is that the decisions and recommendations should be made at the appropriate level and involve the people who are impacted by and/or can contribute to the decision. Communication is encouraged vertically, horizontally and two-way (back and forth). The College uses formal structure in concert with an inter-connected and fluid process to develop the appropriate decisions and recommendations regardless of the impact and nature of the issue.

Figure 5.5 depicts a formal and linear process of LCCC’s decision making structure. However, there is a fluid and inter-connected aspect of how decisions are made across all levels. For example, if the DBT identifies an issue that the President should address, the President will discuss the issue with the Vice Presidents and/or OC. Based on this dialogue the appropriate committee, council, or organization unit will be charged with investigating the issues and forwarding a recommendation to the appropriate Vice President and/or OC. Subsequently, the President will seek to (change) make a decision (e.g., modify, accept, seek additional information) based on the information received.

Question 5P4 The College leaders use information and results for continuous improvement, decision-making and planning purposes. The indicators of effectiveness that the College leaders regularly use and review are outlined in Category 7—measuring effectiveness. However, other information and results are used and reviewed by other committees and councils (Figure

Figure 5.5: Decision-Making Process and How Teams are UsedFormal Decision-Making ProcessOrganizational Structure

Unit LevelDecision-Making

Committees/Councils(How Teams are Used)

District Board of Trustees Identifi cation of priority or issues Identifi cation of institutional priority or issues

President Determine appropriate unit employees or other employees, committees, councils to address the issues

Determine appropriate committee or council to address issues (e.g., standing, other)

Vice Presidents, Administrative Leadership Team, Operation Council

Charge to committee or council by Vice President, or organizational unit administrator (if appropriate)

Charge to committee or council by President, Vice President, or organizational unit administrator

Organizational UnitsCommittees/Councils

Engage in work Engage in work

Forward recommendation to the Vice President, organizational unit administrator, or committee/ council (e.g. Operation Council)

Forward recommendation to the President, Vice President, organizational unit administrator, or committee/council (e.g. Operation Council)

Discussion, clarifi cation, or modifi cation of recommendation

Discussion, clarifi cation, or modifi cation of recommendation

Implementation and monitoring Implementation and monitoring

— 67 —

Figure 5.6: Standing CommitteesStanding Committees/Councils Results Reviewed FrequencyOperation Council Vision 21, operational WeeklyEnrollment Planning Council EPC Reports (enrollments), Retention WeeklyInstitutional Planning Council Vision 21 status, Environmental scan Annually Faculty Senate Employee satisfaction, Student success MonthlyStaff Council Employee satisfaction, Student success Monthly Curriculum Council Curriculum, Student learning, Fees MonthlyOther Committees/Councils Results Reviewed FrequencyJoint Salary and Benefi ts Committee Budget, Salary/benefi ts, Tuition/fees Weekly/biweeklyAdministrative Leadership Team Institutional priorities, Budget, Employee satisfaction,

Stakeholder satisfactionMonthly

Directors’ Council Academic programs/clusters, Curriculum, Student success

Bi-weekly

AQIP Design Teams Student success, Stakeholder satisfaction, Employee satisfaction

Bi-weekly/Monthly

Others—e.g., sub-committees, Ad-Hoc Depends on the focus of the group

Figure 5.7: Communication StrategiesCategories/Strategies ToolsWritten Newsletters (weekly, monthly, quarterly, annually), brochures, catalogs, tabloids,

memorandums, community newspapers, print media, policy and procedures manual, signs around campus (e.g., CC Mall balcony)

Electronic/technology Web Portal (Internet, Campus net), e-mail (individual, groups, everyone), cable/television, telephone system, Marquees, policy and procedures manual

Verbal President’s Forums, Convocation, Employee Engagement Sessions, performance appraisals, informal meetings, meetings (committees, councils, organizational units

5.6) that contribute to the overall effectiveness of the institution.

Question 5P5 The communication process occurs between and among the various institutional levels as part of the formal, fluid, and inter-connected decision-making process. For example, the Academic Directors through Directors’ Council meetings ensure that key information is communicated horizontally across the academic divisions and vertically to the President, Vice Presidents and OC.

Question 5P6 The College’s leadership uses written, electronic/technology and verbal tools listed in Figure 5.7 to communicate a shared mission, vision, values and high performance expectations regarding institutional directions and opportunities, learning continuous improvement, ethic and equity, social responsibility, and community service and involvement.

The President communicates a shared mission, vision and values during Convocation, which is the kick off to the new academic year. Last year’s theme of “Creating a More Meaningful Workplace and the 2005/2006 theme “Valuing People” focused on LCCC’s internal brand. Approximately 340-350 of the College’s full-time employees attend Convocation. Throughout the year, senior leaders attend new employee orientations to share the mission, vision, values and expectations.

Question 5P7 Leadership abilities are encouraged, developed and strengthened among faculty, staff and administrators through the various stages of the College’s HR Strategic Asset model (Category 4). Other key strategies include the performance appraisal process, College sponsored development opportunities (e.g., SLF, Strategic Horizon, Leadership Lorain County), tuition waivers and reimbursement, conferences and workshops, educational leave, tenure and promotion, and opportunities to participate in institutional endeavors (e.g., strategic visioning, committees/councils). For example, OC sends out a request for letter of interest each year for participation in Leadership Lorain County. Once the letters of interest are received, OC reviews the information and subsequently selects 1-2 candidates to participate in the year long program. Similarly, the President will communicate to OC the need for the College to participate in leadership development opportunities such as the SLF and Strategic Horizon Program. OC will assist the President in identifying key LCCC employees—at all levels—to participate in these programs.

Other opportunities are encouraged through the use of various professional development and training programs sponsored by the College. Some of these resources and programs include HRD funding, tuition waiver, sabbaticals, travel funds and professional development plans. For example, the Staff Council hosted a Leadership is Everyone’s Business workshop for all

— 68 —

staff and professional/technical employees several years ago. The Staff Council used the College’s HRD funds to cover the expenses for this training. In addition, during the 2005 summer; the VPLS/CAO provides funding for two faculties who have expressed interest in becoming academic division directors to attend an Academic Chairperson workshop.

Question 5P8 LCCC participates in professional development opportunities such as the SLF and Strategic Horizon program sponsored by the CCCD. Both of these initiatives enhance organizational and individual development through learning about external forces, preparing for opportunities and challenges, studying best practices from other industries (e.g., health care, business), and collaborating with other two-year colleges. LCCC’s culture values leadership development and growth opportunities and reflects a commitment to growing talent for leadership positions from within all levels. Senior leaders use a basic process to personally participate in leadership development and succession planning. The process includes: identify potential or emerging leaders, jointly identify, select leadership opportunities, and discuss and monitor progress. For example, since 2000, LCCC has sponsored three teams of leaders from all levels of the organization to participate in the CCCD Strategic Horizon College programs and SLF initiative. Also, the OC annually solicits applications and identifies candidates to participate in the Leadership Lorain County program. LCCC embraces the concepts demonstrated through the Gallup research and published in First Break All the Rules by hiring for talent and growing positions that encourage individuals to achieve their greatest potential. Senior leaders engage all employees in professional development conversations during the performance management process. As a result of these processes, LCCC has developed its talent pool and in many cases, internal candidates for positions are successful in transitioning to a higher level position. Examples of succession planning and talent development for senior leadership have included the promotions of the former Director of Marketing to the position of Vice President for Strategic and Institutional Development (VPSID); a former faculty member to serve as the Director of LCCC’s UP; a former faculty member to serve as Director of Allied Health and Nursing and a Marketing Coordinator to assume a leadership role in developing key relationships with K-12 school districts.

Question 5P9 The College collects and analyzes the following measures of leading and communicating on a regularly scheduled basis:• PACE/Climate Survey (Figure 4R-1, 4R-15)• Convocation (Figure 5R1-1)• Strategic Horizon (Figure 5R2-1)

• Passage of Levy (Figure 2R-4)• Ohio Award for Excellence (Figure 5R2-2)

Figure 5R1-1: Convocation Results

Convocation provides an opportunity for the President to communicate the institutional initiatives to the campus community at the beginning of each academic year. The overall satisfaction with Convocation was at a three-year high in 2004 (94%). While the President’s address declined, 81% is still a high level of satisfaction. Each year approximately 350 employees attend Convocation. Each year a high percentage of attendees indicate that they learned something new.

Results:

5R1 What are your results for leading and communicating processes and systems?

The College uses the PACE/Climate Survey (Figure 4R-1, 15) results to assess leadership and communication processes and systems. Historically, LCCC PACE/Climate leadership and communication scores have been above the national norms. This suggests a high level of satisfaction with leadership and communication systems and processes. In addition, support from the citizens of Lorain County is essential to the success of the College. The level of trust and confidence in the College’s leadership is the passage of local tax levies. The majority of voters have continued to support the College and its leadership since 1992 (Figure 2R-4).

— 69 —

Figure 5R2-1: Strategic Horizon Survey Results

The Strategic Horizon Program is sponsored by the Consortium for Community College Development. A Strategic Horizon college is one that has the capability to capitalize on its strengths and resources in ways that enables it to create and pursue opportunities. The baseline survey results that LCCC ranks in the top three in three of the five key areas. These high ranking suggest that the College has strong leadership and communication processes and systems.

Figure 5R2-2: Ohio Award for Excellence Category Scores

LCCC applied for the Ohio Award for Excellence during the 200/01 academic year and received a Tier 3 award—Achievement of Excellence. A Tier 3 Award is the second highest award given by the organization. At the time, LCCC was recognized as the “first educational institution in Ohio to achieve this level and receive this honored recognition.” The results in Figure 5R2-2 indicate that one of the College’s strengths is its leadership systems and processes.

Improvement:Question 5I1 LCCC uses the data, information and feedback from the processes listed below to improve current systems for leading and communicating.• The indicators of effectiveness process allows the

DBT, ALT and IPC members to monitor institutional performance.

• The DBT hosts Community Engagement Sessions to listen and learn about the concerns and aspirations of the community. In addition, the image assessment survey (administer to registered voters) and the continuous passage of local tax levies provide information and data about the College’s leadership and communication. The information is used to continuously improve programs and services.

• The IPC host Employee Engagement Sessions that focus on specifi c institutional issues. All campus employees are invited to attend these sessions to learn about the specifi c issues and to provide input on how the College should address that particular issue.

• The results from the biennial administration of the PACE/Climate Survey are reviewed and processed

by groups such as the AQIP HR Design Team and the IPC. The College domain rating for formal infl uence (leadership) and communication continually rate the national norm.

Question 5I2 Targets for leading and communicating are established by reviewing the data and information, discussing the meaning and implications, and reviewing longitudinal and comparative performance against. The general institutional target for the leading and communicating domain is to maintain or improve the ratings on surveys such as PACE/Climate and Image Assessment. Improvement priorities are initially identified and addressed by the appropriate organizational unit or committee/ council. Subsequently, OC will review and provide feedback on the action plan, progress and results.

The results are communicated through the strategies listed in Figure 5.7. L

— 70 —

SUPPORTING INSTITUTIONAL OPERATIONS

Context:Question 6C1 The College’s key student and administrative support service processes and needs are listed in Figure 6.1 and Figure 6.2.

Question 6C2 The key student and administrative support services are intended to support and complement the processes and systems outlined in the Helping

Students Learn (Category 1) and Accomplishing Other Objectives Categories (Category 2). Student and administrative support areas and how they reinforce Category 1 and 2 are listed in Figure 6.3.

Process:Question 6P1 The College identifies the support service needs of students in a variety of ways. Initially, students take the COMPASS exam to determine their academic readiness for college-level coursework. The cut off scores are established by the faculty in accordance

Figure 6.1: Key Student Support AreasKey Student Support Areas Needs Data Source FigureBursar Timely quality service ACT Survey 6R2-1, 2,

3R-10Cafeteria/Food Services Quality service

Clean environmentACT Survey 3R 15

Campus Security Safe environment Campus crime act 3R 16, 32Distance Learning Student success OSR 6R1-5Employment and Career Services (Job Placement)

Assistance with career choices and development

ACT Survey OSR process

6R1-13R 10

Enrollment Services (admissions, records, registration, counseling, advising, international student services, transfer center)

Assists students with educational planning and career choices

ACT Survey OSR process

6R 113R-10

Financial Aid Quality service/accurate information

ACT SurveyAnnual audit

6R1-6

Information Systems and Services Quality technologyPositive environment

ACT Survey OSR process

3R 277R1-1, 2, 6

Library/Learning Resource Center Accessible/quality service ACT SurveyLibQual Survey

3R-256R1-26R3-2

Opening Door Accessible/quality service National assessment 6R1-4Programs for Student Success (Remedial Education)

Positive and challenging learning environment

OBOR Performance Rpt.

2R-17

Student Life Variety of activities ACT Survey 6R3-1Testing Services Quality service

Safe environmentACT Survey OSR process

6R1-8

Tutoring Quality serviceSafe environment

ACT Survey OSR process

6R1-3, 7

University Partnership Quality Services/Programs Grad Tracking Sur. 3R-21, 22, 23

Figure 6.2: Key Administrative Support AreasKey Administrative Support Areas Needs Data Sources FigureBook Store Quality service

Reasonable selection/pricingStudent Watch Survey 6R2-3

Controller/Administrative Service Integrity/Fiscal Stewardship

OSR process, CMDSOBOR Perf. Rpt.

6R2-5

Distance Learning Quality service Indicators 7R1-4Facilities Well maintained facilities ACT Survey 3R-15Foundation Integrity/Visibility Foundation Offi ce 2R-3

3R-11Human Resources Training, wellness programs,

employee development, hiringNorthCoast 99PACE/Climate

4R1, 15, 16

Information Systems & Services Quality service and technology ACT Survey OSR process

3R 277R1-1, 2, 6

Institutional Effectiveness & Planning Assistance with planning OSR process 6R2-4Marketing and Media Relations Accurate/timely information Image Assessment

ACT Survey6R3-23R-19

— 71 —

Figure 6.3: Support Areas/Reinforcing ProcessesStudent/Administrative Support Service Areas

Helping Students Learn—Category 1 Accomplishing Other Distinctive Objectives—Category 2

Book Store Provide access to books and other learning materials

Bursar Provides service related to students accounts

Provides service related to students and stakeholders accounts

Employment and Career Services (Job Placement)

Provides access to information about jobs and career

Helps employers with students with appropriate skills

Cafeteria/Food Services Provide options for nutrition and nourishment

Provide options for nutrition and nourishment

Campus Security Provide a safe and friendly environment

Provide a safe and friendly environment

Controller Provide fi scal stewardship Provide fi scal stewardshipDistance Learning Provide alternative methods for

student learningEnrollment Services (admissions, records, registration, counseling, advising, international student services, transfer center)

Assists students with their educational planning and career choices

Facilities Provide a well maintained and clean learning environment

Provide a well maintained and clean learning environment

Financial Aid Provide student with fi nancial resources for school and other expenses

Foundation Provides resources for student scholarships

Provides resources for student scholarships

Human Resources Hire employees with the appropriate knowledge, skills, and abilities

Hire employees with the appropriate knowledge, skills, and abilities

Information Systems & Services Provides students and faculty with up-to-date technology

Provide the campus community with up-to-date technology

Institutional Effectiveness & Planning Provides the campus with data and information

Provides the campus with data and information

Library/Learning Resource Center Provides students with access to learning resource materials

Marketing/Media Relations Provide accurate, timely information Provide accurate, timely information

Offi ce of Special Needs Services for students with disabilityPrograms for Student Success (Remedial Education)

Provide courses and services emphasizing academic skill development

Provide courses and services emphasizing academic skill development

Student Life Provides opportunities for leadership development and learning opportunities

Testing Services Provide opportunities and fl exibility for learning

Tutoring Improve student learningUniversity Partnership Provide quality programs/services

with curriculum standards as well as Ohio’s secondary education system’s academic content standards. Students who do not achieve scores for entry into college mathematics, composition and reading must take developmental courses in these disciplines. These students take courses in the Division of Programs for Student Success, which includes LCCC’s pre-college level courses (Figure 2R-21), tutoring services (Figure 1R2-1, 3; 6R1-3, 7) and the Office of Special Needs.

All new students are required to take College 101, the college experience course. Throughout the course,

faculty addresses any issues that students may be experiencing. Because the class requires journaling and information on a variety of services across campus, student needs are often identified in that setting with the appropriate referrals made. The system for academic dismissal and reinstatement also help identify support needs for academically at-risk students. After initially being dismissed, students are required to meet with an academic counselor to determine a plan of action for academic success. In addition to the COMPASS exam, on-going referrals to services, and the system for academic dismissals and reinstatement, the College

— 72 —

receives significant external funding to identify support service needs for students and all College employees (Item 6P2).

Question 6P2 LCCC determines support service process requirements of students, faculty, staff, stakeholders and administrators thorough (1) research based approaches, (2) external funding for improving support services as well as (3) the OSR process. Support services for students are being improved based upon research based best practices that have been validated through the College and Career Transitions Initiative (CCTI) funded by the Office of Vocational and Adult Education (OVAE), the League for Innovation in the Community College and the Opening Doors initiative funded by Manpower Development Research Corporation (MDRC).

CCTI focuses on career pathways and the importance of ensuring that LCCC addresses the gaps in educational attainment that have been identified by Jobs For The Future and that occur along the educational continuum, including gaps between high school graduation and enrollment in Associate’s or Bachelor’s programs and completion of Associate’s or Bachelor’s degrees. LCCC is well-suited to address these gaps since an Early College High School and UP are located on campus, and together represent the educational continuum for career pathways.

The Opening Doors initiative uses control group research methodology wherein the control group receives traditional student support services while the program group receives enhanced services. Findings to date include: the Program Group attempted and completed more courses, a higher percentage of the Program Group returned for second semester, and the Program Group had a higher GPA than the Control Group. LCCC is in the early stages of deploying these enhanced services to all of our students who meet the criteria of the Opening Doors initiative and will track these students against the findings of this externally funded initiative.

In addition, LCCC uses grant funding criteria, processes and procedures to improve support processes and drive organizational learning and innovation. Internally, the CTE awards Innovative Learning Projects (ILPs) and course redesign grants to teams of faculty and staff who respond to Requests for Proposals (RFPs). The RFPs are research-based; the projects must respond to specific criteria; the focus is on improving retention, improving learning, and in the case of the course redesign initiative, reducing cost, there is an evaluation component to every funded project. Course redesign is in the early stages of deployment; however, ILPs have been awarded for over three years. Results are showcased by the CTE; a report is published each year that includes each team’s research and lessons learned are institutionalized through the

academic divisions during the budgetary process.

One example of a support process improvement that has been institutionalized is the use of work-study students as laboratory teaching assistants who assist professors in labs. The result was higher retention rates in both classes, 81% (compared to 60% without TAs) for Biology 161 and 79% (versus 76%) for Biology 251. Another example involved adding a recitation component in targeted math and chemistry courses. Faculty added fifty minutes to the courses per week when students and faculty review material and problems through small group interaction. The project was successful in that students who were not as prepared for math and chemistry had a better chance of completing the capstone courses in their programs. Also, students were more engaged in their classes.

LCCC’s CIC provides individuals with the opportunity to submit ideas to improve operational processes. A $45,000 rapid response budget facilitates an immediate solution for approved ideas. The CIC process is as follows: individuals submit an idea to the CIC; the CIC provides a forum to review, evaluate, and implement the idea; and the CIC publicly recognizes the individual for their contributions. Each year the CIC receives approximately eight to twelve ideas. One recent idea saved the College nearly $30,000 thanks to a mailroom employee who submitted an idea to improve the postage process. She was recognized at the DBT meeting. An online suggestion box has recently been developed to encourage greater involvement in submitting continuous improvement ideas. The CIC complements the Lean/Six Sigma Center’s efforts.

The OSR is coordinated by the IEP Office along with other employees who facilitate the sessions. The purpose of the process is to comprehensively assess academic support units on a five-year cycle, to continuously improve and to enhance institutional effectiveness.

The OSR process is as follows:

1. IEP develops an annual schedule of OSRs, which are shared with OC.

2. Identifi ed organizational units develop a team of seven to ten people, including the director and two to three members from other organizational units.

3. Each team attends the six working sessions to learn: overview/mission development, unit indicators and external market assessment, process mapping/value streaming, human resource, and four disciplines of execution to develop fi ve-year assessment plans (2 sessions).

— 73 —

4. The teams meet between sessions to either begin or complete the work for the prior session or prepare for the up-coming session. Each team invites the session facilitators to their meetings to assist with the process—e.g., mission development, process mapping.

5. The process includes the development of formative assessment plans to ensure continual self assessment during the next four to fi ve years.

6. The process concludes with a celebration for each team to share its progress with the other cohort teams, OC, ALT and DBT.

Since the OSR process was implemented during the 2003-2004 academic year, eleven (37%) of the thirty-four academic support units have participated and completed the process with an additional seven scheduled for the 2005-2006 academic year. The OSR process has been presented and shared at the CCCD Summer Institute and the NCA Annual Meeting.

Question 6P3 Each of the academic support organizational units determines its own performance measures based on OSR. JCPR provides each group an external market analysis containing data and information about strengths and opportunities for improvements. The external market assessment ensures that the expectations the unit has are consistent with the student and other stakeholders’ expectations. It assesses how well the unit is doing and what it could do better, and how to use feedback to improve curriculum, programs and services.

In addition, many academic support service areas collect quantitative and qualitative data and information from students and stakeholders about programs and services. For example, the Academic Directors, Enrollment Services, Marketing, Facility Planning, Advisors, and Counselors work closely together during registration periods to ensure that student needs are being met. The team-based approach to work is used to make certain that the institution is meeting the needs of students and stakeholders. This collaboration resulted in the College being able to meet the needs of a 42% student enrollment increase during the last several academic years.

Many processes are documented about student, employees, and stakeholders in the College’s policy and procedures manual, organizational unit process manuals, student code of conduct handbook, College Catalog and web site (Internet/Intranet). Changes and updates are communicated primarily through the print media (e.g., FYI Newsletter, Collegian), campus telephone system, and meeting minutes. Knowledge sharing, innovation, and empowerment are achieved through the College’s

cross-functional team approach to committees, councils and general meetings.

Question 6P4 Each academic support unit is comprehensively assessed on a five-year cycle through the OSR process. The OSR process uses the Tom Peters Four Disciplines of Execution model to develop continuous improvement plans. The administrators and appropriate faculty and staff regularly review the information related to the performance of the unit. The action plans and the results are monitored regularly.

In addition, the results from surveys such as the PACE/Climate, CCSSE and ACT are used by the institution to improve key student and administrative support areas. For example, the results from the latest administration of the ACT Student Satisfaction Survey provide the impetus to reinvigorate and revise the OSR process.

Question 6P5 The data and information for student and administrative support service process that LCCC collects regularly are listed in Figure 6.1 and Figure 6.2.

— 74 —

Figure 6R1-1: Employment and Career Services Client Satisfaction

Career Services clients feel that counselors: possess good interpersonal skills in that they are easy to talk to (95%), seemed interested in them as individuals (92%), and encouraged them to take responsibility for their decisions (91%); possess the knowledge necessary to assist them by providing them with information or pointing them in the right direction (94%) and advising them of programs or alternatives available to them (91%); and are able to communicate effectively, providing them with understandable, accurate information (93%) and allowing them to ask questions (93%).

Figure 6R1-2 Library/Learning Resource Center LibQual Survey

LCCC students feel that the library helps them distinguish between trustworthy and untrustworthy information, 6.12 vs. 6.25 for all community college students and are satisfied with the way they are treated.

Results:

6R1 What are your results for student support service processes?

Many of the results reported in this section are from the College’s OSR process (see 6P1, 6P2) or are a part of the indicators of effectiveness framework (Category 7). These results are used for continuous improvement, planning, and decision-making purposes.

— 75 —

Figure 6R1-3: Tutoring Satisfaction

Satisfaction ratings very high on all aspects of tutoring experience: students who responded to the survey in Fall 2004 felt that they were always treated with respect and were free to ask questions; all students said they would use the Center again if the need arose; approximately 98% said the tutor encouraged thinking all of the time and 96% said the tutor was always on time; approximately 95% felt that the tutors were always helpful and an equal amount felt they always gave adequate examples; and each attribute was given the “All of the Time” response by no less than 93% of respondents.

Figure 6R1-4: Opening Door Persistence

Opening Doors has had a positive impact on student success for the treatment group when compared with the control group. This impact becomes greater over time, showing students receiving Opening Door services upon arrival at LCCC are significantly more likely to enroll for a second semester at the College than those who did not receive the services.

Figure 6R1-5: Distance Learning Student Success

Distance Learning students are just a successful as students who take courses on campus (land-based) with 80% being successful in land based courses in 77% in distance learning courses.

• Student Success Rate:

Land-based courses: 80%

All distance learning: 77%

• Withdrawal Rate:

Land-based courses: 15%

All distance learning: 19%

• 25% of LCCC students take at least one distance learning course

• Of the 25% taking distance learning courses, 13.2% take only distance learning course (no land-based courses)

• Distance Learning includes all fi ve formats: Internet, Telecourses, Interactive, Video Conference and Blended courses

• Information is for Fall 2004

— 76 —

Figure 6R1-6: Percent Receiving Financial Aid

The percent of students receiving financial aid at LCCC is comparable to those students who attend similar institutions. For example, at LCCC, federal loans account for the lowest proportion of students receiving financial assistance in Ohio’s community colleges, and the most often used form of assistance is state grants (48%) followed by federal grants (29%) and institution grants (16%).

Figure 6R1-7: Tutoring Satisfaction

Satisfaction ratings very high on all aspects of tutoring experience: students who responded to the survey in Fall 2004 felt that they were always treated with respect and were free to ask questions; all students said they would use the Center again if the need arose; approximately 98% said the tutor encouraged thinking all of the time and 96% said the tutor was always on time; approximately 95% felt that the tutors were always helpful and an equal amount felt they always gave adequate examples; and each attribute was given the “All of the Time” response by no less than 93% of respondents.

— 77 —

Figure 6R1-8: Testing Occurrences

The number of students using the testing center has increased each of the last three years.

Figure 6R2-1: Tuition and Fees

One-year tuition and fees for full time students at LCCC are in line with other Ohio community colleges. LCCC’s annual cost of $2,038 is 5% below the average for Ohio’s community colleges ($2,145).

Figure 6R2-2: Percent Change in Tuition and Fees

• Lorain County Community College’s increase in tuition and fees between 2000 and 2003 was 8%

• The average increase for community colleges during this same period was 14%

6R2 What are your results for administrative support services processes?

— 78 —

Figure 6R2-3: College Bookstore Satisfaction

On a 7 point rating scale with 1 being not at all satisfied and 7 being extremely satisfied, college students around the nation, including LCCC students were surveyed about various aspects of purchasing behavior and bookstore attributes. LCCC students rated customer service, store hours, textbook availability, and the availability of school supplies at or above the national norm. The cost of items was the area where LCCC students were the least satisfied with the book store. Not only was it rated lowest by LCCC students, it was also the item with the greatest disparity (on the negative side) from the national norm.

Figure 6R2-4: IEP Satisfaction Ratings

The Office of Institutional Effectiveness and Planning (IEP) provide a wide range of services to the campus community. As part of the OSR process, IEP assessed stakeholder satisfaction with these services. Stakeholder satisfaction levels regarding services provided include the following: knowledge level of IEP staff (68%); quality of information received from IEP (66%); and helpfulness of IEP staff (63%) rated moderate to high. Overall services (58%), explanation of available data (55%) accessibility of the person handling the request (which was seen as critical) (53%), and responsiveness to customer needs (52%) rated moderate. The IEP Office is addressing these items as part of the five-year continuous improvement plan of action that is a required part of the OSR process.

— 79 —

Figure 6R2-5: Satisfaction with Controller’s Offi ce

As part of the OSR process, the Controller’s Office collected information regarding satisfaction with the services the unit provides to stakeholders. The results revealed that 86% of the stakeholders were the most satisfied with the Office’s response time and willingness to help received the. On the other end, only 36% of the stakeholders were satisfied with communication. The Controller’s Office is addressing these issues with their five-year continuous improvement plan that is a part of the OSR process.

Figure 6R3-1: ACT Survey—Satisfaction in General

LCCC in general received the highest satisfaction ratings from students and LCCC’s rating (4.09) was higher than the national average (4.06). This is interesting due to the other ratings are lower than the national averages.

6R3 Regarding 6R1 and 6R2, how do your results compare with the results of other higher education institutions and, if appropriate, organizations outside of the education community?

The College’s results compare favorably with the results from other higher education institutions. Recently, the Library/Learning Resource Center (Figure 6R1-2) and the Bookstore (Figure 6R2-3) participated in two national surveys. The results from both surveys indicated that LCCC students are satisfied with the services these academic support units provide.

The College has comparative data from the OBOR Performance Report for financial aid (Figure 6R1-6) and tuition and fees (Figure 6R2-1, 2). Also, the College’s Opening Doors program has had a positive impact on students when compared to a cohort group (Figure 6R1-4). Other national results are listed below.

— 80 —

Improvement:Question 6I1 LCCC uses the OSR process to improve current processes and systems for supporting institutional operations. Each academic support unit is comprehensively assessed on a five-year cycle with each unit developing formative plans of action. Since the inception of the OSR process, the coordinator and session facilitators review and discuss each session and the overall process. In addition, during the 2003/04 academic year, the participants completed a survey to provide feedback on the overall process. The results from these two processes are used to continuously improve the OSR process.

Question 6I2 Several key revisions to the OSR have emerged from the two refinement processes described in item 6I1. These refinements include the following:

• The development and inclusion of a session related to human resources. The focus of this session is to

begin systematically infuse the work of the AQIP HR Design Team into each organizational unit

• The indicators and external market assessment sessions were originally two separate sessions. However, based on feedback, these sessions have been combined into one session to create better alignment and linkages with indicators and the collection of data.

• The fi nal celebration session will now be open to the campus community. Previously, the session was only for the participants, the President and the three Vice Presidents.

The results are communicated through the strategies listed in Figure 5.7. L

Figure 6R3-2: Library/Learning Resource Center Survey Results

The Library/Learning Resource Center used a national survey as part of its external assessment for the OSR process. Perceived Performance means from LibQual survey were high for items relating to Reference Services: on a 9 point scale, perceived Performance mean (how LCCC Library is performing) is higher than perceived Performance mean of all college libraries as reported by all community college students for most items LCCC students have higher expectations and desired means for LCCC students HIGHER for each item relating to reference services compared with the community college cohort.

— 81 —

MEASURING EFFECTIVENESS

Context:Question 7C1 LCCC’s web portal and learning management systems are linked to the CMDS/Jenzabar system (Figure 7.1). The web portal system has a navigable interface and delivers single site access to information including campus news, events, academic programs, personnel information (e.g., leave forms, benefit information), staff e-mail, student registration, financial aid, online classrooms, payments and administrative functions. The learning management system provides a conduit for distance learning students and faculty to access class information, assignments, class chat rooms and other academic information. This system provides a wealth of data and information to the College that support organizational performance and student learning.

In addition, independent and decentralized databases such as Constituency Relationship Management (CRM) and Raisers Edge interface with the CMDS/Jenzabar system are used by organizational units throughout campus. The CRM is an integrated database that profiles and tracks all customers, clients and partners associated with the College. The system is designed to run parallel to CMDS/Jenzabar and is expanding the capacity and efficiency of web-based applications.

As part of its commitment to utilizing data to drive decision making, LCCC makes data and information available to users campus wide through the CMDS/ Jenzabar, web portal (Intranet/CampusNet) and offices such as IEP, JCPR and IS&S. LCCC collects, stores and retrieves information and data through an integrated CMDS/Jenzabar centralized database system. Employees who have access to the appropriate CMDS/Jenzabar modules have the primary responsibility for collecting and inputting the data into the system. The IS&S Office grants a password to full-time and part-time employees who need to input or access data from CMDS/Jenzabar. The IS&S Office, in concert with each organizational unit administrator, ensures that employees have access to

the appropriate modules, data and information.

Students and external stakeholders access data through the web portal at lorainccc.edu. The information includes class registration, financial aid, tuition payment, and an up-to-date calendar of class times and locations. Employees access the CampusNet, which contains links to their personal calendars and e-mail, institutional reports, human resource information, and policies and procedures. Employees, students and stakeholders can access LCCC data and information through the OBOR Performance Report, which also contains comparative data. Employees with access to the OBOR HEI systems have additional data and information that is then made available to the campus.

Figure 7.2: Indicators of EffectivenessMission Priorities Indicators of

EffectivenessData and MeasuresFigures

Promote Education

Linkages with High Schools

2R-6, 7, 173R-1, 8, 9

Accessible and Affordable Learning

3R-11, 12, 21, 226R2-1, 2, 37R1-4

Collegiate Education

1R4-1, 2, 33R4, 5, 28, 30, 31

Career/Applied Education

1R2-112R-15

Continuing Education

2R-1, 2

Stimulate Community Development

Economic and Workforce Development

2R-8, 9, 11, 12, 13, 14

Cultural Development

2R-3

Enhance Institutional Effectiveness

Strategic Planning Category 8Human Resource Development

4R-1, 15, 16

Effective Resource Management

2R-17, 18, 19

Figure 7.1: LCCC’s Data and Information Management System

— 82 —

Question 7C2 LCCC’s key indicators for tracking effectiveness are listed in Figure 7.2. Divided into three broad categories, each indicator has one or more measures associated with it. These measures are tracked annually or as frequently as necessary and monitored by the DBT and the ALT to assess the College’s progress against its mission, vision and values. The annual process to review the indicators of effectiveness is outlined in (7P4). One refinement to the review process that has already come about is related to identifying indicators that have been referred to as contextual, such as per capita income and poverty levels, which the leadership believes are worth reviewing, but realizes that the College has an indirect impact on the actual outcomes.

LCCC ensures alignment and integration through various methods, including regularly scheduled times to collect the data, annual schedules to review and discuss the data, and presentation of the data in easy to read charts, tables and graphs to assist in decision making, planning and continuous improvement. The IEP Office has the major responsibility for the leadership, coordination and implementation of the project.

Process:Question 7P1 Student learning is supported through the full implementation of several data collecting processes. The academic program/cluster review process includes demographic data from the CMDS/Jenzabar information system, external market assessment and assessment of student learning. The AQIP Assessment Design Team works with faculty to assess student learning using a CAR, which is a tool for faculty to organize their assessment strategies, document student learning, and state changes to pedagogy as a result of these assessments. The Design Team develops an institutional report called the CARD that provides an institutional overview of student learning. The data from these two processes are monitored by the group. The CAR and the CARD both came about as a result of the Design Team identifying a need to develop a methodology to track and organize student assessment results and to have a centralized repository for the information.

LCCC collects, stores, and retrieves information and data for overall organizational performance and student learning through the major strategic initiatives outlined in the Organization Profile (Figure 0.3). The strategic visioning process provides the foundation for long-term data collection (Category 8).

Question 7P2 LCCC determines the information and data collection, storage, and accessibility needs of the institution, organizational units, and individuals through the Technology Master Plan process. IS&S conducts a comprehensive SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis and subsequently determines the technological, data, and information needs of the institution, organizational units and individuals. Figure 7.3 outlines how IS&S determines these needs.

The process flows from the College’s mission, vision and values (Overview). Annually, IS&S conducts a SWOT analysis, literature review, and identifies the best practices to develop a technology strategic direction for the institution. As part of the process, IS&S engages campus employees to determine their specific needs. During the 2003-2004 and 2004-2005 academic years, IS&S and the IPC collaborated to host Employee Engagement Sessions that provided a forum to collect input and feedback from the attendees about their technology needs. During these two academic years, there were nine Employee Engagement Sessions with 250 employees attending one or more of these sessions. The cross cutting themes that emerged from the nine sessions are listed below:

• Student communication—the specifi c recommendation refers to the need/desire to provide enrolled students with an e-mail account (e.g., studentxyz@lorainccc.edu). However, the broader recommendation relates to using technology to enhance communication with students.

• Mobility—this recommendation refers to the need and/or desire to have access to data and information without being confi ned to a specifi c location. This includes remote access, shared drives, and wireless.

Figure 7.3: Process for Updating the Technology Master Plan

— 83 —

• Training/Education—this recommendation refers to the need to have formal and “on-time” training and education on issues such as CMDS and how to develop and run queries to get data, and how to maximize current and new hardware and software.

• Traditional Educational Experience—this recommendation refers to the need and desire to use technology to enhance the traditional educational experience—for example, this includes resources such as Smart Classrooms and the Library.

• Distance Learning—this recommendation refers to the need to continue to improve and expand the infrastructure and capacity to offer these types of courses.

IS&S develops and revises the College Technology Master Plan based on the information gathered from the SWOT analysis, Employee Engagement Sessions and visits to specific organizational units. IS&S provides OC and/or JSBC with a set of priorities in alignment with the mission and strategic vision once the plan has been revised. The final priorities are established in concert with the College’s budget planning cycle.

Question 7P3 The College determines and selects the needs and priorities for comparative information and data based on the following; 1) the issue being addressed; 2) relevance and availability of data and information; 3) the reliability and validity of the data and information; and 4) the types of institutions or organizations used for comparison (higher education, business/industry) and scope of comparison (e.g., national, regional, state).

The primary source of comparison data and information within the education community is the OBOR Performance Report that provides longitudinal and comparison data and information for the state’s thirty-eight public colleges and universities. The key comparison data from the OBOR Performance Report listed in Figure 7.4 include: cost of an education, financial assistance, student mobility, persistence rates, time to degree and lab/classroom utilization. Other comparative sources include surveys such as the NorthCoast 99 Figure 4.16), PACE/Climate Figure 4.15), CCSSE Figure 1R4-2, 3), ACT (Figure 3R-13—18, 6R3-1, 2), HSSSE (Figure 3R-29), LibQual (6R1-2, 6R3-4), Bookstore (6R2-4), Strategic Horizon (Figure 5R-5), and Ohio Award for Excellence (Figure 5R-6).

For the past two years, LCCC has participated in and been identified as one of the 99 “Best Places to Work” in Northeast Ohio. The NorthCoast 99 award is sponsored by the ERC. ERC is Northeast Ohio’s largest employers’

association serving over 1,000 organizations employing nearly 400,000 employees in twenty-two counties. LCCC selected the NorthCoast 99 process to collect comparative data and information outside the higher education community around human resource systems and process.

Question 7P4 The College analyzes information and data regarding overall performance through the indicators of effectiveness process (Figure 7.4). The indicators of effectiveness are the key elements that must be managed successfully for the organization to flourish and grow. Each indicator has measures associated with it which assess the College’s performance against its mission. The DBT and the ALT review the indicators of effectiveness annually.

Figure 7.4: Organizational PerformanceIndicators of EffectivenessJuly Identify 2-3 key indicators to monitor

Develop action plans for continuous improvementUpdate data and select/remove indicators

August/November

Review and discuss indicators of effectivenessMonitor progress of the 2-3 key indicators

December Review and discuss indicators of effectivenessMonitor progress of the 2-3 key indicators

January/June

Monitor progress of key indicators

The IEP Office collects and analyzes the data and, together with a subcommittee, reviews the data and subsequently presents it to the ALT and DBT. During the presentation, each group discusses and reviews the data and identifies key indicators on which to focus efforts over the coming months.

LCCC analyzes results to identify areas of strengths and opportunities for improvement. The data is organized in a report consisting of charts, graphs and tables that provide longitudinal and comparative data and information. In addition, each chart, graph and table includes written text to provide context and to highlight key information so each group can examine the facts and data. After each text page, the data from which all charts and graphs are derived follows each page of charts, graphs, and text so that the reader can see the corresponding numbers. The IEP and JCPR Offices provide the leadership for providing these types of services and assistance to internal and external stakeholders. Once areas for continuous improvement have been identified, the appropriate committee/council or organizational unit is charged with developing plans

— 84 —

of action to address the specific issue. This group provides ongoing updates to the appropriate bodies, and data is continuously monitored as part of the normal review cycle.

Question 7P5 The College ensures the effectiveness of its information systems and related processes via the Technology Master Plan. The integrity and confidentiality of data is achieved through IS&S and each CMDS/Jenzabar module owner/user. IS&S grants passwords to full-time and part-time employees who need to input and access data from CMDS/Jenzabar (Figure 7.5). In addition, IS&S periodically hosts campus wide software training to enhance user knowledge and to continuously improve the quality of the data. This process ensures that the appropriate employees access and use the data.

Question 7P6 The major strategy the College uses to ensure the effectiveness of the information system(s) and related processes is the Technology Master Plan (Item 7P2, Figure 7.3). Also, IS&S ensures the integrity and confidentiality of data and information stored in CMDS/Jenzabar.

The College implemented a three-year “Computer Churn” program, which ensures that all computers are upgraded and replaced on a three-year cycle. As part of the “churn” process, IS&S require all computers have a minimum level of software (e.g., Microsoft Office 2003) in order for them to provide security and support. Prior to installing new software, IS&S runs various tests to ensure a certain level of reliability.

Question 7P7 Some of the sources for data collected and reviewed regularly include the following:

• IS&S OSR external market review• Web-portal hits• Students registering using the web• Distance Learning Enrollments

Figure 7.5: Data, Information, and Knowledge QualityAreas ProcessIntegrity Individual passwords and ID are given to full-time and part-time employees, Campus

wide software training, Nightly backups, and Daily monitoring Reliability Preventive maintenance and software testing Confi dentiality Unique user ID and passwords are given to full-time and part-time employeesSecurity Firewalls and other security services

— 85 —

Figure 7R1-2: User Attitudes Regarding Technology Infrastructure and Provisioning

In general, users feel that the College’s system for measuring effectiveness infrastructure is adequate to support their work. Specifically, 73% feel that the current technology supports their communication and collaboration with others, 64% feel that the current technology allows for efficient work flow and 63% feel that it supports their work, and less than three out of five faculty members feel that lab computers are equipped with the necessary software for students to meet class requirements.

Figure 7R1-1: Technology Infrastructure and Provisioning

Results:

7R1 What is the evidence that your system for measuring effectiveness meets your institution’s needs in accomplishing its mission and goals?

Surveys and Employee Engagement sessions are used to collect data and information about current services, software and hardware. In the area of technology and infrastructure provisioning, technology appears to be working well including smart classrooms and basic and other equipment. Smart classrooms were listed most often as a technology that is working well

on campus. People were pleased with the equipment and versatility, but also felt the campus needed more of these rooms. In terms of basic and other equip-ment, mention was given to the fact that people have telephones, computers on their desks and access to printers, copiers and other basic equipment.

— 86 —

Figure 7R1-5: Career Service Web Page Hits

Area employers and student rely on the Employment and Career Service area web page for reliable and accessible information and data. The total number of hits increased 61% between 2003 and 2004, from 67,000 to 108,000 hits, an increase of nearly 22,000 hits.

Figure 7R1-4: Distance Learning Headcount

LCCC provides students with many different course delivery options to pursue an education. In recent years, distance learning, which encompasses video conferencing, telecourses, interactive courses, Internet courses, or a blending of these with “land based” delivery have become an option that more and more students are choosing. In the fall of 2000, just over 1,000 students took a distance learning course which has grown to over 2,500 in fall 2004. This represents a 151% increase. The increase in student enrollment in distance learning courses exemplifies the satisfaction ratings of the timeliness, accessibility and user friendliness of the College’s Learning Management System.

Figure 7R1-3: LCCC Web Page Hits

The College monitors web page hits to determine the usage of the web portal. Web Page hits increased dramatically between 2003/04 and 2004/05, from 3.8 to 5.1 million. This represents an increase of 33%. During this same period, Home Page hits increased 27% from 1.1 to 1.5 million.

— 87 —

Improvement:Question 7I1 It is routinely necessary to improve or refine processes and systems due to changes in the internal or external environment of the College. One way LCCC does this is by encouraging employees to bring new ideas and concepts forward. The college employs a team-based approach to investigate new processes or systems requirements and bring them to the College’s collective awareness. An individual or work team assesses needed changes and will either take action or make recommendations to the appropriate administrator(s).

Several organizational units and campus committees/councils are regularly involved in this process including the IEP Office, IS&S, OC, the CIC, Faculty Senate and Staff Council. Improvements address adjustments to operational processes, procedure or policy. Changes are also made in how activities are measured, what dashboard indicators are used, and how effectiveness is defined. These changes enhance how technology is used departmentally as well as across campus and may involve reconfiguring and reprogramming computer systems. This requires a solid technology infrastructure. The IS&S Office works closely with individuals and organizational units to assure that departmental and College-wide technology needs are met. Where systems are not able to support the needs of the campus, recommendations are made to update or install systems that will.

Question 7I2 The indicators of effectiveness process allows the College to establish targets for improvement. Based on the DBT and ALT review of the indicators, the specific targets for improvement included employability of graduates, attainment of learning goals, recent high school graduates attending and remediation rates. The targets related to employability and the attainment of learning goals builds upon institutional strengths. The target related to recent high school graduates is one strategy to link the College’s work to the Governor’s CHEE recommendation of increasing the state’s overall enrollment. The other target is designed to continuously work with the county’s post-secondary education sector to improve student success.

IS&S internally establishes targets for improving based on the annual feedback and data from the Employee Engagement Sessions and the OSR process. The improvements that IS&S is currently addressing are listed in 7P2—student communication, mobility, training/education, traditional educational experience and distance learning. These will be addressed through an interactive and collaborative process with faculty, staff, students and external stakeholders (as necessary).

Current results are communicated and discussed with the campus community through the College’s web site, meetings (institutional, divisional, and departmental levels), FYI Newsletter and other newsletters, meeting minutes, and everyone@lorainccc.edu e-mail. L

Figure 7R1-6: Quality Support Services

Individuals expressed satisfaction with the ability to access and fill out forms and with having access to college information via the intranet as well as the virus updates and recent improvements made to the help desk.

Some of the challenges include:• CMDS/Jenzabar/LMS:

CMDS not user friendly, can not get information out of it easily, LMS software for distance learning not adequate

• Help Desk/IS&S Communication: People feel the Help Desk is understaffed, thus lengthening the response time. In addition, LCCC staff feels that they do not get enough information from the IS&S department regarding the available technology, changes in procedures, etc.

• Training: Specific software training, technology training for new employees, training on new technology for all employees, CMDS training – including the ability to get information out, make it user friendly, cross-training.

— 88 —

PLANNING CONTINUOUS IMPROVEMENT

Context:Question 8C1 LCCC’s current vision statement was developed during the 1996 strategic visioning process. The College’s vision is to “enrich lives by creating gateways to educational, economic, cultural, technological, and personal growth.” The strategic priorities identified to guide the institution toward achieving its vision are: raise the community’s technological competencies; develop the whole person; advance creative learning opportunities—any time, any place; stimulate workforce and economic development; promote community collaboration and growth; and

build the College’s infrastructure to accomplish these priorities.

A broad overview of the future of LCCC includes some of the following plans that are either included in Vision 21 or will be incorporated into Vision 2015: enhancing economic development efforts with the creation of the Entrepreneurship Innovation Center in LCCC’s Great Lakes Technology Park; designing a new campus master plan; developing a new Learning Technology Center; converting the Library/Learning Resource Center into a Student Center and a new classroom building; and creating community outreach centers to address the need to serve increased populations in response to the CHEE recommendations and changing Lorain County demographics.

Figure 8.1: Vision 21 Initiative StatusStrategic Priorities Initiatives StatusRaise the Community’s Technological Competencies

Assess Current Competencies CompletedAssociate Degree Program in Software Development CompletedAccessible Computer Laboratories CompletedBachelor’s Degree in Computer Science and Engineering Completed Technology Outreach CompletedCommunity Information Network Substantially completedWomen and Minorities in Science and Technology Substantially completed

Develop the Whole Person

Intercultural Competence Substantially completedInterpersonal Skills Development Substantially completedHealthy Lifestyles Substantially completedStudent Life Substantially completedWork-based Learning Experiences CompletedCommunity Service Completed

Advance Creative Learning Opportunities: Any Time, Any Place

Learning Assessment and Validation Center CompletedWeekend Degree Programs Substantially completedAsynchronous Delivery Systems CompletedEducational Media Products In progressPartner in Education Reform Completed

Stimulate Workforce and Economic Development

Engineering and Development Center CompletedCorporate Services and Programs CompletedSt. Joseph’s Hospital Redevelopment Outreach Center CompletedTechnology Park Enhancements In progressAgricultural Industry Service Beginning

Promote Community Collaboration and Growth

Community Planning Summit CompletedCenter for Youth Leadership Substantially completedAdult Day Care No ProgressFaith-based Communities In progress

Build the College’s Infrastructure to Accomplish These Priorities

Local Resources Substantially completedTechnology Infrastructure Substantially completedEquipment CompletedRenovate the Library In progressFaculty and Staff Diversity Substantially completedFaculty and Staff Development Substantially completedAdjunct Faculty Support CompletedCampus Safety Substantially completedLCCC Foundation In progressCollege Decision-Making Process Completed

— 89 —

Question 8C2 LCCC’s short-term and long-term strategies (Figure 8.1) are developed during the strategic visioning process. The strategic visioning process (Figure 8.2, 8.3) includes the review of the mission, vision and values and the subsequent development of strategic priorities and initiatives. Including the review of the mission, vision and values in the strategic visioning process ensures the alignment with the strategic priorities and initiatives along with the balance between the needs of students and other stakeholders.

The short-term and long-term planning time horizons for the strategic initiatives are established through the Acting on the Vision phase of the process. The timelines are primarily driven by the financial, human, technology, and time resources available to address the needs that emerge from the process. The benchmark to complete 75% to 85% of the strategic initiatives is five to seven years.

The strategic visioning process is designed to identify current and future opportunities and challenges including those identified from the institutional overview (fiscal environment, statewide enrollment goals, growing jobs/enhancing economic development), new Decade Challenge (Item 5P2), as well as other annual planning processes (e.g., facilities, technology, equipment, enrollment, budget). The strategic visioning process, new Decade Challenge, and annual planning processes provide a framework that assists the College with sustainability to address key operational, human resources, and community related issues.

In addition, the indicator of effectiveness process is designed to review key data and measures on an annual basis to measure the College’s progress towards its mission and vision. One of the steps of this process is to identify short-term and long-term strategies that align organizational performance with the mission, vision, and strategic vision initiatives. The process and timeline is outlined in items 5P1, 7C2, and 7P4.

Process:Question 8P1 One of LCCC’s hallmarks is its strategic planning processes that focus on student and stakeholder needs. This includes long-range visioning; program reviews; operations system reviews and annual planning processes by the IPC and EPC (Figure 0.3).

LCCC began Vision 2015 during the 2005 spring term with thirty (81%) of the thirty-seven current Vision 21 initiatives either substantially completed or completed. The flow chart (Figure 8.2) delineates the basic structure for the Vision 2015 strategy. The timeline for each phase of the process is based on the results and refinements from two previous strategic visioning processes – Vision 2000 and Vision 21.

Figure 8.2: Strategic Visioning Context

The College’s strategic visioning process consists of four distinct phases—Listening and Learning, Building the Vision, Sharing the Vision and Acting on the Vision. Each of the first three stages takes six to eight months, while the Acting on the Vision phase lasts five to seven additional years.

The Listening and Learning Phase (Figure 8.2) is designed to understand and identify the issues and needs of students, stakeholders and employees. This is accomplished through six processes: literature review, environmental scan, external and internal listening sessions, President’s Gateway Sessions hosted with Foundation board members, DBT Community Connection sessions, and Voices & Choices citizen interviews. During the Vision 21 process (1996-1997), LCCC engaged over 600 students and stakeholders in the external listening and learning sessions and 75% of the full-time employees in the internal listening and learning sessions. The result from this phase creates the current context for Vision 2015 planning, which includes two major refinements to the Listening and Learning phase.

The first refinement is an expansive inclusion of everyday citizens from across the Lorain County and

— 90 —

a broader representation of current and prospective students. The second refinement incorporates the Voices & Choices prioritized regional economic development action agenda. Voices & Choices is an initiative of the Fund for Our Economic Future, a multi-year collaboration among 70 philanthropic organizations from across Northeast Ohio dedicated to transforming the economy of the region. During an 18-month period, Voices & Choices will hold a series of public discussions and deliberations involving tens of thousands citizens and leaders across Northeast Ohio. The ultimate outcome of the initiative is a collective direction around which individuals and institutions can shape their economic plans in order to make Northeast Ohio a vital player in the global economy; bring business development, jobs and economic vitality to the region; and ultimately improve quality of life for all residents and stakeholders within the area. LCCC will use the information from the Voices & Choices initiative as part of the context for creating its new vision.

The Building the Vision Phase (Figure 8.3) is completed by a seventy member Vision Council, which consists of thirty-five employees and students and thirty-five external stakeholders. The internal members are from IPC, Vision 2015 Design Team, and student leadership. The thirty-five external members are selected to represent a broad range of stakeholders from the community’s demographics (e.g.; ethnicity, gender, age), place of residence (e.g.; rural, suburbs, city), place of employment (e.g.; business, industry, health care, entrepreneurs, educators), and familiarity with the College. The issues and ideas generated to create the current context for the strategic visioning

process, the results from the Voices & Choices regional economic development action plan, and the Vision 21 mission vision and values, are processed by the Vision Council. The resulting information is used to develop strategic priorities and initiatives for the College and to review and refine the mission, vision and values of the institution.

The Sharing the Vision is an internally driven phase of the strategic visioning process that communicates the results from the Vision Council work to the campus community for additional input and refinement. It is during this phase that initial measures supporting the strategic initiatives are developed. IPC convenes Employee Engagement Sessions that encourage employee involvement and input. The results from the sessions are used to refine strategic priorities and initiatives. The IPC usually hosts 25 sessions during a three-week period and subsequently reviews the results, develops a report, and shares the results at OC and then publishes them for campus wide dissemination. The DBT then adopts the Vision 2015 plan as the roadmap for the College’s strategic thinking and planning for the next seven to ten years.

The Acting on the Vision phase of the process is the actual development and implementation of strategies to complete the work for each initiative. Once the initiatives have been identified, the College selects the appropriate person, committee/council, or design team to provide the leadership for each initiative. The President convenes a meeting to provide the initiative leaders with their charge and to educate them on annual planning processes.

Figure 8.3: Building the Vision

— 91 —

The other annual planning processes each have a committee/council that provides the leadership for their respective planning process. Annually, these committees/councils align the requests for services and master plans with the short-term and long-term needs of the College. The basic planning process these committees/councils use includes the following steps: determine the needs and/or solicit requests from the campus community; prioritize needs/requests based on institutional priorities and strategic vision; process information with the appropriate groups and individuals; process plan through the integrated budget process (item 8P2), implement approved plans.

Question 8P2 The short-term and long-term strategies are selected through the integrated and comprehensive budget process. Within this process, organizational unit administrators request the necessary budget, equipment and other resources. For example, the IS&S Director has the responsibility to request the appropriate equipment, budget and other resources to implement the College’s Technology Master Plan, which is connected to the Vision 21 strategic plan for the technology infrastructure. During the 2003/04 academic year, the budget process was made available online to make the process more user-friendly to the users.

The annual comprehensive budget planning process integrates all the annual planning processes (facilities, enrollment, technology) to ensure that the College has a focus, maximizes its resources and provides coordination and alignment among these plans. The resource and action and the annual planning and assessment stages of the strategic visioning process is the transition to connect the strategic visioning and the integrated and comprehensive budget processes. The comprehensive annual planning process is highlighted below:

• October: IPC begins Enrollment Project Process; IPC and IS&S host Employee Engagement sessions.

• December: The ALT makes adjustments and refinements to institutional and organizational budgets.

• February: President and Vice Presidents review budget guidelines; IPC completes enrollment projection process; Controller’s Office posts online planning/budgeting documents.

• March: Senior leader meetings with President or Vice President to review requests for capital and operating budget.; JSBC receives enrollment projection; ALT reviews goals, objectives, enrollments and resource projections; ALT discusses, reviews and prioritizes strategic vision initiatives; Administrators finalize staffing projections; President and Vice Presidents budget review session for personnel needs; facility, renovation and equipment budget forms are due to Controller.

• April: IPC, in collaboration with EPC, completes and calibrates enrollment projection based on a linear regression model and at least two weeks of actual enrollment data; Budget status report to ALT members; President, Vice Presidents budget review session; Performance appraisal recommendations finalized; ALT finalizes strategic vision priorities.

• May: President, Vice Presidents Budget review session; President, Vice Presidents and ALT members review final budget proposal; Final budget communicated to the campus community.

• June: DBT meeting for budget approval.• July: New operating budgets posted online for

administrators; Begin or continue to implement strategies to achieve mission and vision.

Within this process, each chairperson or organizational unit administrator has the responsibility to request the necessary budget, equipment, and other resources through the College’s normal budget and annual planning processes. The short-term and long-term strategies are selected through this integrated and comprehensive process. For example, the organizational unit administrator for IS&S has the responsibility to request the appropriate equipment, budget, and other resources to implement the College’s Technology Master Plan, which is connected to the Vision 21 strategic plan (technology infrastructure). On one hand, IS&S

Figure 8.4: Key Annual Planning AreasKey Area PurposeEquipment The purpose of the equipment committee is to distribute $1 million in annual funding

for equipment purchases campus wide. In determining equipment items for approval, requests are evaluated by the committee through a review process that requires the requester to explain the needs within the context of specifi ed criteria.

Facilities The purpose of the facility master plan is to provide a guideline for how to physically develop, grow, and maintain the campus. Through the master plan and budget process, LCCC continuously upgrades existing buildings and constructs new facilities that are designed to meet student and community needs, while maintaining a quality collegiate experience.

Technology The Technology Master plan guides the College’s current and future technology needs and is updated annually. The master plan includes information related to hardware and software along with technology to enhance mobility, student communication, distance learning, training and education, and the traditional experience.

— 92 —

is implementing the strategies approved during the previous annual budget process, and on the other hand, IS&S is collecting information to update the Technology Master Plan and identifying the priorities for the subsequent academic year. In concert with the annual budget process and timeline, IS&S submits its requests for budget, equipment, and other resources for the next academic year.

The greatest challenge LCCC faces in selecting short-term and long-term strategies are outlined in the Institutional Overview. In addition, the College is dealing with increasing health care costs, maintaining affordability and access for students and other stakeholders, maintaining the College’s physical plant, keeping pace with technology, and the changing demographics of the region.

Question 8P3 Key action plans to support the institutional strategy are initially developed during the Acting on the Vision phase of the strategic visioning process and continuously revised during the annual planning processes. The action plans are developed based on the data and information that emerge from the strategic visioning process. Each initiative leader and assigned team reviews the data and information and begins to discuss the plans for the project, milestones, needed resources and outcomes. Members of each team are selected on criteria such as expertise in specific areas, position within the institution, and availability to serve. The President’s Office sends each person an official letter to request their participation. Each group presents the plan to the appropriate Vice President and OC for consensus to proceed.

The IPC and Strategic Visioning Project Coordinator monitor and communicate the results of the College’s strategic visioning process by updating the status of each strategic initiative and publishing an annual vision scorecard report. The President communicates the status of the current strategic visioning process each year during Convocation and at President’s Forums. Status updates are also communicated to the campus community and students through the InfoVision Newsletter, which is published twice a year and distributed to all employees. The LCCC NOW Show, a cable program broadcast to 90,000 households, and the Update Community Newsletter, highlight results through feature stories. Student Senate takes the responsibility for communicating the information to students through their regularly scheduled meetings and student newspaper. The President meets at least twice a year with local newspaper editors and reporter for a Vision update session.

Actions plans to support institutional strategy are developed through the indicators of effectiveness process as well. The process is outlined in item 7P4.

Question 8P4 The annual budget planning process (8P2) ensures the initial coordination and alignment of the College’s planning processes and overall institutional strategies and action plans. The ALT members are actively involved in each of the annual planning processes along with the comprehensive annual budget planning process. OC reviews and discusses various institutional and organizational unit level plans and strategies and ensures that changes resulting from action plans are sustained.

Question 8P5 Each year, the IPC and Strategic Visioning Coordinator work with each of the strategic vision initiative leaders to identify the progress and status of their particular initiative. This is the annual planning and assessment stage of the Acting on the Vision phase of the process. At the institutional level, LCCC measures progress of the strategic visioning process through the number of initiatives completed or substantially completed over time. Through two previous strategic visioning processes, LCCC established an institutional target of completing or substantially completing 75% to 85% of the strategic initiatives before a new strategic visioning process begins. This usually is achieved between five to seven years. The President communicates and shares the yearly progress report with the DBT and with the campus community.

Each strategic initiative team determines its own milestones and measures based on factors such as the breadth and depth of the initiative and resources required. One of the key learnings from the two previous strategic visioning processes is to ensure that each design team has a set of performance projections and measurable outcomes.

The indicator of effectiveness process includes the uses and review of data and measures (Figure 7.2) that are reviewed biannually with the DBT and ALT members. A sub-committee reviews and selects the data and measures that are subsequently refined and approved by each group.

Question 8P6 The College accounts for the appropriate resource needs through the integrated and comprehensive annual budget process. LCCC has several annual planning processes (facilities, equipment, technology) along with the annual process to prioritize strategic vision initiatives. The purpose of the individual annual planning processes is to collect and gather information from these key areas.

— 93 —

Figure 8.1: Status of Vision 21 Initiatives

Each year, LCCC makes steady progress on the 37 strategic initiatives. The College completed or substantially completed 55% of the initiatives by 2001/02. By 2004/05, there were 81% of the initiatives either completed or substantially completed.

Question 8P7 LCCC developed a Human Resource Design Team in response to the Ohio Partnership for Excellence feedback report (2000-2001) and involvement in the NCA’s AQIP. The HR Office, ALT and the AQIP HR Design Team are charged with guidance for the College’s human resource plans that drive short and long-term actions (Category 4). Assessing human resource needs and staffing patterns are addressed during the planning phase for each strategic initiative. This is also incorporated into the budget planning process.

Question 8P8 The short-term measure for strategic visioning is to begin and complete the initial stages of the process within the 18-month period. This includes the completion of the Listening and Learning, Building

the Vision and Sharing the Vision phases. The long-term measure for the strategic visioning process is to complete 75% to 85% of the strategic initiatives by 2013. This projection is based on the results of LCCC’s last two strategic planning processes, and the five to seven-year benchmark aligns with other CCCD members.

Results:

8R1 What are your results for accomplishing institutional strategies and action plans?

Figure 8R-2: Equipment Committee Results

The Equipment Committee received 296 requests with a total value of $8,465,435 during the last three academic years. The group approved 173 (58.4%) of these request, which include items such as computer laboratory software, human patient simulator for Allied Health and Nursing, spam virus filtering appliances, a ticketing system for the Stocker Arts Center and physical plant equipment up grades.

# of Request Addressed

Total $ for Initial Requests

# of Requests Approved

Total $ Amount

Approved

2003/04 78 $2,796,185 54 $1,158,435

2004/05 114 $3,657,706 60 $1,108,063

2005/06 104 $2,011,544 59 $1,097,197

Totals 296 $8,465,435 173 $3,363,695

— 94 —

Figure 8R-3: Facility Annual Planning

Major construction renovations projects are planned and budgeted in advance of their execution. Requests for minor renovation projects are reviewed by the Local Renovation Planning Committee (LRP). Each year College employees have the opportunity to submit proposal to continuously improve various aspects of their facilities and space. An average of 142 “minor requests were submitted over the last three years with approximately 18 of these requests approved for funding and implementation. The LRP Committee has a budget of $250,000 per year to allocate toward the implementation of the approved requests.

Key results for the Technology Master Plan are outlined in Category 7—Figure 7R1-1 and 7R1-2. These results provide IS&S with insights to the key components of the Technology Master Plan that campus employees believe are working well and not working well.

8R2 Regarding 8R1, what are your projections of performance for your strategies and action plans over the next one to three years?

The College’s projections for performance for the strategies and action plans over the next one to three years are a part of the institutional indicators and listed in Figure 7.2. The actual projections are determined for the 2-3 indicators the College selects to focus its efforts on during any particular academic year.

8R3 Regarding 8R2, how do your projections for your strategies and action plans compare with those of other higher education institutions and, if appropriate, organizations outside the education community?

LCCC compares itself against other higher education institutions through the Ohio Board of Regents Performance Report, Ohio Award for Excellence, PACE/Climate Survey, ACT Student Satisfaction Survey and the NorthCoast 99 process. Many of these results are a part of the indicators of effectiveness process (Figure 7.4). LCCC’s results are either at or above the national norm or cohort group compared with other higher education institutions or businesses.

8R4 What is the evidence that your system for planning continuous improvement is effective?

The results from the NorthCoast 99 and Ohio Award for Excellence processes provide evidence that the College’s system for planning continuous improvement is effective. In addition, the College involves over 600 external stakeholders and students in the Vision 21

strategic visioning process with an additional 75% of the College’s full-time employee base. This represents a major change from the College’s initial strategic visioning process—Vision 2000—conducted during the early 1990s. The Vision 2000 process was solely an internally driven process that did not include external stakeholders and students.

Improvement:Question 8I1 The College improves its current processes and systems for planning continuous improvement through data and information along with feedback from participants. The ALT annually engages in post-mortem discussions about the integrated budget process and other annual planning processes in order to identify opportunities for improvements. One recent improvement was to convert the budget process from a paper and pencil process to a web accessible and friendly process. Another example relates to the annually hosting Employee Engagement Sessions for the campus employees to provide input and learn about the technology master plan.

Question 8I2 LCCC establishes targets for improvement through the indicators of effectiveness process. This process includes indicators that align with the mission and vision of the College and the appropriate data and measures that provide insights on the College progress towards the achievement of its mission and vision. The process to review these data and establish plans of action are outlined in Category 7. Specific improvement priorities are those areas that are identified as high performance or low performance. The information is communicated to the campus community and other appropriate stakeholders through the mechanisms listed in Figure 5.7. L

Total # requests

Estimated $ of total requests

# requests funded

$ value of funded requests

Average budget of funded requests

2005/06 132 $3,492,705 20 $210,330 $10,517

2004/05 145 $3,584,415 18 $193,551 $10,753

2003/04 150 $3,892,400 17 $250,000 $14,706

— 95 —

BUILDING COLLABORATIVE RELATIONSHIPS

Context:Question 9C1 LCCC’s key collaborative categories and relationships are listed in Figure 9.1.

Question 9C2 LCCC mission is to serve “a culturally diverse community by promoting education, economic, cultural and community development.” The promoting education aspect of the mission is accentuated through an innovative partnership through the UP program at LCCC. The UP provides the citizens of Lorain County access to a variety of bachelor and master degree programs from one private and several state colleges and universities. GLIDE is an example of a unique public/private partnership that helps establish a new or expand a current business operation to improve the county’s workforce and economic environment (Figure 2R-12, 13). This private/public partnership is between LCCC, Lorain County Commissioners, and the Lorain County Chamber of Commerce. This innovative partnership accentuates the College’s workforce and economic development aspect of the mission.

During the late 1970s, the LCCC Board of Trustees and the Foundation/Development Board partnered with

several other entities for the development of the C. Paul Stocker Fine Arts and Humanities Center. The facility opened in 1980 and continues to host a wide range of theatre, music, art, and dance performances and shows for the citizens of Lorain County and Northeast Ohio. Over 25,000 people attended one or more events at the Stocker Center during the 2004/05 academic year (Figure 2R-7).

LCCC’s strategic visioning process includes the involvement of and collaboration with key stakeholder groups and individual citizens. The input received from these key stakeholders and citizens provide data and information to support or encourage change in the institutional direction.

Process:Question 9P1 The College creates, prioritizes and builds relationships with key groups that provide innovative and traditional opportunities that promote the achievement of the mission and vision of the College along with addressing key challenges (e.g., fiscal environment, growing jobs, enhancing workforce development). LCCC was recognized for establishing an extensive collection of innovative partnerships that address key community issues (Figure 9R-4) as part of the 2000 Ohio Award for Excellence (OAE) application

Figure 9.1: Category Key Collaborative Relationships Nature of RelationshipPre-K through 12th • Lorain County School System

• Contiguous county school systems• Superintendents/Counselors • Youth Service Programs • Special Programs (e.g., Tech Prep, PSEO, Early

College

• Source of students• Collaborators

Higher Education • Four-year public and private institutions• University Partnership institutions• Community colleges

• Source of students• Collaborators• Curriculum development

Employers • Business/industry• Health care• Not-for-profi t• Government• Labor unions

• Enhance the economic well-being of the county and region

• Collaboration• Advisory• Source of students• Curriculum development

Board Members • District Board of Trustees• Foundation Board Members

• Development• Planning• Collaborators

Community • Tax payers• Citizens• Life-long learners• Foundations (Nord, Stocker, LCCC Foundation/

Development Offi ce)

• Source of students• Supporters• Collaborators

Partners • University Partnerships• Lorain County Urban School Districts

• Source of students• Supporters• Collaborators

External Agencies • Ohio Board of Regents• Ohio Association for Community College• North Central Association• Specialized Accreditation

• Legislative• Governance• Accreditation• Development

Students/Graduates • LCCC (enrolled, alumni)• University Partnership (enrolled, alumni)

• Supports

— 96 —

process. LCCC’s key organizational units that have a focus on building collaborative relationships across categories (e.g., K-12, employers, and community) include the Public Services Institute (PSI), JCPR, CCOS and the HRD/SkillsMAX Center.

PSI provides a vehicle for LCCC to create, prioritize, and build relationships with various key partners in the community. PSI creates and builds these relationships through education, training, and facilitation of group and community processes. JCPR is the research function, and creates and builds these relationships through research to address issues of importance in Lorain County, Northeast Ohio and the state by using data and information as part of the planning, problem-solving and decision-making processes. For example, LCCC, PSI, JCPR and other community organizations partnered to host “The Changing Nature of Lorain County” community forum to educate and assist businesses, health care organizations, members of the community and other entities in understanding the implications of census findings for workforce and economic growth in the county and region.

CCOS provides a single point of contact for all of LCCC business and community-support services. This includes business and information technology training, employee performance and development training, employee skills assessment and job matching, certification training and examinations, continuing education and more (Figures 2R-15, 16, 17, 18).

The HRD/SkillsMax Center’s mission is to build the capacity to become a key Human Resource training resource for Lorain County and surrounding areas. The unit has grown to annually serve 75-100 companies ranging in size from 10 to 1000 employees. LCCC is one of the first campuses to offer Enterprise Ohio’s SkillsMAX program, which includes employee assessment, certification and training tools to match job applicants to specific positions.

The College creates and builds collaborative relationships through LCCC employees serving on various community, regional, and state boards and attending meetings. Examples of the various types of boards the President and Vice Presidents belong to are listed in Category 5—Leading and Communicating.

LCCC builds relationships with the Lorain County School system through the annual superintendents meeting. LCCC’s President discusses the College’s new programs and services along with data and information about how the students from the various school districts are doing at the institution. Moreover, the College partners in an innovative way with the two

urban school districts through the Early College High School Program. The Early College program is an innovative partnership among the Lorain City School District, Elyria School District, Bill and Milinda Gates Foundation, and the Knowledge Works Foundation to provide first generation students an opportunity to participate in an innovative learning environment designed to inspire and motivate students who have the potential to be the first in their families to graduate from college (Figure 3R-29).

Other key strategies include scholarships (Figure 3R-11, 12), youth service programs (Figure 2R-8, 9), and special programs for high school students such as PSEO (Figures 3R-8, 9) and Tech Prep (Figure 2R-10, 11). The College’s Foundation Office is a key partner that creates and manages philanthropically resources to support LCCC and its students. The Foundation Office and its Board members provide funding for student scholarships and other services (Figure 2R-3).

The College creates, builds and prioritizes relationships with educational institutions and employers that depend on a supply of students and graduates who meet their requirements in several ways. For educational institutions, LCCC uses the traditional articulation and agreement process, which is through the TAGS. These TAGS are currently being revised as part of an OBOR state-wide initiative to improve the efficiency and effectiveness of the transfer process across the state.

The development and implementation of the UP is an innovative approach toward building relationships with educational institutions. Currently, the UP includes eight state universities and one private college that together offer over thirty bachelor’s and master’s degree programs to the citizens of Lorain County and Northeast Ohio (Figure 9R-2, 3). The prioritization and selection of the program areas are based on external market assessment, community needs and availability of programs.

Also, the College creates, prioritizes, and builds relationships with educational associations, external agencies, consortia partners and the general community. These relationships are developed and fostered through the vehicles outlined in Category 3—Students and Stakeholders Needs. Some of the strategies include active participation in various associations (e.g. the CCCD, Strategic Horizon—Figure 5R-5), attending meetings and adherence to requirements (e.g., OBOR, HLC), and seeking feedback and input (e.g. general community).

Question 9P2 LCCC ensures that the needs of the partners are met through several processes. These

— 97 —

processes include feedback received from participating in meetings and programs, input received during the strategic visioning process, feedback from the College’s District Board of Trustees (stewards of the community) community engagement sessions, continued discussions with key partners, and feedback from academic program advisory board members.

Question 9P3 The College creates and builds relationships within the institution through the use of cross-functional committees and councils. The cross functional committees and councils include staff, professional/technical, faculty and administrative employees. Also, several of the key committees/councils such as OC have representatives from the Student Senate.

In addition, the College creates and builds relationship within personnel classifications and organizational units through meetings. For example, the faculty and staff have councils that focus on issues of importance to those particular groups, while each organizational unit is encouraged to have meetings to build relationships and

discuss issues of importance to the unit. The integration and communication across units occurs through the cross functional team process, meeting minutes, campus publications (e.g., FYI Newsletter), web portal (web page, Intranet), e-mail, and telephone.

Question 9P4 LCCC uses the following data sources to measure collaborative relationships.

• CCBenefits—socioeconomic benefits (Figure 9R-1)• Student Mobility (Figure 3R-31)• High school graduates (Figure 3R-1)• UP programs and enrollments (Figure 9R-2, 2)• Levy support (Figure 2R-4, 5R-2)• Ohio Award for Excellence Feedback Report (Figure

9R-6)• NCA and specialized accreditation (Figure 9R-5)

Results:

9R1 What are your results in building your key collaborative relationships?

Figure 9R1-1: LCCC Socioeconomic Impact

LCCC collaborated with CCBenefits in 2004 to conduct an analysis of the College’s socioeconomic impact (Figure 9R-1). The impact directly relates to the various partnerships and relationships developed over time and indicate LCCC’s contribution to the community and region it serves.

Category Sub-CategorySocial

SavingsHigher Earnings

$23,515,964

Health Absenteeism, fewer smokers, alcohol

$ 1,129,370

Crime Incarceration, crime victims, productivity

$ 1,429,235

Welfare Unemployment

$ 1,202,236

Total $27,276,805

Figure 9R1-2: University Partnership Enrollment

Since 1999, the University Partnership has served over 11,000 students, with enrollment experiencing a growth of 70% (Figure 9R-2). Since 1998, over 800 bachelor’s degrees and nearly 1,000 Master’s degrees have been earned via the University Partnership (Figure 9R-3).

— 98 —

Figure 9R1-4: Ohio Award for Excellence Feedback Report

LCCC applied for the Ohio Award for Excellence (OAE) during the 2000-2001 cycle and received the second highest award—Tier 3-Achieving Excellence. One of the areas LCCC was noted for was partnership and collaborative relationships. Below are a few comments from the OAE feedback report related to partnerships and collaborative relationships.

LCCC provides an extensive array of direct services to the surrounding community. It has developed a signifi cant number of partnering relationships with business, labor and other organizations. LCCC creation of PSI has brought a sense of community while improving communication among public, government and non-profi t offi cials.There is close communication with organizations that are the source of the College’s students, such as K-12 and area businesses.The UP program addresses the need of constituents to increase the number of graduates in the community. It offers bachelors and advance degree programs that might otherwise be affordable to those seeking four-year and graduate degrees.

Figure 9R1-5: AccreditationLCCC fi rst became accredited in 1964, was most recently accredited in 1994, and is due to go through the process in 2008. LCCC joined the AQIP in 2001.

There are seven Allied Health and Nursing accredited programs offered at the college.

Figure 9R1-6: Ohio Board of Regents

The Ohio Board of Regents (OBOR), an outside independent state regulatory agency, audits public institutions of higher education in the state of Ohio. This audit takes place once every four years, the most recent being 2002. The error rate for LCCC was well below the threshold set forth by OBOR and the audit was deemed “exemplary”.

Ohio Board of Regents Enrollment Audit-2002

5,962 data items were audited on campus

23 (0.4%) overall error rate (threshold is 5%)

Comment: Overall error rates for LCCC are well below the threshold established in state regulations

Comment: The results of the audit were exemplary

9R2 Regarding 9R1, how do your results compare with the results of other higher education institutions and, if appropriate, organizations outside the education community?

Regarding 9R-1, LCCC’s OBOR audit results and compare very favorable to other higher education institution. In fact, the OBOR audit team indicated that LCCC’s results “were exemplary.”

For 9R1 and 9R2, address historical trends and patterns, as appropriate.

The historical trends and patterns are discussed for the appropriate tables and charts through out the systems portfolio.

Figure 9R1-3: University Partnership Graduate

— 99 —

Improvement:Question 9I1 LCCC improves the current processes and systems for building collaborative relationships by being proactive and seeking feedback. Each of the key organizational units that have a specific function related to building collaborative relationships meets regularly with the key groups. The formal and informal feedback is used to improve current systems and processes for building collaborative relationships.

Question 9I2 LCCC establishes targets for improvement through the use of data and information from the UP Graduate Tracking and the HSSSE surveys. Some of the specific targets include maintaining or improving the scores from students on these surveys (e.g., attainment of goals, impact of program). These targets are addressed primarily through the UP and the Early College Offices.

In addition, the UP office collects information from current and prospective students about the types of programs they would like to have offered on LCCC’s campus. This information is reviewed by the UP office to begin preliminary review of the feasibility of offering particular programs through the University Partnership program.

Current results are communicated and discussed with students, stakeholders and the campus community through the College’s web portal, meetings (on and off campus), print media (e.g., Collegian, FYI Newsletter), general mailings, meeting minutes and everyone@lorainccc.edu e-mail). In addition, progress is reported to the DBT on an annual basis. L